1. Today’s Agenda Housekeeping/Updates Review Person-Centered Planning
Entry/In-Class Activity
Review Person-Centered Planning
Ability Awareness
Presentations from the Readings
Families, Parents, & Culture
Monday, April 4th we will have a guest lecturer, candidate for the SPED Department Chair position
May 18th….Mark your calendars….No class because….

2. Graduate School of Education is hosting an Educator Recruitment Fair
Where?
Smith Memorial Student Union Ballroom
When?
Wed. May 18th
Why?
Lila wanted to make sure you had the chance to join district representatives to:
Review & refine your resume
Participate in mock interview opportunities
Cost? None…Free to PSU, GSE Teacher Candidates!

3. Strength-based shared understanding of :
Ongoing Comprehensive Implementation:
Wraparound
Functional Assessment
Person-Centered Planning
Strength-based shared understanding of :
Values, Long-term Goals, Current Programs, Possible variables influencing behaviors
FBA Identifying:
Routines, Setting Events, Antecedents, & Functions of Interfering Behaviors
Collaboratively Outline Behavior Supports
Plan that speaks with “One Voice”
Consistently Implement, Monitor, Evaluate, COMMUNICATE

4. Characteristics in Common
Focus person present and contributes to plan that will be meaningful for him/her.
Focus Person empowered, not directed or controlled.
Team members are invited as “guests” of the focus person
The goal is to support focus person in developing capacities and finding a place in the community where they can belong in a meaningful way.

5. Characteristics in Common
Facilitator guides the meetings
Team of support is individualized
Plan uses an open-ended approach
Team members support focus person and ensure that plan is implemented
Team of support = impt to identify how each member of the team fit into the student’s life

6. Graphic Frames Typically Used During a Person-Centered Planning Meeting
1. Developing a vision for the future. 2. Developing an understanding of where the team is now 3. Identifying who the important people are in the student’s life 4. Identifying where the student goes and what he or she does in a typical day 5. Discussing significant health concerns

7. Graphic Frames Cont’d
6. Reviewing positive and negative issues from the individual’s history 7. Examining the types of choices available to the student in the home, school, and community 8. Discussing the behaviors that cause the student to gain or lose respect among peers and adults 9. Identifying strategies that are effective and ineffective in supporting the student

8. Graphic Frames Cont’d
10. Clarifying the hopes and fears of the team members
11. Assessing barriers and opportunities that might affect the success of the team
12. Assisting the team to identify critical themes identified in the process and that must be in the future of the team
13. Facilitating the team to identify goals for the future that are positive and possible.
14. Supporting the team members to commit to some first steps in pursing those identified goals.

9. Establishing the student’s voice in the planning process
Consider…?
How student expresses needs, wants, choices during planning
If extra time to comprehend information and communicate personal perspective is needed
If support from another person(s) is needed to enhance communication
If special arrangements are needed to participate
Shorter meeting time or different non-meeting format
Active role in meeting (e.g., facilitate, introduce team, etc.)
Uses alternate form of communication (e.g., assistive/augmentative device, sign language/gestures, etc.)
Yes/no response………………………. Initiate/respond to questions

10. Preplanning tools for students and their families/caregivers
Life history map
Highlights, events, milestones
Life map
“Who am I” in pictures (e.g., slide show, poster board, photo album)
Pre-meeting interviews & observations
Student-led meeting preparation
NOW
Birth
My life NOW
My life in 5 years

12. Putting it all together
Community
Home
Goals
School
Work

13. How would you set up a person-centered planning session for one of your students?
Who would be invited?
How would people be invited?
Schedule?
When/Where?
Remember: Person-centered…..think about the student

14. Team Members and Roles Adapted Physical Education (APE) Teacher
Provides adaptations to regular PE program to promote student participation
Audiologist: Identifies types and degrees of hearing loss and provides equipment guidelines
Family Members & Student: Experts in student and stakeholders in their future
General Education Teacher: GE content expert, collaborates to instruct student

15. Team Members and Roles
Nurse: information source for the team on student’s medical conditions, performs & trains staff to do specialized medical procedures (e.g., tube feeding, catheterization)
Occupational Therapist: Promotes optimal physical functioning (fine motor, sensory motor), suggests modifications/supports
Physical Therapist: Same, but gross motor, positioning

16. Team Members and Roles
Orientation & Mobility (O&M): specialized training in visual functioning in mobility
Psychologist: evaluator of student’s intellectual and adaptive abilities and interpreter of evaluation results, may provide suggestions for reducing student behaviors
Social Worker: facilitates access to services and establishing linkages between school and community programs

17. Team Members and Roles Speech-Language Pathologist:
Provides instruction in the area of communication, language, speech.
Provides suggestions and instruction with AAC devices.
Expertise in oral motor and feeding skills
Special Education Teacher:
Provides specialized teaching strategies, provides and implements adaptations

18. Connection to IEP Education/School a part of person’s life
Consistency across
Behavior support
Skills training (generalization/adaptation of skills)
Communication systems
Planning team members

19. PC-Planning Role in Support Planning
Personally valued outcomes that address contextual issues
Broader view of the student that takes into account larger issues that affect student (student/family/agency views, funding, disability, community supports)
Ensures interventions match students needs/values
Provide perspective on historical and present setting events
Increase buy-in on the plan from all stakeholders
Identify culturally relevant methods of support
Increases likelihood of the plan being effective

20. What can I do to integrate these strategies to design comprehensive supports?
Think outside of the box (school walls) to support students within school walls!
Collaborate with school counselor, school psychologist to connect with community agencies (Mental Health, Social Services, etc.)
Encourage collaboration with family/agencies in school/classroom…invite them to classroom/meetings, etc. RESPECTFULLY EXPECT THEM TO BE INVOLVED
When doing a comprehensive support plan work to get everyone on team speaking with “one voice” (linked function-based strategies) to student.

