13.4.0 Person-Centered Planning
Louisiana Statewide Transition Project and Louisiana: Healthy and Ready to Work Fact Sheet Series
	5/31/99

I. WHY IS THIS IMPORTANT?

Person-centered planning describes a number of popular approaches designed to assist individuals with disabilities and their families in becoming more actively involved in the identification and provision of educational and adult services. The goal of all person-centered planning approaches is to plan and create services and supports around young adults with disabilities that enable them to live more self-directed and inclusive lives in their communities. Some of the better known models are: Essential Lifestyle Planning; Group Action Planning; MAPS; Personal Futures Planning; and PATH. There are also many other lesser-known approaches.

Person-centered planning approaches offer young adults with disabilities, their families, and their Individualized Education Program (IEP) teams specific tools and strategies for thinking about, planning for, and supporting desired adult lifestyle areas in new and different ways.

II. KEY POINTS

One of the tools person-centered planning uses is a group graphics process known as "mapping". Mapping encourages young adults and families to think about desired transition goals for future adult areas. One of the most important maps is a Future Vision or Dream Map. The IEP team is encouraged to use the mapping information to identify and prioritize IEP goals that are linked with the desired adult outcome areas. Person-centered planning also uses a tool known as a "Circle of Support" to encourage the young adult, family, friends, and other community members to assume responsibility for actions and supports needed by the young adult to achieve the desired goals.

The table below compares and contrasts traditional transition planning approaches with person-centered planning approaches.

Traditional Transition Planning	Person-Centered Planning
A team of service providers meets annually with the parents to develop a plan for educational and related services.	A Circle of Support made up of the young adult with a disability, parents, and other family members meets with service providers and other community members monthly, or as frequently as needed, to develop and implement a future vision for the young adult.
A transdisciplinary team conducts and interprets assessment data using standardized and non-standardized assessment mechanisms.	A Circle of Support gathers, organizes, and manages assessment information into a personal profile and future vision using highly visual and graphic maps.
The young adult with a disability is invited to participate in the team meeting as appropriate.	The Circle of Support defines a role for the young adult and assists him/her in assuming the role in a respected and competent manner.
Parents are invited to participate in the development of the individualized service plan.	Parents, other family members, friends, and general community members define the personal profile and future vision and look to service providers for support.
An IEP with a statement of needed transition services is mandated to guide service.	Future vision and action plans guide the circle's activities and should be used to drive the content of the Transition Services Page and IEP.
Implementation of the plan is ensured through provision of entitlement services, due process, and professional services.	Implementation of the plan depends upon the commitment and energy of the members of the Circle of Support and their connections with the young adult and family.

III. ROLES/NEXT STEPS

Students/Young Adults:

Young adults should be active members of their IEP team. By being involved in all planning activities and meetings, they can assure that their wishes are heard and acted upon.

Young adults should consider the following questions: Where do you see yourself two years after leaving school? Five years? They should think about where they would like to live; the type of employment they would like to have; any interest or need for post-secondary education; leisure interests; health and medical needs; and transportation needs.

Young adults should talk about hopes, dreams, as well as fears with family, friends, teachers, and other adults. Developing a Future Vision or Dream Map can be helpful when expressing ideas about the future.

Young adults should set goals during the final years of school that will help them realize their dreams. They should think about their high school course work and extra-curricular activities. Young adults should determine if there is anything else to experience, practice, or learn before leaving school. They should make sure that IEP goals are directed toward their dreams!

Young adults should begin a vocational portfolio that includes a written description of employment goals, a record of paid and non-paid employment experiences, names and addresses of references, and other materials related to employment experiences and dreams.

Families:

Family members should think about their role in their son/daughter's life after high school. They should think about where they would like him/her to live and work; if there is any interest or need for post-secondary education; leisure interests; health and medical needs; and transportation needs.

Families should identify their son/daughter's greatest strengths and needs. They should determine how these can be addressed in the IEP. They should also discuss their dreams and fears for their son/daughter.

A set of maps can be developed with family members and friends. These should be brought to the IEP meeting and posted on the wall. Family members can use them to anchor the identification of IEP goals and steps for the Transition Services page. Families can help develop a Circle of Support to assist in the planning process.

Families can talk with other families who have a young adult going through the transition process to find out what is working and not working. Families should determine how these resources and issues could be addressed in the IEP.

Families should visit post-secondary education programs and adult service programs with their son/daughter. They need to think about how these programs might support their son or daughter in realizing future goals. It is important to identify what should be included in the IEP to help assure success.

Agencies:

Agency personnel should recognize that the future might be difficult for many young adults and families to envision. By asking probing questions that encourage sharing of dreams and fears and listening without making judgments, they can help make the transition process go more smoothly.

Agency personnel should encourage young adults and families to write down their dreams, hopes, and fears and to set goals. Agency personnel can assist them in understanding the time frames and action steps they will need to follow to realize these dreams. Agency personnel can also assist them in identifying and understanding the needed services and supports, as well as what the agency can and cannot provide.

Agency personnel should be honest about their own fears, lack of knowledge, and reservations about the dreams of the young adult. It is okay to say, I do not know the answer, but I will find out.

Agency personnel should be open to using the information shared about hopes, dreams, and fears to develop IEPs, Individual Plans for Employment (IPEs) (formerly Individualized Written Rehabilitation Programs, or IWRPs), and other service plans.

IV. RESOURCES/CONTACTS

Transition Trek, a game for planning life after high school for youth with disabilities. Available for purchase from the Pacer Center, Inc. (612) 827-2966 (V/TTY).

V. REFERENCES

Everson, J. M. (1996). Using person-centered planning concepts to enhance school-to- adult life transition planning. Journal of Vocational Rehabilitation (6), 7-13.

Miner, C.A., Bates, P. E. (1997, September/October). Person-centered transition planning. Teaching Exceptional Children (pp.66-69).