Person Centered Planning: People Creating Possibilities Purpose • To get to know the student and what he/she wants in life • To understand the dreams of family members • To establish a record of current events for future reflection • To serve as a basis for meaningful educational and life planning Some Key Components of a Person-Centered Plan • Voluntary; usually convened by the family • Incorporates a collaborative philosophy • Brings to the table a variety of individuals who play a part in the student’s life • Plans WITH not FOR the student (and family) • It starts with abilities and interests, rather than disabilities More Key Components • Person Centered Plans include sections for: – Student and Family History – Student Interests and Abilities – Student and Family’s Hopes/Dreams – Student and Family’s Fears/Concerns – Determining what’s needed to turn dreams into reality and overcome fears – Development of an Action Plan Some of the Benefits • Provides a comfortable atmosphere for the student and family • Hear from the student and family FIRST • Gives educational and other service providers a better understanding of student/family dreams and fears • Offers a visual and immediate picture of the student’s situation • Provides helpful information to identify and prioritize needs Action Plan Basics • Focus on implementation • Developed from key maps • Help monitor and track action steps • Include: – Identifying steps to be taken – Determining a person or persons responsible for each step – Establishing a timeline Let’s look at some PCP maps... History/Background Map Born! Now! Dr. Beth Mount, 1991 Relationship Map Friends Family Focus Person Service Providers Dr. B. Mount, 1991 Relationship Map Friends Family Chase Angel Matthew Nhien Nono Nona Shavon Vince Braiden Dad Malia Family NW Sterling Arkansas Crispina Papa Grand- Amber Grew up together Shea Boy Mom Bill Mary Young man Lauren Judy Twyla Staci Co- Asst Teacher Tchr Sandra Erica Latotya Alice Teresa Jennifer OT SLP Nurse PT Service Providers Personal Preferences • Things that work! • Things that don’t work Dr. Beth Mount, 1991 PREFERENCES MAP Things that Work/Favorites Things that Don’t Work Lighted toys Water that’s too hot Musical toys Trying to get me to move my arms and legs Vibrating toys before massaging them Playing on the floor Giving me lots of toys at once Taking a shower with Dad Not waiting for me to try something before Putting things just out of reach on the floor doing it for me and letting me “crawl” to get them Doing too many things for me Letting me know if you’re going to move me Keeping me in my wheelchair too long “people food” instead of baby food Not letting me know what’s going on Rough-house play with dad and brother Thin liquids Sitting or laying in the grass Going places with my family Showing me things close up and letting me explore them by touch and smell Dreams, Hopes & Fears Map Dreams & Hopes Fears & Nightmares Dr. Beth Mount, 1991 Matthew’s Dreams, Hopes, & Fears • Dreams & Hopes • Fears/Nightmares • Not use wheelchair • High School • Potty trained • His size- he won’t grow much • Formal communication system whether talk or sign language bigger • Adjust to high school • Not know his needs- is he • Say “I Love You” for mother’s hurting day • Personal /self care • Imitate /control • Doesn’t throw, just puts down • More appropriate behavior • Hands out of pants • Stop biting • Leave feeding tube button alone Who is . . . ? A map to describe the student Who Is Matthew? Swinger Problem Solver Likes attention “All about me” Bossy Stinker Curious Social to some extent Great internal clock Loves everyone Mischievous Involved-wants to be in action area Hard headed/headstrong/Persistent Teaser Kicker Receptive Communication Map • Arrows pointing inward represent “input” to the child • Primary communication partners in the – Family – School (teachers, paras, related service providers) – Service providers (doctors, service coordinator- paid to be with the child) – Community (neighbors, friends) Matthew’s Receptive Communication Service Providers Use your voice Object Cue Actual objects Auditory Community Family Hand items to Matthew Expressive Communication Map • Arrows pointing outward represent “output” from the child • Primary communication partners in the – Family – School (teachers, paras, related service providers) – Service providers (doctors, service coordinator- paid to be with the child) – Community (neighbors, friends) Matthew’s Expressive Communication “I don’t like you” Service Providers kicking More verbal Uses Communication and sounds Builder Pulls you to spot than ever “I’m ready to . . ” Pulls you or shows you Pushes others away “More please” Hands together almost like sign “more” “I don’t like. . .” “Change me” Pinches, bites himself, kicks Brings diaper others Community “I’m hungry” Takes you to food “Don’t like riding in car” Throws toy Family “I’m frustrated” “I feel bad” Bites, pinches Images of the Future Map Community Life Work Money Friends Fun Recreation Independence Choices Education Braiden’s Images for the Future Volunteer Work Community Life Hospital IMAX Volunteer CHURCH Walmart Greeter Movies School volunteer Wal-Mart Friends and Fun Choices Having own home Family and Work/Volunteer Friends around Grocery List Pet/Dog Meaningful Experiences Places to go Vacation/Cruise Farm-Wagon rides People to See Cruise Things to entertain Dog Good Luck! You’re on your way to . . . Thank You to: • Nancy Donta, Kathy McNulty and Amy Parker from NTAC who contributed examples and resources • Aaron, Braiden and Matthew’s families for sharing their person centered plans NTAC (National Technical Assistance Consortium for Children and Young Adults Who Are Deaf-Blind) is supported by the U.S. Department of Education, Office of Special Education Programs (OSEP). Opinions expressed herein are those of the authors and do not necessarily represent the position of the U.S. Department of Education.
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