Transition Outreach Training for Adult Living (TOTAL) Project Handouts, Reading and Resources for TOTAL Module 2: Person-Centered Planning Person-Centered Transition Planning Lifestyles of Inclusion and Personal Autonomy Transition Outreach Training for Adult Living Sue Walter, Training and T/A Coordinator [email protected] or 618-651-9028 Circle of Support Map Transtion Outreach Training for Adult Living 2 Community Presence Map HOME Transtion Outreach Training for Adult Living 3 PREFERENCES THINGS THAT “WORK” • • • • • • • • THINGS THAT “DON’T WORK” • • • • • • • • Transtion Outreach Training for Adult Living 4 GIFTS AND CAPACITIES LIST ☞ ☞ ☞ ☞ ☞ ☞ ☞ ☞ ☞ ☞ ☞ ☞ ☞ ☞ ☞ ☞ Transtion Outreach Training for Adult Living 5 Desired Future Lifestyle Where will this person live? What will the person do during the day and where will he/she do it? What will the person do for fun and recreation? Transtion Outreach Training for Adult Living 6 ACTION STEPS AND RESPONSIBLE PARTIES “Activities” “Who” NECESSARY CHANGES IN SERVICE DELIVERY 1. 2. 3. 4. Transtion Outreach Training for Adult Living 7 Person-Centered Planning • Person Profile • Lifestyle Planning • Action Steps/Responsible Parties • Necessary Systems Change Transtion Outreach Training for Adult Living 8 Personal Profile • #1 Circle of Support Map • #2 Community Presence Map • #3 Preferences List • #4 Gifts and Capacities List Transtion Outreach Training for Adult Living 9 Personal Profile #1 • Circle of Support Map – Identify important relationships – People to invite Transtion Outreach Training for Adult Living 10 Circle of Support Map School Jim Mr. Mr. Mayes Staff McDonald Penny Christine School Connie Bill Carl Clay Shane Lonnie Mr. Kurtz Will F. dentist Parent Group Special Olympics Matt Anita Pat Sam H. Candy Gary Linda Mr. Lester Joe Jan Stacy Mom Sharon Lacy Grandma Mark Jean Betty Tim Kamisha Janelle Halley Sara Jenny Uncle John Aunt Jane Transtion Outreach Training for Adult Living Barb & others Will D. 11 Personal Profile - #2 • Community Presence Map – Where do I go? – Frequency and variety Transtion Outreach Training for Adult Living 12 Community Presence Map Four Wheeling Archery Center 2x/mo 2 3x/wk Bike Riding 1x/mo Carbondale Shopping 1- 2x 2x/mo r /y Grandma’s 1x/wk 5x/wk Fishing HOME Very often School ½ Day Cafeteria 1x/mo Vacation 1x/yr 1x/mo 2x/yr Special Olympics Aunt Millie Shopping/Movie Parent Group Transtion Outreach Training for Adult Living 13 Personal Profile #3 • Preferences – Things that work – Things that don’t work – Most important preferences Transtion Outreach Training for Adult Living 14 Joe’s Preferences PREFERENCES THINGS THAT “WORK” • • • • • • • • • • • • • • • • • • Fishing Watching TV late Listening to headphones Nintendo Stereo Shopping Riding bike Playing basketball Four-wheeling Outdoors Work/money Loading the dishwasher at work Freezer work THINGS THAT “DON’T WORK” • • • • • • • • • • • • • Brushing his teeth Putting rubber bands on his braces Working the window at the cafeteria Cleaning the house or his room Indoors People with bad attitudes Bullies Transtion Outreach Training for Adult Living 15 Personal Profile - #4 • Gifts and Capacities List – What parents say when they brag – Strengths Transtion Outreach Training for Adult Living 16 Joe’s Gifts GIFTS AND CAPACITIES LIST Joe is: ☞ A good worker ☞ Friendly ☞ Consistent ☞ Neat/Clean ☞ Very Responsible ☞ Fun ☞ Helpful ☞ Honest ☞ Caring ☞ Always on time ☞ ☞ ☞ ☞ ☞ ☞ Transtion Outreach Training for Adult Living 17 A Challenging Vision of the Future • Recognizing that one can have a disability and also have an “enviable” life. • “Vision over visibility. Having a vision is not just planning for a future we already know how to get to. It is daring to dream about what is possible.” (Janet Vohs, parent) Transtion Outreach Training for Adult Living 18 Lifestyle Planning • Challenging vision of the future – Desired living situation – Desired work – Desired leisure/recreation • “Dare to dream” Transtion Outreach Training for Adult Living 19 Where will Joe live? Joe plans on living with his parents after graduation. In the long term he would like to live in a suburban area. He would like to live in a house rather than an apartment. He would also like to have a roommate, rather than living alone. Public transportation would need to be available. Transtion Outreach Training for Adult Living 20 What will Joe do for work? Joe would like to have a job working as a janitor, maybe in a school. He would prefer working evenings. The ideal job would be working with others, indoors, and he would be able to wear headphones. Transtion Outreach Training for Adult Living 21 What will Joe do for fun? Joe expects to continue fishing often. He would