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Fragile X syndrome, which clinicians also call Martin-Bell syndrome, is an inherited genetic disorder. Fragile X is caused by a gene mutation that makes a specific protein insufficient for typical brain development. While it remains the leading genetic cause of inherited intellectual and developmental disabilities, it remains a low-incidence condition. The diagnosis impacts roughly 1 in 7,000 males and 1 in 11,000 females.

As a special educator, you might only work with a handful of students with Fragile X throughout your career. This issue of Tuesday’s Transition Tips will provide foundational knowledge about Fragile X, highlight common classroom challenges, and offer actionable strategies to help students successfully transition into adulthood.

Understanding the Challenges

The Centers for Disease Control and Prevention notes that students with Fragile X often experience:

  • Developmental delays in reaching key milestones.
  • Learning disabilities that impact academic processing.
  • Social and behavioral challenges, including social anxiety or sensory overload.
  • Nervous system impacts, which can lead to motor coordination issues, tremors, memory difficulties, or mood disorders later in life.

Leveraging Student Strengths

Students with Fragile X bring unique strengths to the classroom. You can optimize your instruction by leaning into these natural talents:

  • Independence: Strong capacity to master everyday life skills.
  • Top-Down Learning Style: Preference for spontaneous, "big picture" learning rather than step-by-step sequential processing.
  • Word Recognition: High aptitude for learning sight words.
  • Internal Motivation: Strong motivation to complete tasks and accomplish goals.
  • Structured Communication: Better responses to clear, closed-ended questions

Supporting Transition and Postsecondary Success

With individualized support, structure, and strength-based opportunities, young adults with Fragile X thrive beyond the classroom and reach their postsecondary goals. Success relies on consistency, predictability, and strong family partnerships.

Implement the following strategies to pave the way for a smooth transition:

  1. Establish Predictable Routines: Build clear expectations using visual schedules, written checklists, and explicit step-by-step task instructions. Always preview daily transitions to minimize anxiety.
  2. Align Tasks With Strengths: Match job responsibilities directly to the student’s skills and personal interests while removing unnecessary barriers.
  3. Offer Training and Support: Introduce new tasks gradually using direct modeling, hands-on practice, and repetition to build long-term skill retention.
  4. Optimize the Environment: Design a low-stress and sensory-friendly workspace. Build in frequent breaks to help students manage anxiety and sensory processing demands.
  5. Foster Natural Supports: Cultivate peer mentorship, deliver frequent positive feedback, and maintain open communication with families, job coaches, and employment specialists.

We encourage you to use and explore the resources below.

Resources

It’s election season! On Tuesday, November 3, 2026, many important national, state, and local elections will be held. Every U.S. citizen who is 18 or older is eligible to vote.

Before adult citizens can vote, they must register to vote. During an election year, like this one, the deadline to register to vote can be up to a month before the election. In Indiana, you must register to vote at least 29 days (about 4 weeks) before election day, by October 5, 2026. Teens in Indiana who will turn 18 before November 3, 2024, can pre-register to vote.

There are a few states that do allow adults to register on election day. Use the Rock the Vote website to find your state's requirements.

Voting locations and available voting options must be legally accessible to individuals with various disabilities. This includes the building, voting booths, machines, and access to voting options for those with vision, mobility, and reading disabilities. The U.S. Election Assistance Commission provides information about accessible voting. Review their information and resources on voter accessibility.

Once registered, voters are assigned to cast their vote at a specific precinct, or polling place. Students should create a voting plan and research candidates and current affairs. The internet and social media can be helpful to make informed decisions when voting, but there is also a lot of misinformation that students need to navigate.

Use the resources below to guide students toward reliable information. Some are links to social media, which can be a useful way to learn about voting. Please note that some TikTok videos do not provide closed captioning.

Resources

The beginning of a new school year brings excitement, opportunity, and plenty of questions. Whether you are a new teacher learning about the transition process or a seasoned educator seeking fresh ideas, the Center on Community Living and Careers (CCLC) is here to support you throughout the 2026–2027 school year!

CCLC Open Office Hours

CCLC Open Office Hours are designed to provide direct access to experienced specialists who can provide support for education, transition to adulthood, transition IEPs and portfolios, employment, benefits, and more! These free sessions are designed to be informal, collaborative, and practical.

During Open Office Hours, you can:

  • Ask questions about transition planning and compliance.
  • Discuss challenging student situations.
  • Explore evidence-based practices for employment, education, and independent living outcomes.
  • Learn about community resources and agency partnerships.
  • Receive guidance on person-centered planning and student engagement.

