Transcript Person Centered Planning: - Indiana State University

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
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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
Matthew
Nhien
Angel
Nono
Shavon
Braiden
Malia
Nona
Vince
Dad
Family NW
Arkansas
Sterling
Crispina
Mom
Grew up together
Shea Boy
Young man
Amber
Papa
Bill
GrandMary
Lauren
Judy
Asst
Erica
Sandra
PT
Latotya
Twyla
Teacher
Alice
Staci CoTchr
Teresa
OT
Jennifer
SLP
Service Providers
Nurse
Personal Preferences
• Things that work!
Dr. Beth Mount, 1991
• Things that don’t work
PREFERENCES MAP
Things that Work/Favorites
Lighted toys
Musical toys
Vibrating toys
Playing on the floor
Taking a shower with Dad
Putting things just out of reach on the floor
and letting me “crawl” to get them
Letting me know if you’re going to move me
“people food” instead of baby food
Rough-house play with dad and brother
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
Things that Don’t Work
Water that’s too hot
Trying to get me to move my arms and legs
before massaging them
Giving me lots of toys at once
Not waiting for me to try something before
doing it for me
Doing too many things for me
Keeping me in my wheelchair too long
Not letting me know what’s going on
Thin liquids
Dreams, Hopes & Fears Map
Dreams & Hopes
Fears &
Nightmares
Dr. Beth Mount, 1991
Matthew’s Dreams, Hopes, & Fears
• Dreams & Hopes
• Fears/Nightmares
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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
•
High School
His size- he won’t grow much
bigger
Not know his needs- is he
hurting
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 coordinatorpaid 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 coordinatorpaid to be with the child)
– Community (neighbors, friends)
Matthew’s Expressive Communication
Service Providers
“I don’t like you”
kicking
More verbal
and sounds
than ever
Pulls you to spot
Uses Communication
Builder
“I’m ready to . . ”
Pulls you or shows you
“More please”
Hands together almost like sign “more”
Pushes others away
“I don’t like. . .”
Pinches, bites himself, kicks
others
Community
“I’m hungry”
Takes you to food
Family
“Change me”
Brings diaper
“Don’t like riding in car”
Throws toy
“I’m frustrated” “I feel bad”
Bites, pinches
Images of the Future Map
Community
Life
Work
Money
Friends
Fun
Recreation
Choices
Independence
Education
Braiden’s Images for the Future
Volunteer Work
Community Life
Hospital
Volunteer
IMAX
CHURCH
Walmart Greeter
School volunteer
Movies
Wal-Mart
Choices
Work/Volunteer
Grocery List
Places to go
People to See
Things to entertain
Friends and Fun
Having own home
Family and
Friends around
Pet/Dog
Meaningful Experiences
Vacation/Cruise
Farm-Wagon rides
Cruise
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.