like to participate in archery and other sports, like basketball in the future. He wants to go to hockey games and baseball games occasionally. He also wants to continue collecting baseball cards. Joe would like to do some of these activities with friends from school and new friends he might meet, possibly at work. He wants to make new friends at the archery center. Transtion Outreach Training for Adult Living 22 Action Steps/ Responsible Parties • “Activities” and “Who” • Initial steps to future • Consider natural, generic, then formal • Volunteer responsibility • Whenever possible, student responsibility or coresponsibility • Ensure early success Transtion Outreach Training for Adult Living 23 Joe’s Action Steps ACTION STEPS AND RESPONSIBLE PARTIES “Activities” Attend IEP/Transition Planning Meeting Self-direct at least a part of the IEP/Transition Planning Meeting “Who” Joe. Mom, Dad Joe Take Driver’s Education Class Mr. Mayes, Joe Invite ORS Representative to Meeting Mr. Mayes, Joe Transtion Outreach Training for Adult Living 24 Necessary Systems Change • Changes in the current system – Make the dream possible – Giving the customers what they want Transtion Outreach Training for Adult Living 25 Changes for Joe’s Success Necessary Changes in Service System • Families should be given better explanation of available services (the earlier the better) • Affordable health care • Families and students should have the opportunity to do personcentered planning and students should be able to lead their IEP/transition planning meetings • • Transtion Outreach Training for Adult Living 26 ALL ABOUT ME! Things about myself that will help me know what I want to do and how to plan for my best possible future. Who am I? Answer these questions yourself or have someone write for you. (Friend, Teacher, Family Member) What are some great things about me? What do I do well? What am I proud of? Adapted from “Transition Plans Guide to the Future” California Department of Education, 1996. Adapted by Sue Walter. 1 ALL ABOUT ME! What things do I like to do? Around town? At home? For fun? Hobbies? Sports? Do I belong to any clubs or school groups ? What are they? What makes me happy? What makes me mad or sad or frustrated? 2 ALL ABOUT ME! What am I doing now? Going to school? Hobbies? Working? Sports? (If you are not working, please go on to question #9.) How’s My Job? YES NO Is it the kind of job I like? ___ Are the hours and days OK? ___ ___ Do I get the support I need? ___ ___ Does the pay cover my bills? ___ ___ Do I get benefits? ___ ___ ___ How do I get along with people at work? __great Do I want a job or a different job than I have right now? __okay __ not very well When I think about my job (check the one that shows how I feel most of the time): ____ I’m glad I got it What kind of jobs have you had? (If working or a different job are not important to you right now, go to #12) Do I need help in getting a job? Or keeping a job? (Yes or No) ____ It’s OK that I got it Am I looking for my first job? ____ I’m sorry I got it Does it take me a long time to learn a job? What kind of jobs or careers interest me? Doe I get Social Security benefits? Do I need support in using money or getting to work? Do I need any special training or work experience? (If you answered yes to any of these questions you could use some support in getting and keeping a job.) 3 ALL ABOUT ME! How do I live now? Alone? ___ With a roommate ___ With my parents? ___ With other relatives? ___ What are the best things about where I live now? In a home with a group? ___ Other? ___ What are the biggest challenges of where I live now? What kind of supports do I need where I live right now? Where would I like to live when I am an adult? Will I need the same kinds of supports as I do know? Or different? 4 ALL ABOUT ME! What are my dreams and hopes for the future? All things possible, what do I see myself doing in 3 – 5 years? What worries me about the future? What worries or scares the people around me (parent, close friends)? What support will I need to get where I want to be? 5 UNDERSTANDING LEARNING STYLES Teachers: For this exercise, students should survey an adult, a peer with or without disabilities and themselves. If your students have difficulty with paper and pencil activities, you may read the list out loud as they check off the appropriate boxes. Please discuss your students’ learning styles once they have completed their surveys. Students: This two page activity will help you understand and talk about learning styles. This will be important when you want to tell teachers and employers about how you can do your best job. There are three boxes after each learning style. The first column of boxes is for the answers