Use the following link to join the Open Office Hours every Thursday from 2:30-4:30 p.m. ET via Zoom.

Transition Planning: Creating Quality Transition IEPs and Portfolios in the Age of AI

The Indiana Secondary Transition Resource Center (INSTRC) is excited to provide Transition IEP and Portfolio Trainings on Tuesday, September 1, and Wednesday, September 2, 2026. Designed to help educators, transition coordinators, administrators, employment agencies, and parents master key compliance and quality standards, these interactive sessions will feature collaborative discussions, hands-on activities, and practical guidance on integrating ID8, the Indiana Institute on Disability and Community’s AI tools, into your workflow. You will learn how to use these tools as powerful gateways to competitive, integrated employment.

Transition IEP Training
Focus on the quality aspects of every section in the transition IEP through interactive group work and hands-on activities. Discover how to leverage AI as a collaborative tool throughout the development process.

  • Option A: September 1 from 9 a.m.–12 p.m. EDT
  • Option B: September 2 from 1 p.m.–4 p.m. EDT

Transition Portfolio Training
Explore the core components of a successful student portfolio. Engage in interactive group discussions, learn how to use AI to streamline portfolio creation, and receive real-time feedback from our team.

  • Option A: September 1 from 1 p.m.–4 p.m. EDT
  • Option B: September 2 from 9 a.m.–12 p.m. EDT

Cost to attend one session: $80
Cost to attend two sessions: $150

Help us spread the word! Share this professional development opportunity with friends and colleagues. Register and secure your spot today.

Let’s make this a great year. We look forward to connecting with you!

Emergencies often cause anxiety and confusion, and this can be overwhelming for individuals with disabilities. Educators and families can actively prepare those with disabilities for emergencies.

It’s important to plan for a weather-related emergency like a tornado, earthquake, or flood. Also consider other potential crises such as active shooter situations, fires, pandemics requiring isolation, and extended power outages.

To support individuals with disabilities during emergencies, take the following steps:

1. Assess the Current Situation

Identify immediate and ongoing needs, including any assistance required during an emergency. This assessment should consider mobility aids, adaptive equipment, and medication requirements.

2. Make an Emergency Plan

Develop a comprehensive plan outlining steps to take for various emergencies. Consider how to: 

  • Evacuate or take shelter
  • Communicate with family and community members
  • Manage without essential utilities
  • Maintain critical supports like personal assistance, therapies, and transportation

3. Prepare an Emergency Kit 

Gather supplies that will last for multiple days. Emergency kits can include:

  • Food
  • Water
  • Medications
  • Support network list
  • Supplies related to the individual's disability

4. Carry an Emergency Information Form or Tag

Create a waterproof form or tag that displays essential medical and disability information. First responders and support personnel need this information for quick assistance. The form should include the individual's:

  • Full name
  • Disability
  • Medications
  • Allergies
  • Support needs
  • Family and friends' contact information

5. Build a Strong Support Network

Identify people and organizations who can assist during an emergency. Create a comprehensive list of individuals and agencies ready to provide support.

6. Practice Emergency Plans

Conduct emergency drills regularly to familiarize yourself and your support network with proper procedures. Planning is important and can significantly improve your safety and health during emergencies.

Resources

Bonus Tip: The Family Employment Awareness Training (FEAT) kicks off in Batesville this October. Help us spread the word! Share this free learning opportunity with families, students, and colleagues. To register for this and other events, visit the CCLC FEAT webpage.

Wow! The 2025-2026 school year has zipped by quickly!

We at the Center for Community Living and Careers have enjoyed writing and sending you Tuesday’s Transition Tips throughout this year. We appreciate your support and are grateful to you

As students graduate and finish out the year, we thank you for your ongoing support of their dreams and goals. Your efforts make a difference every day.

We hope that you have a wonderful summer break. See you next year!

Bonus Tips

While Tuesday's Transition Tips is out on hiatus for a few months, we encourage you to review our growing list of transition resources this summer.

  • Transition Miniseries: free online course about creating quality Transition IEPs.
    Indiana Family Employment Awareness Training: free virtual and in-person sessions designed to increase family, student, and professional knowledge of state, federal, and community resources that support employment.
  • Benefits Information for Transitioning Students: trainings and resources that support young adults or adults who are working or planning to work.
  • CCLC Learning Academy: courses designed to provide a deep understanding and practical applications to effectively assist individuals with disabilities in achieving their vocational goals.
  • What's Next?: free monthly newsletter for young adults with disabilities to assist them in preparing for life after high school.

