Person Centered Planning

NTACT:C describes the practice as:

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 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 are generated, school and adult service personnel are 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 can be documented in a way that works for the team (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 student's 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

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