of an adult; the second for the responses of other students; and, the third is for your answers. Think about how your style affects you. Factors Learning Styles: Responses Adult Student Self Noise Works best in absolute silence a quiet room with music playing with others talking Distractions Can work with visual distractions (objects, etc) near a window with people moving around with your desk or table clear Physical Surroundings Works best sitting up in a straight chair an easy chair on the floor prefers a desk or table for writing can work anywhere al all works best if it is warm works best if it is cool works best where you can eat/drink likes to move around while working TOTAL Project, Module 2, Handout 4 1 Understanding Learning Styles Continued Factors Learning Styles: Responses Adult Time of day Attention span Closure Works best Student Self finish a task once it is started can stop working at any point in task likes to take breaks in the middle of tasks have to stop before finished fast worker slow worker spends most of time planning spends most of time doing the task spends most of time checking work in the early morning midmorning midday afternoon evening late at night Is able to focus only a few minutes half an hour for long periods of time until the work is done settles back to work right after a break Wants to Rate Is a Other learners Likes to work alone with small groups in teams with large groups, i.e., entire class with other students about same age with adults TOTAL Project, Module 2, Handout 4 TOTAL Project, Module 2, Handout 4 2 Understanding Learning Styles Continued Factors Learning Styles: Responses Adult Structure Presentation Mode Response Mode Reinforcement Is most at ease when task requirements are detailed when s/he can make some choices when s/he has complete freedom Student Self In learning something new would rather read about it hear someone talk about it see it in a picture watch a film or videotape listen to an audiotape watch someone demonstrate it try it yourself try explaining it to someone else Likes to show what s/he has learned by writing reports taking exams telling others demonstrating how to do it expressing it artistically incentives to do a good job peer approval praise/recognition from boss or teacher tangible rewards such as prizes or or stickers etc. grades pay satisfaction that s/he did their best Needs TOTAL Project, Module 2, Handout 4 3 Understanding Learning Styles Continued Factors Learning Styles: Responses Adult Activities Lighting Learns best by lecture discussion projects drill peer teaching independent study games programmed instruction simulation role playing Learns best by in low light in medium light in bright light with light coming from behind with work spotlighted Student Self TOTAL Project, Module 2, Handout 4 This learning styles activity was adapted from a list of learning style preferences in Teaching Special Students in the Mainstream by R. Lewis and D. Doorlag, Macmillan Publishing Company, 1991. 4 PERSON CENTERED PLANNING Transition planning approaches emphasizing person-centered planning are often used solely with individuals who have difficulty developing career goals due to the extent of their disabilities or due to difficulties in expressing their interests, preferences and needs. However, students with milder disabilities who are struggling with adult life goals or direction to their IEPs can benefit from this approach as well. The following is a list of person-centered planning resources: Clark, G. M. & Cloninger, C. J., & Iverson, V. S. (1993). COACH. Choosing Options and Accommodations for Children: A Guide to Planning Inclusive Education. Baltimore, MD: Paul H. Brookes. Mount, B., & Zwernick, K. (1988). It’s Never Too Early, It’s Never Too Late: A Booklet About Personal Futures Planning. St. Paul, MN: Governor’s Planning council on Developmental Disabilities. Publication No. 421-88-109. O’Brien, J. (1987). A Guide to Life-Style Planning: Using the Activities Catalogue to Integrate Services and Natural Support System. In G. T. Bellamy & B. Wilcox (Eds.) A Comprehensive Guide to the Activities Catalogue: An Alternative Curriculum for Youth and Adults with Severe Disabilities. Baltimore, MD: Paul H. Brookes. Timmons, J. & Whitney-Thomas, J. (March, 1998). The Most Important Member: Facilitating the Focus Person’s Participation in Person Centered Planning. “Research to Practice” Boston, MA: Institute for Community Inclusion. Vandercook, T., York, J., & Forest, M. (1989). McGill Action Planning System (MAPS). Journal of the Association for Persons with Severe Handicaps 23(2), 119-133. GENERAL TRANSITION PLANNING TOOLS Myers, L. B. & McCauley, M. J. (1985). Manual: A Guide to the Development