Education researchers agree that the use of visual supports for students with executive functioning challenges is an effective, evidence-based practice. Experienced educators recognize the importance of these tools, while new teachers should prioritize them for their significant benefits.

We all use visual cues daily. Some examples include clocks, calendars, shopping lists, speed limit signs, and cooking timers. In the classroom, you can implement the following visual supports:

  • Pictures or signs
  • Labels
  • Daily schedules
  • Behavior charts

Wong (2014) defines these supports as concrete cues that provide information about routines and expectations. They translate abstract verbal instructions into permanent and visible reminders.

The Visual Timer

A visual timer is a specific tool that helps students manage time and navigate transitions. While many autistic students find these especially helpful, any student struggling with time management can benefit from them. These timers build executive functioning skills by making the time remaining for an activity or task visible.

When you use a visual timer, you:

  • Provide a concrete way to conceptualize time
  • Help students develop self-regulation skills
  • Reduce stress for students with task anxiety
  • Communicate clear expectations for task completion
  • Create a predictable classroom structure
  • Increase student motivation

You can involve students in the process by letting them set their own timers. This activity would build self-advocacy skills that apply to independent living and future jobs. Depending on your school policy, you can use physical timers, smartphone apps, or digital classroom displays to provide this support.

Resources

We encourage you to spend time on self-directed learning by reviewing the resources below.

Bonus Tips

  • Explore the new and improved Transition Miniseries. This 7-course miniseries is a free online training from INSTRC. Each course is designed to help you become more familiar with the components of the cyclical planning process and support you as you create quality Transition IEPs and Portfolios with your students. Register today.
  • Enroll in the Transition Educators Facilitating Employment course. A 10-week, comprehensive online training that gives educators, specialists, Pre-ETS providers, transition coordinators, and other professionals the foundation, techniques, and effective strategies necessary for successful adult vocational transition. Register and get started on Monday, October 5, 2026.

Summer is nearly here! It’s a good time to help your students map out their break, explore their interests, and identify opportunities for skill development.

Employment

  • TeenWorks: Helps high school students find summer jobs at local nonprofits while providing group support to assist them during their employment.
  • SummerWorks Southern Indiana: Provides paid summer work experiences that help young adults develop various job skills.

Recreation

  • Camp Riley at Bradford Woods: Weeklong recreational and learning opportunities for campers ages 8 to 18, including one session for adults with disabilities ages 18 and older.
  • Camp Catalyst: Inclusive day camp for teens with and without disabilities. Campers are encouraged to develop confidence and independence.
  • Local County, City, or YMCA Adapted Programs: Organizations like Carmel Clay Parks, Special Olympics Indiana, and the Monroe County YMCA are excellent examples of Indiana facilities with dedicated adaptive tracks. To find summer schedules and activities near you, contact your local municipal parks office or YMCA branch.

If you need more ideas, visit our virtual Office Hours every Thursday from 2:30-4:30 p.m. ET. We would love to help you find exciting learning experiences for your students.

Bonus Tips

Indiana Family Employment Awareness Training (FEAT) kicks off in Crown Point, Indiana, this May. Help us spread the word! Share this free learning opportunity with families, students, and colleagues. To register for this and other events, visit the CCLC FEAT webpage.

Ensuring student safety during the transition from school to adulthood is essential for supporting independence, confidence, and long-term success. Educators can embed safety skills within transition planning from the start, especially for students with disabilities who may require explicit instruction, reinforcement, and coordinated support from families and interagency teams.

When students transition into unfamiliar settings such as internships, job shadowing, or college visits, they encounter new expectations and potential safety risks that differ from their daily routines. Students can build a solid foundation by practicing safety protocols at home and in the classroom. The goal is for students to generalize these skills, ensuring they can confidently and safely apply what they have learned when navigating the unique challenges of the world.

Review the information below to better understand how safety requirements and risks differ across environments.

At Work

  • Students may need specific instructions to help them recognize unsafe conditions or equipment at work. Additionally, they should know who to approach as their “go-to” supervisors if they have questions about job expectations or the work site.

On Public Transport

  • Students may require explicit instruction on how to read bus numbers and understand schedules, as well as what to do if they miss their bus. 

In the Community

  • Students must receive comprehensive safety coaching. This should cover essential skills such as navigating crosswalks, recognizing “stranger danger,” and managing payment options. Additional considerations include: 
    • Does the student ask for help when they are lost or feeling unsafe?
    • Can the student state their home address, phone number, and caregiver’s contact details?
    • Is the student consistently following traffic and pedestrian safety protocols?

