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Person Centered Planning:

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

kaleigh-logan
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Person Centered Planning:

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  1. Person Centered Planning: People Creating Possibilities

  2. 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

  3. 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

  4. 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

  5. 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

  6. 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

  7. Let’s look at some PCP maps...

  8. Relationship Map Friends Family Chase Angel Matthew Nhien Nono Nona Shavon Vince Dad Braiden Malia Family NW Arkansas Sterling Grew up together Papa Bill Grand-Mary Crispina Mom Amber Shea Boy Young man Lauren Twyla Teacher Judy Asst Staci Co-Tchr Erica Sandra Latotya Alice Teresa Jennifer OT Nurse SLP PT Service Providers

  9. Personal Preferences • Things that work! Dr. Beth Mount, 1991 • Things that don’t work

  10. Matthew’s Dreams, Hopes, & Fears • Fears/Nightmares • High School • His size- he won’t grow much bigger • Not know his needs- is he hurting • Dreams & Hopes • Not use wheelchair • Potty trained • Formal communication system whether talk or sign language • Adjust to high school • Say “I Love You” for mother’s 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

  11. Who is . . . ? A map to describe the student

  12. 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

  13. 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)

  14. Matthew’s Receptive Communication Service Providers Use your voice Object Cue Actual objects Auditory Community Family Hand items to Matthew

  15. 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)

  16. Matthew’s ExpressiveCommunication Service Providers “I don’t like you” kicking More verbal and sounds than ever Uses Communication Builder Pulls you to spot Pushes others away “I’m ready to . . ” Pulls you or shows you “More please” Hands together almost like sign “more” “I don’t like. . .” Pinches, bites himself, kicks others “Change me” Brings diaper 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

  17. Community Life Work Money Friends Fun Recreation Choices Independence Education

  18. Braiden’s Images for the Future Volunteer Work Hospital Volunteer Walmart Greeter School volunteer Community Life IMAX CHURCH Movies Wal-Mart Having own home Friends and Fun Family and Friends around Pet/Dog Vacation/Cruise Choices Work/Volunteer Grocery List Places to go People to See Things to entertain Meaningful Experiences Farm-Wagon rides Cruise Dog

  19. Good Luck! You’re on your way to . . . New possibilities ahead...

  20. 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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