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Secondary transition is a collaborative process that prepares students with disabilities for life after high school, including postsecondary education and independent living. A successful transition plan involves a diverse team of professionals, and one often under-recognized yet essential member of this team is the paraprofessional. Paraprofessionals bring unique insights and hands-on support to the transition process. Their contributions span a wide range of tasks that directly impact student success.

A. Direct Instruction of Transition Skills

Paraprofessionals can provide targeted instruction in practical life and employment skills. Examples include:

  • Completing job applications
  • Practicing independent living skills (e.g., dressing appropriately for the weather, cleaning, exercising self-advocacy)

B. Teaching Students How to Use Community Resources

They can help students navigate and utilize community systems, such as:

  • Riding public transportation
  • Interacting with community members
  • Managing personal finances (e.g., opening a bank account and using bank services)

C. Facilitating Communication Across the Transition Team

Paraprofessionals often serve as communication bridges among students, educators, related service providers, employers, and school peers. Paraprofessionals will support transition teams by:

  • Relaying employer expectations to students
  • Sharing educator instructions with service providers
  • Supporting co-workers in providing natural supports to students

D. Assisting with Community Asset Mapping

Paraprofessionals can help identify local businesses and resources that support transition goals, while also offering valuable insights into students’ strengths and interests.

E. Serving as Job Coaches

Paraprofessionals may accompany students to job placements, assisting with:

  • Application and interview preparation
  • Learning workplace communication and job-specific skills

F. Contributing to Transition Planning

Their close work with students across different settings gives paraprofessionals a unique perspective that enriches transition planning discussions and decisions.

Empower Paraprofessionals Through Training and Inclusion

To maximize their effectiveness, paraprofessionals must receive appropriate training in transition-related tasks and strategies. When they are fully integrated into the transition team, their observations and experiences become invaluable assets. Their involvement ensures that students receive consistent, informed support across environments.

By recognizing and investing in paraprofessionals as key team members, educators and transition professionals can enhance the quality and impact of secondary transition services.

Resources:

Bonus Tips:

INSTRC staff will present at the 2025 Heart to Heart Conference on Thursday, September 25 at 3 p.m. ET. Dr. Cathlene Hardy Hansen, Dr. Mary Pearson, and Michael Nevins will share resources to support educators, families, and individuals with disabilities in achieving goals for employment, education, and independent living. Topics include transition planning, disability benefits, LifeCourse and Person-Centered Planning, and CCLC’s partnerships and training programs such as Family Employment Awareness Training (FEAT). Register on the Indiana Family to Family website today.

Voting is an important civic responsibility for citizens of the United States. There are elections every year—many are for local positions like the school board, city council, and mayor. Most elections happen in two phases: the primary election and the general election. Primary elections are held first, and they determine which candidates will represent their political party in the general election. The general election then decides which candidate will win the position.

These elections are held for a variety of offices, including state legislative members, state governors, U.S. Representatives, and U.S. Senators. The people who hold these positions are responsible for creating laws and making decisions that affect you, your state, and the country. Every four years, we also have an election to choose the next President of the United States.

To vote, you must be:

  • A U.S. citizen and a resident of Indiana.
  • 18 years of age on or before the next national or local election.
  • Not currently serving time in prison after being convicted of a crime.
  • Living in the area where you plan to vote for at least 30 days before the election
  • Registered to vote.

Having an Indiana driver's license or state ID is very beneficial when registering. Review the websites linked below for information on voter registration online, in person, or by mail.

Federal law ensures that voters with disabilities have the right to cast their ballots independently and privately. There are accommodations available to assist your students. For example, an individual may be eligible to vote by absentee ballot if their disability prevents them from going to a polling place. Additionally, every polling place is required to have at least one voting booth that is accessible for wheelchair users.

To learn more, review the websites linked below.

Want to share how you implement this information in your classroom or transition activities? We'd love to hear some of your creative ideas! Please email us at instrc@iu.edu.

