Person Centered Planning 1

Sonja Chatfield Peetz Author

02/15/2017 Added

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Part one of the PCP Webinar

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[00:00:09.524]Hello, my name is Sonja Chattfield-Peetz.
[00:00:12.224]I am the Northeast Regional Autism Coordinator
[00:00:14.360]for the Nebraska Autism Spectrum Disorders Network.
[00:00:17.597]I have been providing services for children
[00:00:20.283]and families on the autism spectrum
[00:00:22.297]for the past 14 years.
[00:00:24.224]I will be your presenter for today's webinar
[00:00:26.684]in the Transition Series.
[00:00:30.181]In today's webinar, Person-Centered Planning:
[00:00:33.060]Creating a Map to your Student's Future,
[00:00:36.246]we'll be talking about five different points.
[00:00:39.424]The first point we're going to learn
[00:00:40.733]what future planning is and how it can be used.
[00:00:44.134]Then we'll identify common characteristics
[00:00:46.374]of future planning mapping.
[00:00:48.884]Identify future planning frames
[00:00:50.647]and how to complete the map.
[00:00:52.647]Learn facilitation tips to complete a map,
[00:00:56.034]and finally, we'll be talking about the limitations
[00:00:58.410]of future planning.
[00:01:00.660]So what is a futures map?
[00:01:02.797]A futures map is a representation
[00:01:04.497]of the different frames of our lives,
[00:01:07.394]and each person in the focus group
[00:01:10.210]may have a slightly different perspective
[00:01:12.447]on the person and the environment as a result
[00:01:15.084]of the place that they occupy in the family's world,
[00:01:17.847]whether that might be a caretaker, a grandmother,
[00:01:20.710]an aunt, a friend of the family, or a sibling.
[00:01:23.557]After we create the big picture,
[00:01:25.970]the profile information then allows the participants
[00:01:28.844]to see the current influences in the family's life.
[00:01:32.834]Then we can graphically represent
[00:01:34.341]how these influences affect that individual's
[00:01:38.477]ideas as far as outcome and what they want to do
[00:01:41.520]with their life in the future.
[00:01:44.594]So what is it?
[00:01:45.720]What is the futures map?
[00:01:47.020]It's a process.
[00:01:48.307]It's a graphic representation like we talked about
[00:01:50.970]of the big picture.
[00:01:52.594]Once we have the big picture, we can take
[00:01:54.244]those actions to improve the person's life
[00:01:57.106]to really make a meaningful difference
[00:01:59.107]in that student's life and say what they want to do
[00:02:02.094]and what they want to be.
[00:02:03.907]So developing a futures plan is very important
[00:02:07.070]for self-advocacy, to make sure that our students
[00:02:10.557]have a say to what happens in their life,
[00:02:12.997]that they're involved in the process,
[00:02:14.745]and life isn't just happening to them,
[00:02:17.017]it's their life and how we can help them
[00:02:19.767]plan to have a quality of life that is above any other.
[00:02:24.606]This process can also be used to empower families.
[00:02:28.274]Every family has stress, but some families
[00:02:31.468]have more than others.
[00:02:32.897]When you include a child with a challenging behavior
[00:02:35.070]or a disability such as autism,
[00:02:38.546]those families do have a lot more stress
[00:02:40.657]than other families.
[00:02:42.520]As we're developing this map,
[00:02:43.847]it's important to remember the areas of stress
[00:02:47.033]that this family is facing and begin to consider
[00:02:49.370]ways that that stress could be alleviated.
[00:02:52.697]Stress is a product of a lack of power.
[00:02:55.770]The more power that we give to these families,
[00:02:57.805]empowering them by community resources
[00:03:00.320]and empowering them with choices in their lives,
[00:03:03.420]the less stress that that family will encounter.
[00:03:07.147]This process is also very important
[00:03:08.807]to think about with building bridges.
[00:03:10.947]As we are participating through the map,
[00:03:13.670]participants then begin to realize
[00:03:15.970]that the focus family doesn't always
[00:03:17.531]have much choice in matters, such as where they live,
[00:03:20.945]what they eat, what school their child attends,
[00:03:23.897]whether they work, who comes to their house to visit,
[00:03:27.007]and so on.
[00:03:28.020]This could go on and on.
[00:03:30.047]But those of us who do not live
[00:03:31.234]with the child with the disability
[00:03:32.757]or a child with autism take our choices for granted.
[00:03:36.570]The choices that we make every day
[00:03:38.620]are usually not stifled by an individual
[00:03:41.170]who might have a disability or have
[00:03:43.007]a serious impact with their sensory system,
[00:03:46.384]so it's important for us to think about
[00:03:48.157]how our everyday lives or how we go about
[00:03:51.084]our daily lives, how we might be taking that
[00:03:53.284]to granted, and that anyone else that might
[00:03:56.630]have these individuals in their home
[00:03:59.497]that have disabilities, their choices
[00:04:00.934]are sometimes severely affected.
[00:04:04.507]This process also helps us define the roles
[00:04:06.770]and responsibilities of team members.
[00:04:10.120]I have been in many team meetings
[00:04:12.247]where members have come to me
[00:04:14.337]and we were discussing the action plan
[00:04:16.036]as far as what was supposed to be done
[00:04:17.447]by who and when, and sometimes it's like,
[00:04:19.774]"Well, the guidance counselor was doing that test,"
[00:04:22.774]or "I thought the special ed teacher
[00:04:24.550]"was doing that assessment,"
[00:04:26.124]and sometimes through miscommunication,
