The Power of Person-Centered Planning

The purpose of this article is to awaken the reader to the possibilities which exist when working on Person-Centered Planning and the individual with intellectual disabilities, specifically, Down syndrome. Although Person-Centered Planning has been in existence for more than two decades, it is viewed in a new way through the experiences documented in this article by individuals, and the use of a new format which includes photography, the computer, and a guide for what questions to ask and how to ask them. The central question of what caregivers can do once the Person-Centered Plan is enacted is posed as well. The Person-Centered Plan is seen as not disability-specific, but a capacity building process in which the personnel involved are key to linking the individual to the community in order for dreams and personal goals to be realized

COMPARISON OF PERCEPTIONS TOWARD PERSON-CENTERED PLANNING (PCP) OF SECONDARY SPECIAL EDUCATORS IN THE US AND KOREA

The purpose of this study is to investigate secondary special educators' knowledge of person-centered planning and attitudes toward person-centered planning between the U.S. and Korea. This study is designed to identify the relationship between implementation levels of person-centered planning and perceptions toward person-centered planning. In addition, this study examines the relationship between knowledge of person-centered planning and attitudes toward person-centered planning. An extensive literature review has been conducted regarding person-centered planning for youth with disabilities. This study uses the Secondary Special Educators Person-Centered Planning Survey (SSEPCP) which was developed specifically for the purpose of this study. The SSEPCP was designed to gather information about secondary special educators' knowledge of and attitudes toward person-centered planning as well as implementation levels of person-centered planning. Twenty-three items were identified and the survey was translated into English and Korean. The result of this study indicated that US educators had more positive attitudes toward person-centered planning than Korean educators. In addition, U.S. educators facilitated person-centered planning more often than Korean educators. There was a positive correlation between knowledge of person-centered planning and attitudes toward person-centered planning. However, there was no relationship between implementation levels of person-centered planning and perceptions of person-centered planning. Moreover, the results revealed that there were no different perceptions of person-centered planning and implementation levels of person-centered planning between the U.S. and Korea. Finally, limitations of this study and implications for further research are discussed

More Than Just A Job: Person-centered Career Planning

[Excerpt] Person-Centered Career Planning is an approach to career development that helps people with disabilities develop and realize their dreams. It uses job seekers\u27 dreams, goals, personal preferences, interests, and needs as the cornerstone of the career planning process. The bottom line of Person-Centered Career Planning is to help people figure out what they want to do, and help them organize a plan to get there. Person-Centered Career Planning focuses on identifying what the job seeker wants to do rather than skills and limitations he or she may have. It does not have to involve a big meeting, nor is it only for people with the most significant disabilities. People with all kinds of experiences can benefit from identifying their interests, preferences, and needs in career development

Integrating Essential Elements of Person-Centered Transition Planning Practices Into the Development of the Individualized Education Program With All Students with Disabilities

This is the second of two white papers that were developed to look at the potential for integrating a person-centered approach into the design and implementation of transition planning with individuals with disabilities in high school across nine demonstration sites in New York State. While the first paper, Infusing a Person-Centered Approach into Transition Planning for Students with Developmental Disabilities, 2001, looked at the barriers present within and between systems of support, this paper provides a deeper view of the strategies, methods and approaches that proved to be effective in supporting and/or sustaining person-centered practices within the Individualized Education Program (IEP) process. Through an emphasis on the need to utilize post-school outcomes as a basis for transition planning, a real example is provided to highlight the contrast between the use of person-centered practices in the development of an IEP and the use of typical special education programming. A model that overlays person-centered practices into the existing IEP process is suggested along with several suggestions proven effective in leading to seamless transition across the school experience. The paper concludes with a review of the data across the project life (1998-2000) identifying the accomplishments and challenges experienced by project participants, as well as overall recommendations to the field

Infusing a Person Centered Approach Into Transition Planning For Students with Developmental Disabilities

This is the first of two white papers reflective of the work of nine separate demonstration sites interested in integrating person-centered practices into the design and delivery of transition services for high school youth who have developmental disabilities. The reader is provided with an overview of the project and a description of the four universal criteria that each site agreed to adhere to as they designed program approaches that were uniquely tailored to their specific demographics. After a look at the transition policy current to 2001, the paper reveals early project findings regarding the strengths and gaps for person-centered transition planning as culled from project reports. A discussion of where person-centered planning “fits” within the transition process is placed in the context of three primary core components that should be reflected in all transition service programs and a model for infusing person-centered planning is offered. Finally, recommendations for implementing or furthering these practices are introduced along with the contact information for each of the participating demonstration sites