and use of the Myers-Briggs Type Indicator. Palo Alto, CA: Consulting Psychologists Press. Weaver, R., & DeLuca, J. R. (1987). Employability Life Skills Assessment: Ages 14-21. Dayton, OH: Miami Valley Special Education Center. TOTAL Project, Module 2, Handout 5 5 PERSON CENTERED PLANNING Transition planning approaches emphasizing person-centered planning are often used solely with individuals who have difficulty developing career goals due to the extent of their disabilities or due to difficulties in expressing their interests, preferences and needs. However, students with milder disabilities who are struggling with adult life goals or direction to their IEPs can benefit from this approach as well. The following is a list of person-centered planning resources: Clark, G. M. & Cloninger, C. J., & Iverson, V. S. (1993). COACH. Choosing Options and Accommodations for Children: A Guide to Planning Inclusive Education. Baltimore, MD: Paul H. Brookes. Mount, B., & Zwernick, K. (1988). It’s Never Too Early, It’s Never Too Late: A Booklet About Personal Futures Planning. St. Paul, MN: Governor’s Planning council on Developmental Disabilities. Publication No. 421-88-109. O’Brien, J. (1987). A Guide to Life-Style Planning: Using the Activities Catalogue to Integrate Services and Natural Support System. In G. T. Bellamy & B. Wilcox (Eds.) A Comprehensive Guide to the Activities Catalogue: An Alternative Curriculum for Youth and Adults with Severe Disabilities. Baltimore, MD: Paul H. Brookes. Timmons, J. & Whitney-Thomas, J. (March, 1998). The Most Important Member: Facilitating the Focus Person’s Participation in Person Centered Planning. “Research to Practice” Boston, MA: Institute for Community Inclusion. Vandercook, T., York, J., & Forest, M. (1989). McGill Action Planning System (MAPS). Journal of the Association for Persons with Severe Handicaps 23(2), 119-133. GENERAL TRANSITION PLANNING TOOLS Myers, L. B. & McCauley, M. J. (1985). Manual: A Guide to the Development and use of the Myers-Briggs Type Indicator. Palo Alto, CA: Consulting Psychologists Press. Weaver, R., & DeLuca, J. R. (1987). Employability Life Skills Assessment: Ages 14-21. Dayton, OH: Miami Valley Special Education Center. TOTAL Project, Module 2, Handout 5 1 INTRODUCTION TO PERSON CENTERED PLANNING ACTIVITIES We all rely on family and friends for support to various degrees. This support is vital to the attainment of a meaningful lifestyle for people with disabilities. Some individuals who experience disability do not have a network of family and friends to provide support. Where these networks are present, they should be encouraged to participate in the development of individualized supports. When a network is not present, support must be person centered. A vital component of each individual’s realization of a meaningful lifestyle is a challenging vision of the future. Methods of promoting a person centered perspective are needed within the formalized, traditional planning utilized throughout social services. Person Centered Planning Activities A process called "Person Centered Planning Activities" has been developed to help individuals and those who provide support to clarify a vision of the future. This process involves individuals identified by the focus person and, when appropriate, family as those who have a stake in the future of the focus person. It is not an additional service centered meeting focusing on individual deficits and corresponding objectives. Instead of listing deficits, the gifts, capacities, and talents of the individual are emphasized. It is important to note that this is not a school or agency issue. Person Centered Planning Activities are beneficial for an individual, at any age, as well as a valuable process incorporated into transition planning during high school, supported living development, crisis prevention, or other transitions in an individual's life. Personal Profile Person Centered Planning Activities begin the development of a personal profile of the focus person. The individual's current lifestyle is reviewed through the "mapping" of relationships and community activities. Much like a resume, the personal profile describes the positive attributes of the individual and her or his wealth of experience. The profile helps everyone to focus on capacities rather than deficits. Questions are asked to guide the development of the profile. The profile is subsequently used in planning efforts to encourage a positive perspective of the focus person. Lifestyle Planning With the capacities identified by the personal profile in mind, a desirable lifestyle is described. Participants in the planning meeting accept responsibility for activities, as they see fit, that will