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Person Centered Person Centered Planning:Planning:
People Creating PossibilitiesPeople Creating Possibilities
PurposePurpose• 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 Some Key Components of a Person-Centered PlanPerson-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 ComponentsMore 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 BenefitsSome 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 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 Let’s look
at some at some
PCP maps...PCP maps...
History/Background Map
Born!
Now!Dr. Beth Mount, 1991
Relationship Map
Friends Family
Focus Person
Service Providers
Dr. B. Mount, 1991
Relationship MapRelationship MapFamilyFriends
Service Providers
Braiden
Shavon
Amber
Nhien
Angel
Vince Dad
Nono
PT
Sandra Erica
OT
Judy Asst
Twyla
Teacher
Staci Co-Tchr
SLP Nurse
Family NW Arkansas
Nona
Chase
Crispina Mom
Grand-Mary
Papa Bill
Lauren
Matthew
Malia
Shea Boy Young man
Sterling
Grew up together
Latotya Alice Teresa Jennifer
Personal PreferencesPersonal Preferences
• Things that work!
Dr. Beth Mount, 1991
• Things that don’t work
PREFERENCES MAP
Things that Work/Favorites Things that Don’t Work
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
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 Matthew’s Dreams, Hopes, & Fears
• 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
• Fears/Nightmares• High School
• His size- he won’t grow much bigger
• Not know his needs- is he hurting
Who is . . . ?Who is . . . ?
A map to describe the student
Who Is Matthew?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 MapReceptive 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 CommunicationMatthew’s Receptive Communication
Community
Family
Service Providers
Auditory
Use your voice Object Cue
Actual objects
Hand items to Matthew
Expressive Communication MapExpressive 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 ExpressiveMatthew’s Expressive CommunicationCommunication
Community
Family
Service Providers
Pulls you to spot
Pushes others away
“I don’t like you”kicking
More verbal and sounds than ever
Uses Communication Builder
“I’m ready to . . ”Pulls you or shows you
“I don’t like. . .”Pinches, bites himself, kicks others
“Change me”Brings diaper
“I’m hungry”Takes you to food
“Don’t like riding in car”Throws toy
“I’m frustrated” “I feel bad”Bites, pinches
“More please”Hands together almost like sign “more”
Images of the Future Map
Work Money
Work Money
Choices
Choices
Community Life
Community Life
Independence Education
Independence Education
FriendsFunRecreation
FriendsFunRecreation
Braiden’s Images for the FutureBraiden’s Images for the FutureVolunteer Work
Hospital Volunteer
Walmart Greeter
School volunteer
Community Life
IMAX
CHURCH
Movies
Wal-Mart
Having own homeFriends 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
Good Luck!Good Luck! You’re on your way to . . .
Thank You 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.