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Person Centered Planning: Opening Windows for
New Opportunities for Children and Adults with Deaf-blindness
Andrea BlackwoodDjenne-amal Morris
Sandra Warren
DB International 2018April 14th, 2018
Disclaimer
The contents of this presentation were developed
under a grant from the US Department of Education,
#H326T130010. However, those contents do not
necessarily represent the policy of the US
Department of Education, and you should not
assume endorsement by the Federal Government.
Project Officer, Louise Tripoli.
MAST MODULES
This PowerPoint is based on materials
presented in the following two MAST modules
developed by Lisa Poff and Barbara Purvis:
Introduction to Person Centered Plans for
Education, Transition, and Life Planning
http://mast.ecu.edu/modules/pcpi/
Using and Sustaining a Person Centered Planning
Process
http://mast.ecu.edu/modules/pcps
Introduction to Person-Centered Planning
Person centered planning (PCP) is designed to
shift the focus from a deficit-based to a strength-
based approach in developing transition and life
plans that enhance an individual’s quality of life.
(Mount, 2013)
Person Centered Planning is not just for post-
secondary transition. It can be used at any age
…. even preschool.
Typical Educational Planning•School decides when, where and who should meet; professionals take the lead •Team is composed mainly of school personnel•Relies on formal measures and results of standardized assessments•Meets annually (unless additional meetings requested by family or educational team)•Information gathering prior to meeting•Focus on where learner should be: deficit focus•Educational (academic/vocational) focus
Person-Centered Planning•Family decides who to invite and where to meet;
learner/family take lead
•Team is composed of broad array of individuals who know the student in a variety of settings
•Holistic approach using information provided by those who know learner in a variety of ways
•Participants provide information and develop plan during the meeting(s); multiple update sessions
•Sets educational goals in context of life planning
•Focuses on positive qualities, strengths & interests
•Emphasizes skills needed for education, employment or volunteer activities, independent living skills
Implementing thePerson-Centered Process
Person-Centered Planning is an on-going and collaborative process that includes:
• Identifying who to include in the initial PCP meeting
• Creating a PCP (called MAPS)• Developing an action plan to work toward
turning dreams into reality and overcoming fears• Establishing a team of supportive individuals
who commit to be involved in implementing the plan
Involving the Learner in Meaningful Ways
• Support learner to decide who to invite and to
design, create and/or distribute invitations.
• It may be by naming people, pointing to photos, or by
indicating “yes” or “no” to names or photos provided
to him or her.
• Design instructional activities to help learner
prepare to share “likes/don’t likes” or describe
dreams/fears; using PowerPoint presentations,
magazine picture collages, voice output devices
and/or videos taken at school or in the community.
Purposes and Uses of Individual Maps
• Develop IFSP/IEP goals
• Identify successful instructional strategies
• Discover/expand learner’s communication &
social interaction skills
• Uncover learning opportunities in daily activities
that may have been overlooked
Purposes and Uses of Individual Maps
• Determine skills needed to reach long term goals
• Inform decisions about post-secondary
education and training, potential employment
settings and community participation
• Provide input to other agencies or programs
providing services to the learner
• Open the door to family discussions about
difficult topics
Commonly Used Maps
• History
• Relationships
• Likes/Dislikes
• Places
• Who is ….?
• Expressive &
Receptive
Communication
• Dreams
• Fears
• Choices
• Ideal Day
History Map
• Visual of significant
events in learner’s life
and his/her family
• Useful reminder of
experiences or as a
way to introduce in a
very personal way
• May shed light on
difficult to explain
emotions/behaviors
Relationship Map
• Way to introduce
team
• Participants share
who they are, how
they know learner, &
where their name
should appear based
on their relationship
with learner
Likes/Dislikes Map
•Identifies “things that
work/don’t work” and
learning activities &
possibilities including:
• literacy
• after-school/
community activities
• work
• future living options
Places Map
• Recognizes all the places where learning
can take place
Who is … ? Map
•Describes the learner using positive words/phrases
Receptive Communication Map•Provides information
on how learner
receives information
across settings (home,
school and community)
•List conventional and
non-conventional
methods & be as
specific as possible
Expressive Communication Map•Provides information on
how learner gives
information across
settings (home, school
and community)
•List conventional and
non-conventional
methods & be as specific
as possible (e.g., laughs
when frightened)
Dreams & Fears Map•Dreams Map provides
personal dreams/desires
& what is most
important
•Fears Map provides an
opportunity to discuss
fears, worries & concerns
of learner, family and the
individuals involved in
his/her life
Choices Maps
•Enables team to brainstorm
and think creatively about
ways to expand learner’s
ability to make choices
•Even making simple choices
improves the decision-
making skills, which is an
important component in
self-determination
Ideal Day Map
• For younger learners, thinking about how to create a better day may be easier than thinking about the far future
• For older learners, describing an ideal day can provide details about days once they leave school
Needs Map
• Brings “big picture” into focus and begins to move plan from abstract to specific o What needs to happen to
turn dreams into reality?o What needs to happen to
overcome fears/barriers?o What needs to happen for
images of the future to materialize?
o What needs to happen to turn a “typical day” into an Ideal Day?
Creating Action Plans
After the team has created the PCP maps, it’s time to create an Action Plan.
• While this is the final step of the initial PCP meeting, it is the first step in using what has been learned and ensuring the process moves forward.
An Action Plan…..• provides information that can be used to determine what
steps need to be taken in order to achieve goals, turns dreams into reality, and overcome fears or barriers
• encourages teamwork and accountability, with each person clear about the role he or she will play on the team. No one person owns the plan, but everyone has ownership in it
• includes clear indications of the steps to be taken, who is responsible for each step and an approximate timeline
• provides clear direction and makes sure everyone is clear about his or her role in moving things forward
• developed at the initial PCP meeting will need to be updated as items are completed
How can you use PCP Maps?
• Develop IFSPs and IEPs
• Set goals for employment and independent living
• Prepare for provider and adult agency meetings
• Address additional priorities as action steps are completed
Sustaining the Process
• Teams that have seen positive results creating and using PCPs feel it is critical that PCP training include a discussion about how to sustain the process over time.
• Continuing to use particular maps to guide educational planning and keeping information and actions plans up to date enables a learner and his or her support team to maximize their investment in this process and improve learner outcomes and quality of life.
Building Malik’s Castle
A goal without a plan is just a wish.
-Antoine de Saint-Exupery
Discussion….your thoughts and experiences?
Please Contact Us:
Andrea BlackwoodTechnical Assistance Coordinator, ECU TSP
Djenne-amal Morris, Parent Educator, BEGINNINGS
Sandra Warren, Director, ECU [email protected]