Self-Determination / Person-Centered Planning: Improving Individuals with Intellectual Disabilities Post-Secondary Outcomes through the Use of Person-Centered Planning the Foundations of Self-Determination in Early Childhood

An understanding of what self-determination is, how young children become self-determined, and how self-determination can be supported in early childhood by families and professionals and the variables that impact self-determination is provided. I describe what Person-Centered planning is, give educational professionals needed information on implementing person-centered planning as an alternative to traditional means of transition planning, develop an understanding how person-centered planning not only enhances the family–professional relationship, but how it can be incorporated in the student’s Individual Education Plan (IEP)

Learning from Other Communities

This paper reflects a synopsis of the work in person/family-centered planning representative of its implementation across a variety of disability service systems, including prisons, schools, community-based service agencies and institutional settings. The authors who have contributed to this paper have direct experience in the field working with individuals who have disability labels of severe and persistent mental illness, mental retardation and developmental disabilities, and learning disabilities. It is their hope that this paper will serve to guide the emerging best practice in the design and delivery of person-centered service delivery systems

The Benefits and Barriers to Person Centered Planning for Adults with Developmental Disabilities

The purpose of this study was to explore the benefits and barriers to implementing Person Centered Planning as a replacement for, or in addition to traditional service planning for adults with developmental disabilities. Person Centered Planning was chosen because it’s main focus is on enhancing quality of life and putting the “client” into the expert role over their own life. Person centered planning, or as many people call it, “person centered thinking” is not a new concept, however it is only recently that people have become more aware of it and steps have been taken to train people to implement it. A qualitative exploratory design was used to hear from the voices of people who have first hand knowledge and experience with using person centered planning for individuals with DD/ID. The strongest theme that emerged from this study is that PCP is individualized planning that puts the client into the role of expert over his or her life. This expert role allows for increased self-determination because it increases choices in areas such as types of living arrangements, type of employment, and leisure activities. The circle of support may be the most important component of helping the focus person achieve their future vision. The limitations of this research, along with recommendations for future researchers are also included in this study

The Benefits and Barriers to Person Centered Planning for Adults with Developmental Disabilities

The purpose of this study was to explore the benefits and barriers to implementing Person Centered Planning as a replacement for, or in addition to traditional service planning for adults with developmental disabilities. Person Centered Planning was chosen because it’s main focus is on enhancing quality of life and putting the “client” into the expert role over their own life. Person centered planning, or as many people call it, “person centered thinking” is not a new concept, however it is only recently that people have become more aware of it and steps have been taken to train people to implement it. A qualitative exploratory design was used to hear from the voices of people who have first hand knowledge and experience with using person centered planning for individuals with DD/ID. The strongest theme that emerged from this study is that PCP is individualized planning that puts the client into the role of expert over his or her life. This expert role allows for increased self-determination because it increases choices in areas such as types of living arrangements, type of employment, and leisure activities. The circle of support may be the most important component of helping the focus person achieve their future vision. The limitations of this research, along with recommendations for future researchers are also included in this study

Starting with Me: A Guide to Person-Centered Planning for Job Seekers

[Excerpt] Work is an important part of life. People with disabilities benefit from working as much as or more than people without disabilities do. The benefits from work include financial independence and security; increased self-confidence; personal growth; skill development; and a better social life. Perhaps you would like to work but have not been encouraged to do so by your family, friends, or support people in your life. Maybe you are not certain if you can work or what kind of work might be right for you. This is a guide for you. This guide reviews a three- stage career development process. Career development is an approach to help you make satisfying job choices. In person-centered career planning, your personal preferences, goals, and dreams are the focus. A person-centered approach does not mean you have to tackle job exploration all on your own. It does mean that anyone who helps you in your career search and the development of your career dreams respects your wishes and helps you to focus on your skills and abilities. Career development is an ongoing process. Finding satisfying work doesn’t usually just happen by applying for a job in the newspaper. The process involves several phases—and it all begins with you