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


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

bullet item 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
bullet item 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
bullet item 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
bullet item 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.)
bullet item 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.)

At the completion of Person-Centered Planning Module One: Understanding the Process, you will:
bullet item Increase your knowledge of the PCP process and its use in educational and life planning.
bullet item Understand the underlying values of the person-centered planning process.
bullet item Be able to identify and describe at least 2 PCP styles.
bullet item Be able to demonstrate how to create and read different maps commonly used in person-centered planning.
bullet item Describe the uses and benefits of the person-centered planning process for persons with deafblindness and/or other multiple disabilities.
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