21. How can I incorporate Person-Centered Approaches for all of my students?
Encourage students and their family/guardians to be involved in planning.
Empower students to set goals and plans to attain them. They can track their own progress; outline supports, etc.
Think “functionally” and from the student’s perspective (what is the student seeing/hearing)
Provide structured choices and encourage students to take ownership and leadership within classroom/school.

22. Ability Awareness Alternatively called “disability awareness”
Lessons, activities, discussions that teach students & staff about individual abilities
Facilitates a dialogue about overall respect & dignity

23. Basic Idea around Ability Awareness
Should emphasize that we are all people first &
We all want to be treated fairly and have opportunities like everyone else

24. Teaching individuals to value similarities despite individual differences
Abilities
Appearance
Culture
Language
Socioeconomic status (SES)
Other differences (e.g., religious, sexual orientation, etc.)

25. Who conducts AA activity?
Best case= Gen Ed teacher
Default= special educator, speech therapist, OT, PT, VI specialists, Mobility specialists

26. Where & When to facilitate an AA activity
When a student is moving to a new classroom
New situation concerning the student (e.g., new wheelchair, new equipment, new life situation)
Whole classroom, small group (e.g., social club, peer mentors), staff meetings, collaborative planning meetings with staff

27. Why?
All students & staff should be taught expectations on how best to:
Interact
Work with
Play with
Advocate for
& talk about people with disabilities in a respectful manner

28. Families, Parents, Culture
Promote Family Involvement—Why?
Ways that parents can be involved in the school community?
Parenting: may be assisted with obligations & home support for learning
Communicating: receive & respond to school info
Volunteering: classroom, school events, support other parents
Extending learning in home: extend learning in class/school to home
Decision making: school governance, policy
Collaborating in the community: community efforts & partnerships with school
Encourage participation, but remember that it is their choice.

29. Establishing partnerships with families
Should be a goal of yours as a teacher
Consider definition of “family”…?
Single-parent families?
Siblings? No siblings?
Live with extended family?
Consider the entire family…they are a unit/system: all affected by one another

30. What parents want their children to learn
Related to student’s age
Severity of disability
Functional skills….academic skills…
Friendships
Maximum potential
Be sensitive to this…attempt to teach students those skills that are perceived by parents to have the greatest relevance.

31. Culturally Competent Instruction
Develop awareness about your own cultural identity and recognize your own values, beliefs, and customs
Appreciate the uniqueness of each family
Try to understand the communication styles within different cultures
Develop awareness of cultural norms
Be aware of the nature of your influence
Learn from families…..after all they are the experts!

32. Support to Parents
Learn your families’ needs and recruit support (if desired by the family)
Parent-to-parent support
Sibling support
Respite care
Social support

33. What is a conceptual model?
A mental model that represents “concepts” and relationships between them.
Formulation of a written description and visual representation of predicted relationships.

34. Conceptual Model Activity
Please break into 4 groups (about 5 per group)
Read the assigned article for your group
Summarize the article and explain the conceptual model to the class

35. Sailor & Roger, 2005
In SAM, who guides instruction for students with special needs?

36. Sailor, 2008
Contrast the medical model vs “New Service Model” OR RTI as presented by Sailor

37. Thompson, Wehmeyer, & Hughes, 2010
Explain the person-environment fit model presented

38. Loman et al., 2010 What are the 3 dimensions of self-determination?
What were the 5 practices that met the conditions of self-determination?

39. Six Guiding Principles to Creating an Inclusive School
All instruction is guided by General Education
All school resources are configured to benefit all students
School Proactively addresses social development and citizenship
School is data-based learning organization
School has open boundaries in relation to its families and its community
District supports school-centered approach and extensive systems-change activities required to implement a school-wide model
Sailor & Roger, 2005

40. Sailor, 2008

41. Practice Guide for Self Determination
Loman et al., 2010

42. Practices Causal Agency/ Independence Proxy Agency Opportunities
Goal Setting
Set
Self-Monitoring
Self –instruction
Self-evaluation
Self-reinforcement
Self-feedback
Choice/Dec. Making
Prob. Solving
Self-Adv
Social Capital
Soc Inclusion
Enriched Environment
Dignity of Risk
Person-Centered Planning 
Teacher-Directed Strategies
Self-Directed Strategies
Family Supports
Organize Env. Systems

43. Person-Environment Fit & Schools (Thompson, Wehmeyer, & Hughes, 2010)

44. Change
When change occurs individuals are usually pushed out of their box, or their comfort zone. In the case of full inclusion, this change will effect the general education teacher and the special education teacher the most.
Incorporate notion of Team-Work where we can pull together, instead of pulling apart, each team member’s expertise into an inclusive educational program