What is the practice?
Person-Centered Planning is a process that provides the opportunity for individuals with disabilities to be active participants in their transition planning. More active participation in the transition planning process is associated with more positive vocational rehabilitation outcomes. Planning facilitators work alongside the student and family to select personnel for the planning group. The facilitator meets with the student as needed (about three to five meetings) to help prepare them for maximum participation in planning meetings. Once initial ideas were generated, school and adult service personnel were invited to join the meetings discussing the student’s final plan.
The final plan consists of the following:
- history;
- who you are today;
- strengths and accomplishments;
- supportive people and resources;
- what works and what doesn’t work;
- visions for the future;
- fears, concerns, and barriers;
- goals;
- next steps and follow-up.
During meetings, participant comments should be documented (e.g., on flip-chart paper, poster-board, etc.), photographed, and shared with the participants. During meetings facilitators should work to ensure that all participants are able to contribute, the focus is on the individual student, planning is provided at the individual’s pace, and ground rules are established (e.g., time limits per person, avoiding critical comments, etc.).
Accommodations should be provided as needed to ensure the individual students’ participation. Some accommodations may include:
- informal meetings between the facilitator and student prior to the start of the planning to help develop rapport;
- preparation meetings with the student prior to a group meeting to discuss the agenda and participation strategies;
- provisions for students to take breaks during meetings as needed or participate for designated parts of a meeting, with periodic summaries of discussions to support students during absence;
- provisions for students to participate by listening-in and interjecting from an adjacent room or the other end of the room;
- allowing students to participate by writing notes to be read to the group or posted on flip-chart paper using an assistive communication device;
- distant participation when needed.
Where has it been implemented?
- Public High School
Where is the best place to find out how to do this practice?
References used to establish this evidence base:
- Hagner, D., Kurtz, A., Cloutier, H., Arakelian, C., Brucker, D. L., & May, J. (2012). Outcomes of a family-centered transition process for students with autism spectrum disorders. Focus on
Autism and Other Developmental Disabilities, 27(1), 42–50. https://doi.org/10.1177/1088357611430841 - Kurtz, A., May, J., Hagner, D., & Cloutier, H. (2014). Person-centered planning for transition-aged youth with autism spectrum disorders. The Journal of Rehabilitation, 80(1), 4–10.