Bonus Tips:

2025 and beyond is packed with learning opportunities. Review our upcoming education and training opportunities below.

Empowering students and their families with self-advocacy and self-determination resources can be challenging for teachers, particularly given the numerous demands of education and the need to prepare students for adulthood. To make it easier to share these resources and encourage self-advocacy both in and out of school, we've summarized what families have told us they prefer in terms of products, topics, and how they receive information.

Families need resources that are easy to understand and use. When creating these resources, it's helpful to:

  • Use clear, straightforward language.
  • Limit the amount of information offered per page.
  • Develop content with people with disabilities.
  • Ensure cultural relevance and offer multiple languages.
  • Include graphics and visual aids. Use headings, bold fonts, bullet points, indexes, graphics, and statistics.
  • List follow-up resources and contact information, including phone numbers, email addresses, and website links.

Based on what families have shared, here are the key topics they need information on:

  • Funding for assistive technologies
  • Employment, including benefits eligibility
  • Postsecondary planning
  • Alternatives to guardianship
  • Products specific to certain periods of life and developmental stages
  • Accessible housing on/near campus
  • Information on healthy relationships, intimacy, and sex
  • Life tips, emotional support, and coping strategies

Based on feedback from families, you’ll find a summary of the most effective ways to share resources below.

When to Disseminate Information

  • Timely and at key moments (e.g., just after diagnosis, before a transition, or before key events)
  • In a “slow-drip” format

Who Should Disseminate Information

  • High school and higher education professionals
  • Adult-serving agencies
  • Healthcare professionals
  • Informal community settings (e.g., community centers, faith-based organizations, support groups)

A Cautionary Note on Online Products

While online resources can make self-advocacy information more accessible, it's important to design them in a way that families will use. According to families, effective online resources should be:

  • Well-organized websites that are intuitive, colorful, inviting, and easy to navigate.
  • Affirming and evidence-based content that celebrates disabilities and various cultures.
  • Engaging and interactive activities, instructional sessions, and videos.

 

For students with disabilities, developing self-advocacy skills can lead to powerful outcomes. These outcomes include greater independence, smoother transitions to adulthood, positive self-identity, better stress management, and improved overall quality of life. These skills are essential for fostering long-term success both in and beyond the classroom.

However, building self-advocacy and self-determination can be challenging—not only for students but also for their families. As educators, you play a critical role in guiding and supporting this development. To help, we compiled a collection of free, educator-friendly self-advocacy resources.

The Self-Advocacy for K-12 and Higher Education Skills sheet includes details on each resource’s format, intended audience, and purpose, making it easy to find tools that fit your classroom needs. The self-advocacy resources focus on transition planning, employment readiness, lifelong skills, and collaboration strategies.

Your students can also learn how to build these skills through our August issue of What’s Next?: Exercising Self-Advocacy and Self-Determination. If you find these tools helpful, feel free to share them with your colleagues—they may find them just as valuable in their classrooms.

Bonus Tips:

2025 and beyond is packed with learning opportunities. Review our upcoming education and training opportunities below.

Competitive, Integrated Employment (CIE) is a vital concept for educators working with students with disabilities. CIE is also referred to as community integrated employment, inclusive community employment, competitive integrated work, or simply, integrated employment. These terms aren’t buzzwords; they're frameworks for building a successful future for your students.

CIE refers to a job that:

  • is located within the community,
  • offers minimum wage or above pay,
  • provides the opportunity to work alongside non-disabled peers, and
  • includes opportunities for advancement.

Key Components to Know

Competitive: Employees with disabilities performing the same work at the same level receive equal wages and benefits, including health insurance and paid time off, as their colleagues without disabilities, regardless of whether they are full-time or part-time. What is offered to one part-time or full-time employee is offered to all according to employer policies. Reasonable accommodations are provided as needed, which may include assistive technology or equipment adjustments. CIE includes opportunities for career advancement. As an educator, you can help students understand that they’re capable of performing work at the same level as their peers.

