I have started a new blog on my reflections of special education in Malaysia. It will be my official blog from now on.
http://www.ailsagoh.com/
Thursday, January 31, 2008
Monday, January 14, 2008
Person-Centered Planning (PCP) in a nutshell
The philosophy of being “person-centered” is one that values directing service delivery to the goals, preferences, and needs of the individual being served. Rather than matching the person to services that already exist, services are developed based on the person’s priorities and unique situations. Being person-centered can enhance self-determination as students are encouraged to make decisions, set their own goals, and run their own meetings. Person-centered planning formats were developed to include individuals with disabilities more centrally in the process of developing goals, and to involve family members as partners with professionals. Person-centered planning can add significantly to the quality of traditional planning.
There are a variety of formats for person-centered planning, such as lifestyle planning (O’Brien, 1987), personal-futures planning (Mount & Zwernik, 1988), and the McGill Action Planning System (MAPS; Vandercook, York, & Forest, 1989). The outcome of a PCP process includes a list of actions participants will take to help the individual with disabilities achieve his or her goals.
Research on PCP provides evidence that using this approach can encourage participation by the family and individual with disabilities. The process can also increase the number of preferred, integrated activities in the person’s schedule. Many educators worry on first glance that using PCP methods will add to the burgeoning list of responsibilities, but once educators and families try PCP methods, they realize the benefits far outweigh the additional time requirements.
There are a variety of formats for person-centered planning, such as lifestyle planning (O’Brien, 1987), personal-futures planning (Mount & Zwernik, 1988), and the McGill Action Planning System (MAPS; Vandercook, York, & Forest, 1989). The outcome of a PCP process includes a list of actions participants will take to help the individual with disabilities achieve his or her goals.
Research on PCP provides evidence that using this approach can encourage participation by the family and individual with disabilities. The process can also increase the number of preferred, integrated activities in the person’s schedule. Many educators worry on first glance that using PCP methods will add to the burgeoning list of responsibilities, but once educators and families try PCP methods, they realize the benefits far outweigh the additional time requirements.
Collaborative Teaming in a nutshell
A collaborative team consists of two or more people working together to meet a common goal. A team may consists of a parent and a teacher working together to design supports for the home; in the case of more comprehensive supports across settings, a team may involve many people, such as parents, teachers, school administrators, behavior specialists, social workers, paraprofessionals, and the student with disabilities.
The effectiveness of services for students with severe disabilities will be maximized if various professionals collaborate with each other and with parents and family members. In this way, services can be coordinated and goals and objectives can be developed that address students’ needs holistically. Successful collaboration requires a commitment to both designing and implementing effective positive, person-centered interventions for the student and to building a teaming environment where positive, ongoing collaborative interactions among team members can occur.
Team involvement contributes to the overall effectiveness and meaningfulness of a support plan in several important ways. Firstly, team involvement is needed to obtain a valid, comprehensive assessment. Secondly, team involvement is needed to ensure a good contextual fit between the support plan and (1) the settings in which the plan will be carried out; and (2) the values, culture, and skills of the team members responsible for carrying out the plan.
The effectiveness of services for students with severe disabilities will be maximized if various professionals collaborate with each other and with parents and family members. In this way, services can be coordinated and goals and objectives can be developed that address students’ needs holistically. Successful collaboration requires a commitment to both designing and implementing effective positive, person-centered interventions for the student and to building a teaming environment where positive, ongoing collaborative interactions among team members can occur.
Team involvement contributes to the overall effectiveness and meaningfulness of a support plan in several important ways. Firstly, team involvement is needed to obtain a valid, comprehensive assessment. Secondly, team involvement is needed to ensure a good contextual fit between the support plan and (1) the settings in which the plan will be carried out; and (2) the values, culture, and skills of the team members responsible for carrying out the plan.
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