Planning Beyond the IEP

In this Substack Live conversation, I was joined by Michael Ringel, CPA, RICP®, CExP™, ChSNC, a Chartered Special Needs Consultant and founder of Strategies for Wealth, to talk about a part of transition planning that families may know is important but struggle to know where to begin: financial planning for adulthood.

Michael describes this work as “planning for two lifetimes,” and he’s even written the book about it. Families of children with disabilities are not only thinking about their own retirement and financial security. They may also be planning for the financial needs, supports, and quality of life of a child with a disability long after the parents are no longer here.

Together, we talked about when families should begin financial planning, SSI and Medicaid, ABLE accounts and special needs trusts, inheritance and beneficiary decisions, employment and earned income, life insurance, and ways families can begin organizing a plan without feeling as though they have to solve everything at once.

Topics We Discussed

When Should Financial Planning Begin? (4:25–9:30)

Families of children with disabilities often spend years focused on immediate needs: therapies, medical appointments, IEP meetings, school services, and everyday family life. Long-term financial planning can easily remain important without ever becoming urgent.

Michael’s advice was simple: start where you are.

He used the analogy that the best time to plant an oak tree may have been 20 years ago, but the second-best time is today. Families do not need to wait until they have everything figured out before beginning the planning process.

We also talked about the idea of a “default future.” Choosing not to make a financial plan is still a choice. Getting organized allows families to see what they currently have, what may happen if nothing changes, and what they may want to do differently.

Age 18, SSI, and Why the Way Money Is Held Matters (9:30–15:00)

We discussed why age 18 can be an important financial planning milestone.

For individuals applying for Supplemental Security Income (SSI), certain financial resources are considered when determining eligibility. In 2026, the federal SSI countable-resource limit is $2,000 for an individual.

That makes it important for families to understand how bank accounts, gifts, inheritances, and other assets are titled and whether they may count as the young adult’s resources.

We also discussed well-intentioned gifts from grandparents and other relatives. A gift or inheritance given directly to a person receiving means-tested benefits can have very different consequences from money directed through an appropriately designed planning tool.

This is one reason families may want relatives to understand the family’s financial and estate plan before naming a young person with a disability as a beneficiary.

ABLE Accounts and Special Needs Trusts (15:00–23:35)

Michael helped break down several terms families commonly hear but may not fully understand.

A third-party special needs trust is generally created with assets belonging to someone other than the individual with a disability, such as a parent or grandparent. The trust can be designed to hold resources for the individual while helping preserve eligibility for means-tested public benefits.

A first-party special needs trust involves assets that already belong to the person with a disability. Different rules apply, including Medicaid payback provisions.

We also discussed ABLE accounts, tax-advantaged accounts that allow eligible people with disabilities to save and pay for qualified disability expenses without the account being treated like an ordinary bank account for many means-tested benefit programs.

For 2026, the standard annual ABLE contribution limit is $20,000, with some employed account owners eligible to contribute additional earnings under ABLE to Work.

Michael emphasized that a special needs trust involves individualized legal planning and recommended working with an attorney who specifically understands special needs and disability-related estate planning.

Financial Planning Is Not Only for Wealthy Families (23:35–25:15)

One misconception Michael frequently encounters is that special needs financial planning is only necessary for families with significant wealth.

His perspective is that planning begins with understanding what a family already has and what they hope those resources will accomplish.

That may include savings, retirement accounts, a home, insurance, or other assets. The goal is to get financially organized, identify gaps between the current situation and the family’s long-term goals, and determine which strategies make sense for that particular family.

Planning Has to Reflect the Individual (25:15–30:35)

Just as transition planning should be individualized, financial planning should reflect the actual needs of the young person.

Some adults with disabilities may need significant lifelong paid support. Others may work, drive, live independently, and earn enough that they do not receive SSI but still benefit from assistance managing an inheritance or other financial resources.

We talked about the importance of planning for uncertainty as well. A young adult who does not need a particular benefit or support today may have different circumstances later.

We also discussed the young person’s involvement in planning. Their role will vary depending on their abilities and support needs, but whenever possible, young adults can understand who will help them, what supports exist, and how financial decisions affecting their future will be made.