Integrated: Employees work together in the same physical space, fostering social interaction and teamwork. Integration moves beyond physical presence, meaning that individuals with disabilities are not isolated or separated from their colleagues within the workplace. Encourage students to participate in collaborative projects and transition meetings. This is where their social skills, communication, and teamwork truly shine. You can prepare them for CIE by creating similar opportunities in the classroom.

Employment: A wide variety of jobs are available within every community. Many businesses cultivate positive and inclusive workplace cultures. Students can receive ongoing support from an adult agency, such as job coaching, skills training, or job adaptations. To help students explore their options, refer them to Vocational Rehabilitation (VR).

Benefits of CIE include:

  • Employer-paid benefits
  • Improved quality of life
  • Financial empowerment
  • Skill development
  • Social connections

By focusing on CIE, you are not just preparing students for a job; you are preparing them for a fulfilling and meaningful life. For more information, review the Center on Community Living and Careers (CCLC) webpage dedicated to CIE.

Bonus Tip:

Join us for the “From Transition IEP Knowledge to Portfolio Application” webinar series. These trainings consist of six separate sessions, each lasting one and a half hours. They focus on the quality aspects of each section of the Transition IEP and how these sections relate to a quality transition portfolio. Each session will cost $35 and run from 11:30 am to 1:00 pm ET.

Upcoming dates:

  • October 22: Transition IEP and Transition Portfolio Intersections – Present Levels
  • October 29: Transition IEP and Transition Portfolio Intersections – Transition Assessments and Postsecondary Goals
  • November 5: Transition IEP and Transition Portfolio Intersections – Transition Services and Activities
  • November 12: Transition IEP and Transition Portfolio Intersections – Annual Goal Statements
  • November 19: Quality Transition Portfolio Format, Uses, and Examples
  • December 3: Transition IEP and Transition Portfolio Work Session Breakout Rooms

To register for these upcoming webinars, visit the INSTRC Training and Technical Assistance webpage.

Welcome back, transition education professionals! As summer days shorten and the new school year approaches, the Indiana Secondary Transition Resource Center (INSTRC) is excited to partner with you again to support student success.

Starting a new school year can be daunting, but a little preparation can alleviate stress and boost your confidence. Ready to dive back in? Improve your classroom with the following resources:

We’re eager and excited to support your secondary transition needs! Connect with us in three easy ways:

2025 and beyond is packed with learning opportunities. Our upcoming learning opportunities include:

Bonus Tip:
Join us for six days of virtual Family Employment Awareness Training (FEAT). Learn about local, state, and federal resources supporting young adults with disabilities who want to work in their communities. Families, transition-age students and young adults with disabilities, and the professionals who support them, are welcome to attend. All sessions are free and will be held from 6:00 – 8:00 PM ET. Register today!

This is the final edition of Tuesday's Transition Tips for the 2024-2025 school year. 2025 sure is flying by!

As we move into summer, our team at INSTRC wishes you a relaxing and restful break. We are so thankful for your tireless efforts to provide meaningful experiences and education for students across Indiana. Every day, you confront challenges with determination and perseverance. Your students are so fortunate to have you on their team!

While Tuesday's Transition Tips is out on hiatus for a few months, we encourage you to cruise through INSTRC’s growing list of transition resources:

Don’t forget about the Center on Community Living and Careers (CCLC)! We also have a wealth of information to share with families.

For any questions you have, we are available at our Open Office Hours every Thursday from 2:30–4:30 p.m. EST. This is a fantastic opportunity to chat, brainstorm, and problem-solve transition-related issues with our team.

Thanks again for all you do to support transitioning students and their families. Have a wonderful summer and we’ll see you in the fall!

Community experiences play a crucial role in the development and well-being of students with disabilities. Well-planned community-based activities give students real-world learning experiences and help them build essential social skills, a sense of belonging, and improve their overall mental and physical health.