assist the individual to attain this desired lifestyle. Finally, changes in available service systems are identified. Person Centered Planning Activities materials are generated and distributed to participants after the meeting. These materials can be utilized to promote a person centered focus in subsequent meetings. IcI I NSTITUTE FOR C OMMUNITY I NCLUSION Research to Practice April 1998 Volume 4, Number 3 Building Authentic Visions: How to Support the Focus Person in Person Centered Planning by Jean Whitney-Thomas and Jaimie Ciulla Timmons Introduction Findings The importance of self-determination for young people with disabilities has become an increasing priority for young people, families, and professionals. Person centered planning has emerged as one mechanism for young people to build self-determined futures with the help of a supportive group of people. In general, person centered planning encourages an individual to involve personal and community networks in planning for the future. The process includes articulating a vision and coordinating resources and supports to make the vision a reality. Therefore, the effectiveness of planning depends on the support of significant others who assist in problem solving and resource development. Equally important in determining the success of a planning process is considering how facilitators, family members, and other members of the person’s social network influence the focus person’s participation. This summary is meant as a resource for facilitators, family members and friends who are invited to be part of a person centered planning process. Recommendations are made to challenge planning team members to think about how their own behavior influences the participation of the focus person. Methodology This summary was developed from research conducted at the Institute for Community Inclusion between June 1996 and June 1997. The research examined student participation in Whole Life Planning and involved: • Ten 18-21 year olds with developmental disabilities in four Massachusetts communities who participated in Whole Life Planning processes. • These young people were from various cultural backgrounds (Latino (n=3), White (n=6) and AsianAmerican (n=1)). The researchers: • Observed 34 organizational and planning meetings. • Conducted 17 interviews with the young people, their parents, and facilitators. Factors that encouraged participation from the focus person: • Speaking directly to or directing questions toward the focus person. This encourages the student to answer and discourages other participants from answering for them. This can be challenging for families from cultures in which an elder traditionally answers questions. In all situations, negotiate ways in which the focus person’s voice can be heard. • Verifying or checking with the focus person on the meaning of his or her answers, responses and suggestions before moving on. Make sure that he or she understands and agrees with the contributions of others. This creates an opportunity to draw the focus person back into the discussion if he or she becomes quiet or withdrawn. • Speaking at the focus person’s language level. By rephrasing words or concepts that were abstract, the focus person participates more productively and remain engaged in conversation. • Waiting for a response from the focus person. When the facilitator allows the focus person time to formulate and produce an answer, other family members and friends are less likely to jump in, and the focus person is less likely to rely on them for answers. • Using accommodations to support the focus person’s understanding and communication. These include pictures, visual or auditory clues, technology, or any other concrete techniques that facilitate communication. • Following the focus person’s lead to change the subject, take a break or talk more about a topic. • Setting and maintaining a positive tone. A positive tone can be maintained by reframing negative comments and addressing concerns in the establishment of action steps after the vision is completed. • Setting aside fears and concerns while the vision is developed. When parents and others feel that their fears and concerns will be addressed during action planning the focus person can be encouraged to speak about their plans for the future and expand upon them during the building of the vision. INSTITUTE FOR COMMUNITY INCLUSION (UAP) • RESEARCH AND TRAINING CENTER ON PROMOTING EMPLOYMENT CHILDREN’S HOSPITAL • 300 LONGWOOD AVENUE • BOSTON, MA 02115 www.childrenshospital.org/ici Factors that decreased participation: • Using jargon. Words or phrases that were unclear to the focus person. • Using the third person. Speaking about the focus person to the