Tips

All Tuesday Tips

A Transition IEP is more than a compliance document. It is a roadmap that helps students identify their goals for life after high school and outlines the services, supports, and experiences needed to achieve them. A high-quality Transition IEP connects a student's strengths, preferences, interests, and needs to measurable postsecondary goals related to education or training, employment, and, when appropriate, independent living.

Effective transition planning is an ongoing process, not a once-a-year event. The best Transition IEPs are developed through meaningful collaboration among students, families, educators, and community partners. When students take an active role in the planning process, they are more likely to understand their goals, advocate for their needs, and take ownership of their future.

As you review Transition IEPs this year, consider the following questions:

  • Do the postsecondary goals reflect the student's strengths, interests, and preferences?
  • Are age-appropriate transition assessments being used to inform planning?
  • Do transition services and activities directly support the student's goals?
  • Are students actively involved in planning and leading discussions about their future?
  • Is progress being documented and updated as the student's interests and goals evolve?
  • Are community experiences, employment opportunities, and self-determination skills embedded throughout the plan?

Quality Transition IEPs clearly connect where a student is today with where they want to be after high school. When Transition IEPs are individualized and purposeful, they can help students build the skills, experiences, and confidence needed for successful adult lives.

Want to Learn More About Creating Quality Transition IEPs?

The Indiana Secondary Transition Resource Center invites you to register for our upcoming training, Transition Planning: Creating Quality Transition IEPs and Portfolios in the Age of AI. These interactive virtual sessions focus on developing high-quality, compliant Transition IEPs and Portfolios while exploring how AI tools can support the planning process.

Training Dates:

  • Tuesday, February 23, 9 a.m.-12 p.m. ET
  • Wednesday, February 24, 1-4 p.m. ET

Register for the Transition IEP and Portfolio Trainings

Help us spread the word! Share this training information with your colleagues.

KAT6A syndrome is a neurodevelopmental condition, meaning it impacts brain and central nervous system functioning. Although KAT6A syndrome remains unfamiliar to most, knowledge of this rare condition helps educators to better support all learners. Researchers only identified this neurodevelopmental condition in 2015. KAT6A syndrome stems from a missing DNA sequence, causing mild to severe impacts on brain and central nervous system development. Its closely related counterpart, KAT6B, primarily affects skeletal development.

Scientists often call KAT6A syndrome a “master controller” because it regulates key functions across multiple genes. Today, KAT6A syndrome remains an ultra-rare condition with fewer than 1,000 diagnosed cases worldwide. However, ongoing research promises to reveal a much deeper understanding of the syndrome in the coming years.

Why This Information Matters

  • Research is still catching up. Current studies have not yet translated KAT6A findings into targeted special education strategies. Staying informed helps you stay ahead of the curve.
  • You might welcome a KAT6A student to your classroom. Save this issue for future reference. When you meet a student with KAT6A syndrome, you will already have the foundational knowledge needed to support their unique needs.
  • Families need your support. Parents navigating a KAT6A diagnosis often feel isolated, overwhelmed, and financially stressed. Your compassion and informed advocacy can make a world of difference.

The Challenges

According to the National Organization for Rare Disorders, individuals with KAT6A syndrome may show:

  • Developmental delays
  • Intellectual disability
  • Speech and language challenges
  • Gastrointestinal, heart, and vision impacts

Supporting a Student with KAT6A Syndrome

People with KAT6A syndrome can work, reach independent living goals, and engage in ongoing educational opportunities. With your support, students can achieve their postsecondary goals and transition to adulthood. As a special educator, it is important to:

  1. Identify student strengths and interests by using customized, adapted, and person-centered assessments.
  2. Describe optimal support needs, focusing on what the student needs to be successful with learning, social interaction, and communication.
  3. Create achievable and realistic IEP and postsecondary goals by engaging parents and allowing the student to pursue desired outcomes and goals.
  4. Proactively advocate for the student by connecting them to Vocational Rehabilitation and the state’s Medicaid waiver programs.
  5. Partner with other specialists to promote effective use of communication and assistive technology.

We encourage you to use the resources below to learn more about KAT6A syndrome and develop additional support strategies.

Resources

For students approaching adulthood, navigating benefits programs is a critical component of successful transition planning. Understanding these systems can help you guide families effectively while ensuring they receive accurate, professional support.

Below, we have highlighted key principles for teachers regarding Supplemental Security Income (SSI), Social Security Disability Insurance (SSDI), and student transition:

1.Connect Families with Specialists Rather Than Giving Advice
Benefits regulations are complicated and depend heavily on individual circumstances. Educators should refrain from providing specific financial or benefits advice. Instead, direct families to qualified benefits counselors or state agencies trained to navigate these policies.

2. Understand the Fundamental Difference Between SSI and SSDI
Understanding the distinction helps families anticipate requirements:

  • SSI: Based on disability and financial need. Individuals can qualify for SSI at any age.
  • SSDI: Tied to the work record of the individual or, in specific cases, a parent. Eligibility and application typically begin at age 18.

3. Address Misconceptions Regarding Employment and Benefits
Families often fear that earning income will automatically result in a total loss of benefits.

4. Consider the Impact on Healthcare Coverage
Cash benefits are only one part of the financial picture. Changes in monthly benefits can affect eligibility for Medicaid or Medicare. Encourage families to review their complete coverage profile with a benefits counselor rather than focusing solely on the monthly check.

5. Encourage Student Self-Advocacy
Empower students to take an active role in their transition process. When appropriate, help students learn:

  • Which benefits they receive and the purpose of those benefits.
  • How employment interacts with their support systems.
  • How to contact key support organizations, such as VR.

CCLC Resources

Family Employment Awareness Training (FEAT) provides free instruction to parents, young adults with disabilities, families, educators, and transition and employment professionals. By attending Indiana FEAT, you can expect to learn about local, state, and federal resources that help young adults with disabilities who want to work.

In addition to the information about high expectations for employment, you can also expect to:

  • Network with other families, educators, and community advocates.
  • Meet individuals with disabilities who are successfully employed.
  • Connect with specialists dedicated to facilitating long-term employment success.
  • Learn more about benefits, employer and employee supports, individual employment possibilities, etc.

Our team will offer Indiana FEAT sessions in English every Tuesday from September 15 through October 13. We will also offer Indiana FEAT sessions in Spanish every Thursday from September 17 through October 15. Participants are encouraged to attend each FEAT session for unique and valuable topics and information. State agencies that provide related support and services will also attend the trainings.

Upcoming Virtual Family Employment Awareness Trainings:

  • English Sessions (Tuesdays from 6-8 p.m. ET)
    • September 15, 22, and 29
    • October 6, 13, and 20
  • Spanish Sessions (Thursdays from 6-8 p.m. ET)
    • September 17 and 24
    • October 1, 8, 15, and 22

Register for English Indiana FEAT sessions today. Help us spread the word! Share this flyer with families, friends, and colleagues.

Registration is not required for Spanish Indiana FEAT sessions. Participants can join each session through the following Zoom link at 6 p.m. ET. Help us spread the word! Share this flyer with families, friends, and colleagues.

Indiana FEAT sessions are FREE and presented in partnership with Anthem.

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.