Employment, Earned Income, and Benefits (30:35–33:00)

One of the topics I especially wanted to address was the fear families can have about employment affecting public benefits.

The goal should not automatically be to restrict a young adult’s employment simply to preserve the maximum possible benefit. If someone is able to work more, earn income, develop skills, and participate more fully in their community, families should understand the work incentives and benefit-planning options available rather than assuming employment is incompatible with receiving support.

Rules vary by benefit and by state, and individual circumstances matter. Benefits planning can help families understand how employment and earnings may interact with SSI, Medicaid, and other programs.

Common Financial Planning Mistakes—and the Role of Life Insurance (33:00–43:00)

Michael identified one of the most common mistakes as simply not creating a coordinated plan.

Families may have retirement accounts, savings, insurance policies, wills, trusts, and other financial pieces, but those pieces do not necessarily work together automatically.

We spent a significant part of this conversation discussing life insurance as one possible financial tool.

Michael explained differences between term and permanent life insurance and why some families use permanent insurance as one strategy for eventually funding a special needs trust.

The larger point was not that one particular product is right for every family. It was that families need to think about how resources will actually reach the person they are trying to support and whether beneficiary designations, estate documents, trusts, insurance, and other assets are coordinated.

Individual insurance and financial decisions should be made with qualified professionals who can evaluate the family’s particular circumstances.

Two Places Families Can Start Right Now (43:00–46:00)

Michael ended with two practical suggestions.

First: get financially organized.

Gather information about accounts, insurance, savings, estate documents, trusts, and other resources so that you can understand what you already have before deciding what needs to change.

Second: create a letter of intent.

A letter of intent is not a legal document. It is a practical guide for the people who may someday help support your child.

It might include information about:

* routines and preferences

* doctors and other providers

* medications and health in…

In this Substack Live conversation, I was joined by my friend and colleague Elizabeth C. Hamblet, LD Advisory, a long-time college disability services professional and author of Seven Steps to College Success, to talk about what students and families need to understand as they make the transition from high school to college.

Because it’s September, our conversation was especially timely for two groups: families of high school juniors and seniors wondering whether their student is truly ready for college, and families of new college students suddenly trying to figure out how much they should—or even can—stay involved.

Together, we talked about how students actually register for and use accommodations in college, what happens when high school supports don’t translate to the college setting, how the parent role changes once a student enters college, and why understanding the realities of the college environment should shape the skills we help students build before they get there.

Topics We Discussed

Registering for Accommodations—and Why It’s Not Too Late (5:20–14:00)

We started with what Elizabeth is seeing in disability services offices right now. Students can generally register for accommodations at any point during college, but accommodations are not retroactive and colleges may not be able to rush the process when a student waits until an exam is approaching.

We also talked about the student’s responsibility for understanding procedures, meeting deadlines, following up, and communicating with professors about how approved accommodations will actually be implemented.

From Accommodations to College Readiness (14:00–23:15)

We discussed why families should not assume that an accommodation listed on a college website—or received by another student—will automatically be available to their student. Accommodations are individualized and depend on the student’s barriers, documentation, course demands, and what the college considers reasonable.

This also connects directly to readiness: if a student relies on late deadlines, adult prompting, or other supports that may not exist in college, that tells us what skills may need to be developed before they get there.

The Parent Role, FERPA, and Communication With Colleges (23:15–31:50)

One of the biggest shifts from high school to college is that the student becomes the primary adult decision-maker.

Elizabeth emphasized an especially important point: a FERPA release does not create a FERPA obligation. It may give a college permission to communicate with a parent, but it does not necessarily require professors, disability services, or other offices to provide the kind of ongoing information families may have received in high school.

We also talked about why parents should be cautious about logging into student email, course systems, or other college accounts.

When College Doesn’t Have to Start at 18 (31:50–39:40)

We talked about the fact that students do not have to move directly from high school into a traditional four-year residential college experience.

For some students, a more gradual approach—such as taking a class while living at home, starting with a reduced course load, or allowing more time to build executive functioning and independent living skills—may create a stronger path toward the long-term goal of earning a degree.

Stepping Back Without Letting Students Fall Apart (37:30–45:00)

Parents now have tremendous access to grades, assignments, attendance, and school portals throughout K–12 education. That can make the transition to college especially difficult when that visibility suddenly disappears.

