Blumberg Center for
Interdisciplinary Studies in Special Education
indiana deafblind services project
training module:
person centered planning module 1:
Understanding The process
Barbara Purvis, NTAC
Lisa Poff, Indiana Deafblind Services Project
Module Description -
Instructional Outcomes -
Instructional Events
Instructional Evaluation -
Discussion List
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MODULE DESCRIPTION:
This two-part module is developed to enhance your knowledge and
skills related to person-centered planning (PCP). While there
are many elements to consider in person-centered planning
perhaps the most important thing to remember is that it is an
ongoing, interactive, team process. Through simple activities
and team participation person centered planning is designed to
assist in understanding the individual, his or her dreams, and
the family's dreams and fears, as well as collecting and
organizing information to be used as a basis for meaningful life
and educational planning.
MODULE ONE provides: 1) basic information on person-centered
planning, 2) a discussion of the different types of tools used
to conduct person-centered planning; 3) how to create the
different maps used in person centered planning; and, 4) the
values and benefits of person-centered planning for individuals
with deafblindness and other multiple disabilities.
MODULE TWO introduces more complex aspects of person centered
planning. The purpose of Module Two is to provide more detailed
information for those individuals who intend to facilitate PCP
meetings and use the process to develop educational plans. This
module includes: 1) information on how person centered planning
differs from other educational planning strategies; 2) the
purpose and use of different PCP maps; 3) information on how to
develop IEP/IFSP/Transition plan goals from PCP maps; 4) how to
develop action plans from person centered plans; and, 5)
information on facilitating person-centered planning meetings
and leading teams through the process.
While it is encouraged that you complete both modules in the
series, persons who need only to have a basic understanding of
person-centered planning need only complete module one.
Individuals who are planning on leading others through the
process and facilitating person-centered planning meetings will
need to complete both modules one and two.
IDOE Division of Professional Standards Instructional
Proficiencies
and Competencies for Teachers of Learners who are Deafblind
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Standard #3.
The educator of students with exceptional needs has an in-depth
understanding of the unique characteristics and specialized
needs of students and the implications for academic, social, and
emotional planning necessary to support continuous skill
development and to maximize independence throughout life.:
Performances #1, #2, #19;
Knowledges #1, #3; Dispositions #3, #4
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Standard #7.
The educator of students with exceptional needs understands that
individualized planning is at the center of special education
practice: Performances #6, #9, #12; Knowledges #4, #6
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Standard #10.
The educator of students with exceptional needs collaborates
with families, colleagues, related service providers, and
community members in culturally responsive ways to support
students' learning: Performances
#3, #9, #19 |
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Competency Objective 44 - Knowledge:
Specialized roles of educators of learners who are deafblind.
(Skill 44.1 - Consult and collaborate with others who provide
care, education, and adult services to people who are
deafblind.) |
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Competency Objective 16 - Knowledge:
The development of communication partnerships between learners
who are deafblind and others. (Skill 16.5 - Exchange information
about the learner's communication style/abilities with others to
ensure consistency of interpretation and use of the learner's
communication repertoire.)
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INSTRUCTIONAL OUTCOMES:
At the completion
of Person-Centered Planning Module One: Understanding the
Process, you will:
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Increase your knowledge of the PCP process and its use
in educational and life planning. |
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Understand the underlying values of the person-centered
planning process. |
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Be able to identify and describe at
least 2 PCP styles. |
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Be able to demonstrate how to create and read different
maps commonly used in person-centered planning. |
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Describe the uses and benefits of the person-centered
planning process for persons with deafblindness and/or
other multiple disabilities.
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