On the Internet

  • Students must understand which links to avoid clicking, what to refrain from sharing, and how to block or report issues on social media.

At School

  • Students should be aware of emergency procedures and be able to navigate the classroom building safely.

Resources

Bonus Tip

The Family Employment Awareness Training (FEAT) kicks off in Crown Point, Indiana, this May. Help us spread the word! Share this free learning opportunity with families, students, and colleagues. To register for this and other events, visit the CCLC FEAT webpage.

Students returning to school from the juvenile justice system possess unique strengths, experiences, and needs. Your classroom can play a crucial role in their successful re-entry.

Establishing a sense of belonging and prioritizing inclusion should be a priority. It is important to intentionally rebuild trust and reestablish their identity as a valued member of the school community. Before talking about academics, schedules, or credits, focus on connection, consistency, and collaboration.

Use the following tips to enhance your support for formerly incarcerated students.

1. Provide a Warm, Private Welcome 
A personalized greeting communicates safety and respect before the student ever faces the larger group. Offer a one-on-one conversation to say, “We are glad you are here in this classroom with us.”

2. Use Strength-Focused Language
Students returning from the juvenile justice system often anticipate judgment or low expectations. Counter that by emphasizing their strengths and skills, such as persistence, leadership, vocational competencies, and success in structured routines.

3. Create a Mini Transition Plan
Empower the student by involving them in the roadmap for their own success. Draft an outline addressing the following questions:

  • What helps the student feel successful?
  • What supports does the student need (e.g., quiet workspaces, frequent check-ins, daily routines)?
  • What does the student want you to know about their learning style?

4. Coordinate With the Return to Community Team
Work with probation officers, family members, counselors, homebound or re-entry educators, to gather accurate information. Align on:

  • Individualized Education Program (IEP) updates and course completion credits
  • Behavioral support and safety considerations
  • Coordinated communication between the home and school

5. Establish Predictability and Opportunities for Second Chances
Returning students may experience anxiety, hypervigilance, or difficulty re-learning in unstructured environments.

  • Provide clear expectations and visible routines.
  • Offer opportunities to restart the day or revise tasks without penalty, mirroring the structure that helped the student succeed in Indiana Department of Correction (IDOC) schools.

6. Foster Peer Inclusion
Encourage group work without making the student feel like they are the center of attention. For each group task, assign meaningful roles where the student can contribute without being spotlighted or isolated.

7. Celebrate Small Wins
Momentum is built through recognizing small, consistent milestones. Acknowledge the student’s consistent attendance and task completion throughout the school year.

A welcoming classroom strengthens school climate, reduces recidivism, and models true inclusion. Your efforts can change the trajectory of a student’s entire transition journey.

Resources

Bonus Tips

Elevate your impact with CCLC Learning Academy! Our Formerly Incarcerated Individuals and Employment course gives you the tools to support individuals with disabilities who have been involved with the criminal justice system while addressing the challenges inherent for most, if not all, people released from prison. Register today!

Community Rehabilitation Providers (CRPs) are organizations that can deliver employment, independent living, and other services to individuals with disabilities. Some CRPs partner with schools, families, and state agencies to support transition planning and help students and young adults build the skills they need for successful community participation.

What Services CRPs Offer

For students preparing to leave high school, CRPs can offer job exploration services, work-based learning experiences, workplace readiness training, and self-advocacy instruction. These supports help young adults understand their strengths, explore career interests, and gain real-world experience that leads to competitive employment. Many CRPs collaborate with Vocational Rehabilitation (VR) counselors to ensure students receive services.

CRPs may also provide job development, job coaching, skills training, supported employment, and ongoing support. Some providers also offer behavioral health services, independent living training, and access to community resources. These services help young adults secure and maintain meaningful employment while increasing independence.

Why Early Connection Matters

Educators play a key role in connecting students and families with CRPs early in the transition process. By understanding what CRPs offer, teachers and transition coordinators can help students build a strong bridge from school to adult life. Partnering with CRPs ensures students receive hands-on experiences, individualized planning, and long-term support that schools alone cannot provide.

Find a Provider Near You

Use the Indiana VR ES Provider Directory to find providers in various counties. You can also consult your state's VR office for a list of providers in your area.

Bonus Tips

Join UMass Boston’s Transition Leadership Program (TLP) to earn a National Transition Specialist Certification specifically designed for special educators, guidance counselors, and vocational staff. It is:

  • Fully Online: Accessible to educators across the country
  • Duration: 18 months
  • Credentials: Leads to national certification (and the MA state endorsement)

Learn more about the program.