We talked about gradually reducing adult oversight while students are still in high school so they have opportunities to manage more independently, test systems, make mistakes, and identify where they still need support.

What Happens When a College Student Is Struggling? (39:40–45:10)

We discussed whether families can expect a college to alert them if a student is struggling academically or emotionally.

Practices vary widely. Some colleges have early-alert systems, while others may not, and disability services may have no idea whether a student is attending class or passing.

This makes the student’s ability to recognize difficulty, ask for help, and engage with available supports an important part of college readiness.

Building Self-Advocacy Before College (45:10–50:30)

We talked about how high school can be used as a practice ground for self-advocacy.

Rather than always having adults communicate behind the scenes, students can gradually learn to talk with teachers, confirm that accommodations are understood, ask questions, and problem-solve when something is not working.

These are skills they will need not only in college, but in work and adult life.

Neuropsychological Recommendations vs. What Colleges Provide (48:30–53:00)

We discussed why long lists of recommendations in psychoeducational or neuropsychological evaluations should not automatically be interpreted as accommodations a college will approve.

Students can ask for the accommodations they believe they need, but expectations should be grounded in what colleges commonly consider reasonable and whether a request would change an essential academic requirement or method of assessment.

Privacy, Using Accommodations, and “No Do-Overs” (53:00–58:55)

We talked about what privacy looks like in college disability services. Professors are generally told which accommodations have been approved, not the student’s diagnosis, although some accommodations may still be noticeable to peers.

We also returned to the importance of registering early: accommodations are generally prospective rather than retroactive. If a student does not arrange accommodations before an exam or assignment, they typically cannot go back later and redo it with accommodations.

The Takeaway for High School Families (58:55–End)

We ended by encouraging families to look beyond whether a student is academically successful and examine how that success is being achieved.

How much are adults organizing, reminding, communicating, monitoring, or solving problems? What happens when that support is reduced? Can the student recognize when they need help and take steps to get it?

College readiness is not about proving that a student can do everything alone. It is about understanding what the student can do, what support they know how to access, what still needs to be learned, and whether the next environment can realistically provide what they need.

Resources Mentioned

Elizabeth’s Resources

Book

* Seven Steps to College Success: A Pathway for Students with Disabilities by Elizabeth C. Hamblet — now also available as an audiobook

College Accommodations

* Elizabeth’s resource on registering for and using accommodations

* Elizabeth’s article about college accommodation requests

* On-Demand Webinar: College Disability Accommodations

Parents, FERPA & Communication

* Elizabeth’s Substack

* Related video about the parent role and college

* Elizabeth’s article about communicating with colleges

* Related video on college communication

Kelley’s Related Articles

* She’s College Capable When She’s Regulated

* 31 Must-Have College Readiness Skills

* You Can Apply to College and Decide Not To Go

* It’s College Application Season—But College Isn’t the Only Option

Additional Resources

* West Virginia University: Frequently Asked Questions for Parents

Where to Learn More

Elizabeth Hamblet

* Website: https://ldadvisory.com

* Free resources

* Elizabeth’s YouTube channel

* Substack: The Insider’s Guide to College Disability Services

Elizabeth uses her website and blog for foundational information about the transition to college disability services and her Substack to respond to questions, situations, and misconceptions she is seeing from students, parents, and college disability services professionals.

Kelley Challen

* Website: https://www.challentransitions.com

* Instagram/Facebook/YouTube: @KelleyChallenTransitions

* Substack: Planning Beyond the IEP

Planning Beyond the IEP offers insights, resources, and strategies for suppo…

In this Substack Live conversation, I was joined by my friend and colleague Elizabeth C Hamblet, LD Advisory, a long-time college disability services professional and author of Seven Steps to College Success, to talk about one of the most important resources for students transitioning to college: SUMMER.

Together, we discussed what it means to “be ready” for college, the importance of staying on top of enrollment activities, the realities of college accommodations, and hidden skills that matter most for college transition—including social-emotional readiness.

Topics We Discussed

Recommended Resources for Students and Families (4:30–9:30)We shared some of our favorite college readiness resources, including books that help students prepare for college academics, health care, independent living, and the realities of campus life. We also discussed why these conversations are often easier to start before students leave home.

