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.