group. • Using patronizing language. Correcting or talking about the focus person in a way that causes the student to loose face or become embarrassed. • Use multiple modes of communication throughout the planning process (written, pictures, objects, etc.). • Help the focus person learn group process, decision making, and problem solving skills. Maintaining a balance between one’s own participation and the focus person’s can be challenging. One set of parents in the study put it beautifully. The father said, “this has to come from Andrew.” “I know,” said Andrew’s mother, “I’m trying so hard to sit on my hands!” Factors that were important for the group process: • Writing suggestions or statements made by group members on flip charts or meeting notes. This provides a visual record of the discussion, increases the amount of shared information, and reinforces group participation. • Using good group facilitation skills. For example: setting and maintaining the group tone, not letting one person dominate, responding to the group as a whole, eliciting input from quiet participants, keeping track of time and taking breaks, and encouraging participants to speak directly to other members of the group. • Actively involving the focus person in the group process. As the group process moves along participation opportunities for the focus person may be lost. Ways to insure the involvement of the focus person in the group process include: Using pictures instead of written notes and teaching the focus person group participation and leadership skills. Conclusion When asked to facilitate, organize, or participate in a person centered planning process, it is important to consider how to maximize the leadership of the focus person. The goal of any person centered planning process is to develop a clear vision for the future built on the hopes and dreams of the focus person and to determine the supports and steps necessary to achieve the vision. The role of the group participants is: • To support and be a resource to the focus person. • To express their genuine concern and a personal relationship with the focus person. • To make sure that the plans and visions come from the focus person and reflect what he or she wants from life. • In order to play these roles well, it is important for each member of a planning group to consider the following: • Make sure the focus person drives the discussion and planning. • Leave pre-conceived notions and expectations about the focus person’s future at the door. Resources Butterworth, J., Hagner, D., Heikkinen, B., Faris, S., DeMello, S., & McDonough, K. (1993). Whole life planning: A guide for organizers and facilitators. (Available from The Institute for Community Inclusion (UAP); Boston, MA: Children’s Hospital and University of Massachusetts at Boston) Butterworth, J. (Producer). (1994). More Like a Dance: An Introduction to Whole Life Planning. (Videotape available from the Institute for Community Inclusion (UAP), Children’s Hospital, 300 Longwood Avenue, Boston, MA 02115) Mount, B., Beeman, P., & Ducharme, G. (1988) What are we learning about circles of support: A collection of tolls, ideas, and reflections on building and facilitating circles of support. Manchester, CT: Communitas, Inc. Pierpont, J., O’Brien, J., & Forest, M. (1993). PATH: A workbook for planning positive futures. Toronto, Ontario, Canada, M6H 2S5) Smull, M., & Harrison, S.B. (1992). Supporting people with severe reputations in the community. Alexandria, VA: NASMRPD. (NASMRPD, 113 Oronoco Street, Alexandria, VA 22314) Vandercook, T., York, J., & Forest, M. (1989) The McGill Action Planning System (MAPS): A strategy for building the future. Journal of the Association for Persons with Severe Handicaps , 14(3), pp. 205-215. Acknowledgements This brief reflects the contributions of staff at the Institute for Community Inclusion and the Natural Supports Project, in particular John Butterworth, Noreen Donnelly, Sherill Faris, Katherine Honey, Deirdre Shaw and the families, students and school personnel who participated in the research. This research was supported , in part by a cooperative agreement, H133A30036, from the Administration on Developmental Disabilities. Grantees undertaking projects under government sponsorship are encouraged to express freely their findings and conclusions. Points of view or opinions do not, therefore, necessarily represent official Administration on Developmental Disabilities policy. For further information on this study, please contact Jean Whitney-Thomas, Institute for Community Inclusion, Children’s Hospital, 300 Longwood Ave., Boston, MA 02115 (617) 355-8022; (617) 355-6956 (TTY); [email protected]
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