Emotional Readiness and Building Resilience (9:30–16:00)We discussed why no student feels completely ready for college and why emotional resilience may be just as important as academic preparation. We talked about homesickness, coping with setbacks, developing regulation strategies, and helping students learn how to navigate challenges independently.

Disability Services and Accommodation Planning (16:00–22:00)We reviewed how disability services work in college, why students should register early, what documentation may be required, and the responsibilities students take on once accommodations are approved. We also discussed common misconceptions about accommodation requests and why students need to be prepared to manage the process themselves.

College Enrollment as an Executive Functioning Challenge (22:00–33:00)We explored the many tasks students are expected to manage before they even arrive on campus, including monitoring email, completing housing forms, registering for orientation, submitting health records, and meeting important deadlines. We discussed how the summer before college provides an ideal opportunity to practice organization, planning, and follow-through.

Learning Through Natural Consequences (31:00–34:00)We talked about the shift from high school to college expectations and why students benefit from experiencing manageable mistakes and natural consequences before leaving home. Building independence requires opportunities to solve problems, recover from setbacks, and take ownership of responsibilities.

Life Skills That Matter More Than Most Families Realize (34:00–37:00)

We discussed the importance of foundational daily living skills such as sleep, nutrition, exercise, personal hygiene, and stress management. While these skills may seem basic, research consistently shows that healthy routines are strongly connected to college success. We also talked about how students often lose the external structure that helped them maintain these habits in high school.

Laundry, Bed Sheets, and the Difference Between Support and Independence (37:00–43:00)

Using a few memorable laundry stories, we explored the balance between helping students succeed and helping them develop independence. We discussed why college readiness is not about perfection but also why students benefit from learning practical skills before they leave home. The conversation highlighted how everyday tasks can become opportunities to build confidence and problem-solving abilities.

Medication Management and Health Care Responsibilities (43:00–44:30)

We talked about students’ responsibility for managing prescriptions, ordering refills, scheduling appointments, and understanding their own medical needs. For many students, especially those who take regular medications, this represents a significant shift from the support they may have received at home.

Sleep, Morning Routines, and Getting to Class (44:30–46:30)

We discussed why sleep habits and morning routines are critical for college success. Unlike high school, colleges do not provide the same level of oversight or reminders. Students need to understand their own sleep needs, develop reliable wake-up routines, and take responsibility for attending classes consistently.

Technology, Screen Time, and Self-Regulation (46:30–49:00)

We explored how students manage devices, gaming, social media, and technology use when there is no longer a parent setting limits. We discussed the importance of developing strategies for balancing technology use with academic and personal responsibilities before arriving on campus.

Skills Families Should Be Building Before Senior Year (49:00–End)

We closed by encouraging families of younger students not to wait until the summer before college to begin working on independence. Many of the skills we discussed—emotional regulation, organization, self-care, communication, and self-management—can be developed gradually throughout high school. College readiness is built over time, not during the final few weeks before move-in day.

Resources Mentioned

Several helpful books and resources came up during the discussion:

Books

* Seven Steps to College Success by Elizabeth C. Hamblet

* The Naked Roomate by Harlan Cohen

* The Ultimate College Student Health Handbook by Dr. Jill Grimes

* Test Anxiety No More by Dr. Bianca Busch

* Outsmart Your Brain by Daniel T. Willingham

Articles & Prior Conversations

* Is Your Student Ready for College? 31 Must-Have Skills

* She’s College-Capable—When She’s Regulated

* All Resources on Registering for College Disability Accommodations

* Documentation for College Accommodations

Where to Learn More

Elizabeth’s Resources

* Website:

https://ldadvisory.com

* Free resources & documentation guidance

* Elizabeth’s YouTube channel (college transition topics)

* Elizabeth’s Substack: Elizabeth C Hamblet, LD Advisory

Kelley’s Resources

* Website: https://www.challentransitions.com

* Instagram/Facebook/YouTube: @KelleyChallenTransitions

* Substack: Planning Beyond the IEP

Thank you to everyone who tuned into our live video! Join us for our next live video in the app in September!