Why Community Experiences Matter:

  • Social Skill Development: Participating in community activities allows students with disabilities to practice and improve their social interactions. This can enhance communication skills, improve understanding of norms, and boost confidence in social settings.
  • Sense of Belonging: Community engagement helps students feel included and valued. This sense of belonging can significantly reduce feelings of isolation and loneliness, promoting emotional well-being.
  • Mental and Physical Health: Community involvement often includes physical activities, which are beneficial for maintaining and improving health. Additionally, regular social interaction can boost mental health by providing emotional support and reducing stress.
  • Personal Development: Community experiences offer unique learning opportunities. Students can gain practical life skills, such as teamwork, problem-solving, and adaptability, which are essential for their personal growth and future independence.

By encouraging and facilitating community involvement, educators help students with disabilities thrive academically, emotionally, and personally. Creating inclusive environments where all students can participate in community activities is key to fostering a supportive and enriching educational experience.

Educators and students may use the resources below to plan community experiences.

CCLC Resources

Bonus Tips

The virtual Family Employment Awareness Training (FEAT) continues today from 6:00 - 8:00 PM. Help us spread the word! Share this free learning opportunity with families, students, and colleagues. To register, visit the CCLC FEAT webpage.

Upcoming sessions:

  • Tuesday, May 20: Benefits
  • Wednesday, May 21: Local and State Agency Presenters

We’re excited to introduce the Southwest Community Family Network (SWCFN)—a new, community-based, family-led initiative funded by the Indiana Governor's Council for People with Disabilities (GCPD). In partnership with Indiana Family to Family, IN*SOURCE, and The Arc of Evansville, this project supports families navigating disability by fostering greater social inclusion, building meaningful relationships, and helping communities in Vanderburgh, Posey, Warrick, and Gibson Counties become more welcoming and supportive for all. If you, your colleagues, or any families are interested in joining the SWCFN, fill out the interest form. Once submitted, you'll receive an email with more information about the group, including upcoming meetings and events.

Real-world work experiences before high school graduation are a key component of a seamless transition, contributing to students’ long-term success in competitive, integrated community employment. Early exposure to various career experiences aligned with the students’ interests and abilities allows them to explore multiple career paths. This exploration leads to increased career readiness, improved employability, and a better match between students and their future careers.

Work-based learning opportunities may include:

  • Work-site tours
  • Service learning with hands-on experiences
  • Job-shadowing with a mentor
  • Internships
  • Career and Technical Education

Success Stories

Meet Jeremy! Jeremy worked during high school. A job developer from The ARC discovered that Jeremy wanted to become a magician, entertaining young children. The job developer helped Jeremy get a job with FunFlatables, providing inflatables for children’s parties. After he graduated from high school, Jeremy became a dishwasher at Cracker Barrel. He earned at least minimum wage, working 30-40 hours a week, to earn enough to no longer rely on social security insurance. He improved his communication skills, made progress in his job, and made business cards promoting his work as a magician for children’s parties.

Meet Colton!  Colton worked in competitively paid, integrated jobs at 14 as a barista at a local cafe. He walked to his job twice a week. Colton bussed tables, helped the barista, and was a host there until he went to college. Colton held other part-time jobs during summers and evenings. Colton loved working with children at his former elementary school cafeteria. During the summer, he worked in the school’s ESY program as a mentor and role model.

Pre-ETS and Vocational Rehabilitation services can help you and your transition teams find good work experiences for students. To find a local Pre-ETS provider, visit the Counties by Pre-ETS Provider Fact Sheet. For additional information, visit the Family and Social Services Administration: Pre-Employment Transition Services Forms webpage.

Bonus Tips:

The virtual Family Employment Awareness Training (FEAT) continues this week. Help us spread the word! Share this free learning opportunity with families, students, and colleagues. To register, visit the CCLC FEAT webpage.