[00:04:28.400]things don't get done as efficiently.
[00:04:31.322]We don't have a lot of time with these students,
[00:04:33.087]so defining those rules and responsibilities
[00:04:35.410]in a clear action plan is really important
[00:04:38.237]and could be a part of this process.
[00:04:40.464]With that being said, this process also helps us
[00:04:42.962]enhance our IEP development.
[00:04:45.500]This process helps identify strengths
[00:04:47.750]and concerns that we have for the student
[00:04:49.764]and identifies our dreams for that student,
[00:04:52.422]and what that might look like for that student,
[00:04:54.672]so it does enhance IEP development
[00:04:56.663]and lends nicely to the transition process.
[00:04:59.937]One of the other benefits of doing a plan like this
[00:05:03.264]is it clarifies the purpose of the educational plan.
[00:05:05.774]Based on what that student wants to do
[00:05:08.474]and the map that that student has for their future,
[00:05:11.063]we work backwards then to think about
[00:05:13.324]what are the educational process
[00:05:15.473]or the educational plan to help that
[00:05:17.550]student achieve those outcomes in a realistic manner.
[00:05:21.113]I love what Peter Gerhardt, who was one of
[00:05:23.663]our other presenters in this Transition Series,
[00:05:25.900]talked about adaptive skills and how important
[00:05:28.664]those adaptive skills are for individuals
[00:05:31.137]on the spectrum or individuals in their community.
[00:05:36.687]There are different models that are used
[00:05:39.000]to help with transition planning,
[00:05:41.187]but one of the models or one of the things
[00:05:43.814]that is consistent between all of these models,
[00:05:46.010]whether it be called person-centered planning,
[00:05:48.410]or as it's called futures planning,
[00:05:50.440]futures mapping, or family-centered planning,
[00:05:53.417]there's a lot of different names that it's called,
[00:05:55.167]but the one thing that all of these models
[00:05:57.230]have that are the same is it definitely is
[00:05:59.901]a collaborative process where everyone's voice
[00:06:02.917]is heard and the maps are created
[00:06:05.080]to look at a positive way to support this individual
[00:06:08.804]in achieving their outcomes that they have for their life.
[00:06:13.304]Whatever we call it, we all have similar goals.
[00:06:16.989]Presence and participation in the community.
[00:06:19.851]That encompasses all aspects of living
[00:06:21.940]in the community that most of us just assume
[00:06:24.017]to be normal routine, such as maybe going out to eat,
[00:06:27.690]going to the laundromat, going to a movie,
[00:06:30.517]going grocery shopping, or even just visiting friends.
[00:06:33.732]We want to be able to have similar goals
[00:06:35.580]for our individuals on the spectrum,
[00:06:37.117]that they have that presence and participation
[00:06:38.928]fully in the community.
[00:06:42.016]Developing and maintaining relationships
[00:06:43.852]with friends and family.
[00:06:45.826]The family that you're working with,
[00:06:47.778]or the focus family, may not have contact
[00:06:49.728]with a lot of support from friends or family members,
[00:06:52.741]and they may also have difficulty
[00:06:54.113]forming new relationships.
[00:06:56.478]Single parents may have to shoulder
[00:06:58.055]more of the responsibilities without having
[00:07:00.078]a spouse or a partner.
[00:07:02.105]Neighbors might not always approach the family
[00:07:04.005]because they're not sure how to interact
[00:07:05.491]with the child or if they should interact with the child.
[00:07:08.878]They also sometimes are fearful
[00:07:10.455]not knowing what that diagnosis is
[00:07:12.205]or why the child might be behaving the way they are.
[00:07:15.201]So developing and maintaining relationships
[00:07:16.765]with family and friends is also a goal for us
[00:07:19.052]to achieve for students on the spectrum.
[00:07:22.575]Making choices and expressing preferences.
[00:07:26.262]I think it's very important that we allow
[00:07:27.738]individuals with autism to have the affordability,
[00:07:31.071]and I always say they have the right to be hurt,
[00:07:34.915]and I'm not talking physically hurt or maimed,
[00:07:37.313]but they have the right to be disappointed,
[00:07:40.137]they have the right to drink alcohol
[00:07:42.281]if they're of legal age, they have many rights
[00:07:44.245]that just because we say they're disabled,
[00:07:47.045]that we think of them as less.
[00:07:49.158]They are different, not less, and so allowing them
[00:07:52.868]to make choices and expressing preferences
[00:07:55.708]is a very important thing that we need
[00:07:57.468]to be able to allow them to do.
[00:08:00.081]To gain personal dignity and be afforded
[00:08:02.015]respect in the community.
[00:08:04.166]We want them to be looked up to, not down upon.
[00:08:07.167]We want them to be able to earn that respect
[00:08:08.945]and dignity they deserve for the individual that they are,
[00:08:12.008]and also to be able to exercise personal competence.
[00:08:16.518]The more that an individual can be independent,
[00:08:19.716]the less dependent they are on caregivers
[00:08:22.129]and the more competent they are,
[00:08:24.381]the better life and more independent life
[00:08:26.006]that this individual will be able to have.
[00:08:30.345]So that leads us to our very first question.
[00:08:32.931]Please respond in the pool box
[00:08:36.681]by responding true or false.
[00:08:39.831]Person-centered planning can only be used
[00:08:42.058]as a tool for transition planning in a school district.

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