In this Substack Live conversation, I was joined by my friend and colleague Elizabeth C Hamblet, LD Advisory, a long-time college disability services professional and author of Seven Steps to College Success, to talk about one of the most misunderstood parts of transition planning: what actually changes when students move from high school to college.

Together, we unpacked common myths about transitioning from IEPs and 504 plans to college accommodations, what “support” really looks like in college, and the skills students need in order to navigate a much more independent environment. We also talked about how families can approach the college search process in a more thoughtful and realistic way.

Topics We Discussed

What Happens to IEPs and 504 Plans in College (6:00–12:30)

We started by clearing up a common misconception: IEPs and 504 plans don’t follow students to college. Instead, students must self-identify, submit documentation, and go through each college’s process, with schools making their own decisions about eligibility and reasonable accommodations. This shift can be confusing, especially when families are hearing conflicting advice about what’s required.

Myths About Accommodations and What Colleges Actually Provide (12:30–18:30)

We unpacked several common myths, including the belief that switching from an IEP to a 504 plan will help in college or that accommodations will stay the same. In reality, many high school supports—especially those that rely on adult prompting or modification—are not available in college. Understanding the difference between accommodations and modifications is key to preparing students for this shift.

What “Support” Really Means in College (18:30–26:00)

We talked about how “support” can mean very different things depending on the setting. While all colleges provide accommodations, additional services often require students to take initiative and follow through independently. Even in structured programs, support is not adult-driven, and students must actively engage to benefit from what’s available.

The College Search: Looking Beyond “Support” (18:00–33:00)

We discussed how families often prioritize support programs when building a college list, sometimes at the expense of overall fit. While support matters, factors like campus culture, academic interests, and student motivation are just as important. A college is more likely to be a good match when both support needs and personal fit are considered together.

Executive Functioning and the Hidden Demands of College (39:00–45:00)

We highlighted how the transition to college begins long before move-in day, especially through the demands of the onboarding process. Managing emails, deadlines, and multiple systems requires strong executive functioning skills that many students have not yet practiced independently. This period offers an important opportunity to build systems for organization, time management, and follow-through.

Documentation, Testing, and Accommodation Requests (41:00–48:00)

We talked about how documentation requirements vary by college and by the specific accommodations a student is requesting. Updated testing is not always necessary, but students may need more targeted documentation depending on their needs. We also emphasized that not all accommodations will be approved, even with documentation, as colleges determine what is reasonable in their setting.

Skills Students Need Before College (54:00–58:30)

We focused on the importance of building skills like executive functioning, self-advocacy, communication, and daily living before students leave high school. Academic success alone does not guarantee readiness for college, especially if students rely heavily on supports that will not exist in the same way. Preparing students means helping them function more independently across multiple areas of life.

Audience Question: Choosing the “Right” College (58:30–End)

We closed by discussing how to balance support needs with overall college fit. Student motivation and engagement are critical, but it is also important to realistically assess readiness and identify areas that still need development. Families can use the time before college to build skills and set clear expectations for success in whichever setting a student chooses.

Resources Mentioned

Several helpful books and resources came up during the discussion:

Books

* Seven Steps to College Success by Elizabeth C. Hamblet

Articles & Prior Conversations

* 31 Must-Have College Readiness Skills

* Disability Accommodations vs Modifications

* Don’t Cling To a Plan Your Student Doesn’t Need

* Accommodations vs. Modifications (Transition Tuesday: Preparing Your HS Student With a Disability for College Success Substack Live with Elizabeth)

Programs Mentioned

* SALT Center (University of Arizona)

* PAL Program (Curry College)

* Landmark College

* College Internship Program (CIP)

* Focus Collegiate

* Easterseals College Navigation Program

Where to Learn More

Elizabeth’s Resources

* Website: https://ldadvisory.com

* Free resources & documentation guidance

* Elizabeth’s YouTube channel (college transition topics)

* Elizabeth’s Substack:

Kelley Challen

* Website: https://www.challentransitions.com

* Instagram/Facebook/YouTube: @KelleyChallenTransitions

* Substack:

Thank you to everyone who tuned into my live video! Join me for my next live video in the app.

In this Substack Live conversation, I had the chance to turn the tables and interview Emmaly Perks, M.Ed. 🧠, founder of Beyond Gifted Services, about the transition from high school to adulthood for gifted, twice-exceptional (2e), and neurodivergent learners.