Upcoming sessions:

  • Tuesday, May 13: Individual Employment Possibilities
  • Wednesday, May 14: Employer and Employee Supports
  • Monday, May 19: Maintaining Employment Resources and Medicaid
  • Tuesday, May 20: Benefits
  • Wednesday, May 21: Local and State Agency Presenters

We're excited to offer the Transition Educators Facilitating Employment course, starting July 14, 2025! This 10-week, comprehensive online training gives educators, specialists, Pre-ETS providers, transition coordinators, and other professionals the foundation, techniques, and effective strategies necessary for successful adult vocational transition.

Course modules include:

  • Developing Transition Programs within the Traditional School Environment
  • The Evolution of Supported and Customized Employment
  • Principles of Supported and Customized Employment
  • Roles, Responsibilities, and Expectations
  • Discovery and Customized Employment
  • Marketing for Employment Services
  • Job Development, Training, and Workplace Supports
  • Assistive Technology
  • Federal Programs for Businesses and People with Disabilities
  • Criminal Justice Involvement

This online, self-paced course costs $250. For more information and to register, visit the CCLC Transition Educators Training webpage.

Trauma-informed teaching (TT) is an active recognition that “up to two-thirds of U.S. children have experienced at least one type of serious childhood trauma, such as abuse, neglect, natural disaster, or experiencing or witnessing violence” (Minahan, 2019). TT includes ongoing use of an associated set of strategies designed to mitigate trauma impacts which compromise a student’s ability to learn. TT considers how trauma affects learning and behavior.

What is Trauma?

Trauma is both a physical and emotional reaction, sometimes chronic, to any intensely upsetting or threatening event. Examples include abuse/neglect, physical disasters, injury, loss of a loved one, bullying, poverty, violence, or discrimination, to name a few. Trauma is a deeply personal experience, rooted in the individual’s emotional and psychological experience.

Impacts from Trauma

Students experiencing trauma are more likely to fall behind academically and to present behavioral challenges. Educators shouldn’t assume a student's behavior is intentional without considering the potential influence of prior trauma. Trauma impacts include, but are not limited to:

  • Trouble with executive functions like focus, organization, and self-regulation
  • Taking longer to complete tasks/falling behind
  • Irritability or restlessness
  • Jumpy/anxious/nervous (on alert for threats, also known as hypervigilance)
  • Behavioral changes
  • Overreactions to everyday challenges
  • Negative outbursts or aggression
  • Frequent stomachaches or headaches

Trauma-Informed Process

The National Education Association defines trauma-informed practices as a framework that addresses the impact of trauma by creating a safe and caring environment. Trauma-informed teaching shows students that teachers care and can provide support.

Research offers many strategy recommendations – in fact, too many to explore fully in this issue. Rather, we strongly encourage every educator to review the list of resources below carefully.

Resources:

  1. ASCD Educational Leadership: Trauma-Informed Teaching Strategies
  2. Understood: What is Trauma-informed Teaching?
  3. Child Mind Institute: How Trauma Affects Kids in School
  4. The National Child Traumatic Stress Network: Child Trauma Toolkit for Educators 
  5. Truth For Teachers Podcast: A Crash Course on Trauma-Informed Teaching

Bonus Tips:

We’re excited to offer virtual Family Employment Awareness Training throughout May. Join all six sessions to learn about local, state, and federal resources supporting young adults with disabilities who want to work in their communities. Families, transition-age students, young adults with disabilities, and the professionals supporting them are welcome to attend. All sessions will be held from 6:00 – 8:00 PM ET.

  • Monday, May 12: A New Path – High Expectations for Employment
  • Tuesday, May 13: Individual Employment Possibilities
  • Wednesday, May 14: Employer and Employee Supports
  • Monday, May 19: Maintaining Employment Resources and Medicaid
  • Tuesday, May 20: Benefits
  • Wednesday, May 21: Local and State Agency Presenters

To register and share this free learning opportunity, visit the CCLC FEAT Registration Form.