Together, we explored what college readiness actually looks like, why the traditional four-year college pathway is not always the right first step, and how families can think more broadly about postsecondary planning. We also discussed the important distinction between giftedness and high achievement, and why strong cognitive ability does not automatically translate into readiness for the academic, executive functioning, social, and emotional demands of college.

Topics We Discussed

Assessing College Readiness (8:00–13:20)

We talked about how intellectual ability does not always translate into readiness for college life. Gifted and twice-exceptional students may have strong academic abilities while still needing support with executive functioning, emotional regulation, self-advocacy, or independent living skills.

We discussed the importance of looking beyond grades and test scores to consider whether a student can manage time, organize long-term work, communicate with professors, navigate systems, and function with less structure than they may have had in high school.

Early College and Alternative Pathways (13:20-21:35)

Emmaly shared insights from her work with students who pursue early college programs, concurrent enrollment, AP and honors coursework, and other flexible learning models. These pathways can be a good fit for some gifted students, particularly those who are academically advanced but still developing in other areas.

We also discussed alternatives to the traditional four-year residential college model, including community college, gap years, growth years, online coursework, trade and technical pathways, and scaffolded starts to college that allow students to build skills and confidence over time.

Mental Health and the Transition to College (21:35–26:20)

Many gifted and twice-exceptional students experience anxiety, depression, burnout, emotional intensity, or school-related trauma. We talked about how families can factor mental health into postsecondary planning and why a thoughtful transition may include therapy, gradual release of responsibility, and realistic planning around access to counseling, medication management, and local supports.

Skills to Build During High School (26:20–31:20)

One of the most important themes of our conversation was the importance of building skills before students leave high school. Academic strength alone is rarely enough to support a successful transition to college.

We discussed the importance of developing executive functioning, self-advocacy, communication, life skills, and self-understanding during high school. We also talked about the reality that some supports and accommodations available in K–12 may not exist in the same way in college, making preparation especially important.

Audience Questions (35:55-49:35)

During the live session, we also responded to audience questions about what to do when students have a difficult first college experience, how to support young adults whose family is not a stable source of mental health support, and how to think about the college transition for students with autism spectrum profiles, including those previously identified with Asperger’s syndrome.

Resources Mentioned

Several helpful books and resources came up during the discussion:

Books

* Seven Steps to College Success by Elizabeth C. Hamblet

* The Naked Roommate by Harlan Cohen

* Web Site and Publications from College Autism Spectrum

Web Resources

* Gap Year Association

* Autism Speaks research on transition and postsecondary outcomes

Articles

* 31 Must-Have College Readiness Skills

* It’s College Application Season—But College Isn‘t the Only Path

* The 5 Worst Pieces of Advice Given to Parents of Gifted Kids

Where to Learn More

Emmaly PerksWebsite: https://beyondgiftedservices.com/

Instagram: @beyondgiftedservices

Substack:

Kelley ChallenWebsite: https://www.challentransitions.com

Instagram/Facebook/YouTube: @KelleyChallenTransitions

Substack:

Thank you Lea Miya Art, Dr.Katie, GG, and many others for tuning into my live video with Emmaly Perks, M.Ed. 🧠! Join me for my next live video in the app.

Thank you to everyone who tuned into our live video!

Who We Are

Kelley Challen is a transition specialist and founder of Challen Education & Transition Services. She supports teens, college students, and young adults with diverse learning and developmental profiles in planning meaningful futures and navigating the path from high school to adulthood. Kelley also writes Planning Beyond the IEP, where she shares insights on transition assessment, college readiness, and self-determination.

Elizabeth C. Hamblet is a national expert on college disability services and author of Seven Steps to College Success. She also authors the Elizabeth C Hamblet, LD Advisory Substack, where she offers perspectives on questions that have come up in her day-to-day work. Elizabeth helps families understand how accommodations work at the postsecondary level and what skills students need to successfully advocate for themselves in college.

Overview of Our Conversation

In this Substack Live, we unpacked one of the most confusing aspects of transition planning: the difference between accommodations and modifications in K–12—and how those distinctions change completely when students move into college, where IDEA no longer applies.

We discussed:

* Why misunderstanding these terms can lead to gaps in preparation.

* The legal landscape: how IDEA frames specially designed instruction and supplementary aids and services, and how ADA/Section 504 shift expectations in college.

* What “reasonable accommodations” actually mean in higher education.

* The increasing need for students to self-advocate, communicate their needs, and manage their own accommodation process.

* Practical examples from our work that highlight where students struggle and what families and IEP teams can do now to build essential readiness skills.

The heart of the conversation:Understanding supports in high school is crucial for preparing students for the independence they’ll need in college.

Further Reading & Resources

* Kelley’s Substack: Planning Beyond the IEP

* Elizabeth’s Substack: Elizabeth C Hamblet, LD Advisory

* Elizabeth’s Free Blog: ldadvisory.com

* Elizabeth’s book: Seven Steps to College Success: A Pathway for Students with Disabilities

* 31 Must-Have College Readiness Skills

* College Disability Accommodations Request Preparation Form

* When College Disability Services Offices or Professors Say No to an Accommodation (post)

* FAQ #19 Can professors refuse an approved accommodation? (video)

* Moving From High School To College Accommodations: Changes in Vocabulary and Expectations

* Study and Planning Tools and Advice for College Students

I’m Kelley Challen, a transition specialist and the founder of Challen Education & Transition Services, where I work with teens, college students, and young adults to help them clarify goals, build real-world skills, and plan for life after high school. Through my work and my Substack, Planning Beyond the IEP, I focus on helping families and professionals think more intentionally about the path to adulthood.

I was joined for this conversation by Emmaly Perks, an educational consultant, career coach, founder of Beyond Gifted, and the creator of the Curious Career Framework. Emmaly works with gifted and twice-exceptional individuals, helping them explore career paths through curiosity, experimentation, and values-based planning. Our work overlaps in a lot of ways, particularly in how we both think about transition as something that should be individualized, flexible, and grounded in real-life experiences.

A Different Way to Think About Transition (00:00–05:00)

In this conversation, I sat down with Emmaly Perks to talk about what it really means to prepare students for life after high school. Not just college admissions, not just academics, but the full picture of how young people build a meaningful adult life. We started by talking about how both of us found our way into this work through nonlinear career paths, and why that matters when we’re guiding students today.

Why Transition Planning Matters (05:00–08:00)

One of the themes that came up early is that students are far more engaged when they understand why they’re doing something. When we shift the conversation from “what’s happening this semester?” to “what do you want your life to look like?”, we get more buy-in, more motivation, and more meaningful skill development. Transition planning gives students a reason to care about the work they’re doing.

There Is No One Path (08:00–18:00)

We spent a lot of time challenging the idea that there is a single, linear path from high school to adulthood. College is one option, not the only option. Careers are rarely one straight line. Emmaly shared her framework around curiosity and experimentation, and we talked about how powerful it is for students to try things in low-stakes ways before committing to a path.

Rethinking Success (13:00–18:30)

We also talked about how hard it can be for families when a student’s path doesn’t match expectations. There is real emotion in that process, and it deserves to be acknowledged. At the same time, we need to ground expectations in reality. Most students don’t graduate college in four years, and many don’t stay at the same school. When we understand what typical pathways actually look like, it becomes easier to accept that a slower, more flexible path is often the more successful one.

The Power of Real Experiences (27:00–35:00)

Some of the most meaningful “lightbulb” moments don’t come from testing or planning conversations—they come from experiences. Jobs, internships, and volunteer work give students real information about themselves. They build confidence, identity, and a sense of contribution in a way that school alone often cannot.

Supporting Neurodivergent Individuals (35:00–42:00)

We talked about what educators, employers, and families often misunderstand about supporting neurodivergent individuals. One of the most important takeaways is not to make assumptions. Every individual is different, and the most effective support often comes from direct, respectful communication and clear expectations.

Centering the Individual (42:00–End)

If there is one takeaway from this conversation, it’s this: plans should not be made without the person they are for. Whether we’re talking about IEP meetings, college planning, or career decisions, the student’s voice has to be part of the process. Their interests, their goals, and their perspective need to be at the center. Without that, we are just creating plans that look good on paper but don’t work in real life.