Person Centered Plan

Victoria Dickerson is a second year teacher at Carolina High School teaching in the Self-Contained special education classroom. Victoria’s expectations for her students are high and she often uses innovative techniques which include project-based learning strategies. Her students are always solving real world problems that will not only prepare them for work but provides them with the necessary life skills they need to be productive after high school. The students in the classroom range from being low-functioning intellectually disabled students to students how are on the middle school level in reading and are categorized as learning disabled. Even with the population she serves, she still challenges her students to be excellent. During

The authors went on to state that paraprofessionals “reported that they had some familiarity with the concept of self determined behavior for students with disabilities, with even lower levels of access to professional development opportunities pertaining to self-determined behaviors” (Lane, Carter, & Sisco, 2012, p. 246). Paraprofessionals are expected to play key roles in the education of students with severe disabilities, but they are not given the proper tools to complete this task successfully. Teachers, students and paraprofessionals would be greatly benefited if every person involved in the education of a child was properly trained.

During a traditional service review, have you ever feel that people weren’t listened to, weren’t involved in the process or didn’t feel part of it? A Person-Centred Review is a different way of doing things, that puts the person at the heart of the review.

In order to deliver superior customer service, it is vital in understanding how to interact and serve consumers in human services. How case manager aides communicate and deliver services to consumers directly influence their experience, positive or negative, which is why I believe it is essential to employ person-centered practices.

The education of students with disabilities in school’s today is being shaped by two laws: the Individuals with Disabilities Education Improvement Act of 2004 (IDEA) and the Elementary and Secondary Education Act (ESEA) which is also known as the No Child Left Behind Act (McLaughlin, 2010). These laws were enacted to protect students with disabilities against inequity due to their disabilities, and allows for accommodations to their daily class curriculum. In the video Equity Focused School Counseling, Stuart Chen-Hayes discusses with administration his concerns that students with disabilities have come in discussing the same issues and wondered if he could teach these students as a group. Group therapy allows for a safe and confidential environment where members can work on problems they are facing as well as hearing different perspectives. Group members can enhance their self-awareness that can lead to relationship building. Social competence is a critical ingredient to emotional and physical well being in high school (Gysbers, 2009). Although, individual

Time is needed for teachers and specialists to meet and create well-constructed plans to identify and implement modifications the, accommodations, and specific goals for individual students. Collaboration must also exist among teachers, staff, and parents to meet a student’s needs and facilitate learning at home.

Students with disabilities need to be physically, programmatically, and interactionally included in classroom activities that have been planned by a qualified teacher in conjunction with support staff as needed.

Given the current focus on financial targets some might ask whether person centred practice is a “nice to have” rather than an essential. However if we turn this around according to the 4 principles of personal centred care identified in the Health Foundation Framework, we would be saying it was acceptable

The Person-Centered planning tool model that is aimed to be used for Sarah’s personal program plan is MAPS (McGill Action Planning System). First of all, MAPS is an ideal model to help create Sarah’s personal program plan because it considers the history of the participant’s life. This aspect will help Sarah become more successful in achieving her dreams since she could use her past experiences as a guide to make better decisions for her future. MAPS also examines one’s fears to provide comfort and avoid developing further distress that can negatively affect the person’s life. On the other hand, it also focuses on the individual’s talents, gifts and strengths as a way to determine the desirable activities that the participant would enjoy doing.

A person centred approach is putting another individual’s needs, preferences and abilities at the heart of the care which you provide them. Not only is a person centred approach to be used in a working environment, but also in personal circumstances where others, such as family members and friends, are involved. This document evaluates my own strengths when implementing the person centred approach as well as my weaknesses when I might fail to implement this approach; providing areas of improvement. Implementing the person centred approach within work placement highlighted my ability to adapt an activity to make it beneficial for an individual’s development. I have not only utilised this ability in a work placement, but within my personal life.

Most of these goals aim to not only help those that have disabilities, but to diversify the education experience of someone that doesn’t have a disability to allow them to see the different types of people that exist in this world (Baglieri & Shapiro, 2012, 12-14).

The modern classroom has many challenges that face it. Shrinking budgets, less parental involvement, higher expectations, and growing class sizes, just to name a few. If this list was not daunting enough you also have the special needs students that have an array problems in your classroom that need specialized attention, lessons and seating. There are many forms of diverse learners from students who suffer from ADHD to physical disabilities to students with autism to ones that are bullied in school. There are so many things going on in our students lives we sometimes forget they have lives, pressures and disabilities that affect their performance and attitude in our class that have a profound impact on how they learn. For this paper I

Special education teachers are trained to work with children who have a wide range of disabilities. One of the primary responsibilities of a special education teacher is to assess her students' cognitive abilities, and modifies the standard age-appropriate curriculum to create a custom plan for the student. This plan is called an individual education program(IEP). An IEP often includes a number of social and emotional development goals as well as specific academic areas to be taught. The special education teacher’s core task is to meet each of the goals established in the students’ IEPs. In some cases, the special education teacher is located in a separate classroom. When this is the case the teacher will creates lessons geared to meet the objectives of the students’ IEPs. In many instances, special education students are placed in regular classrooms. In that situation, the special education teacher attends classes with her students. She often will work with students on life skills and behavior modification techniques as well. Skills that special educational teachers should possess include, better than average stress management, great multi-tasking abilities, quick thinking, and creative problem solving. A special education teacher must be able to think outside the box and develop an array of teaching methods and techniques to meet the needs of each individual student. Special education requires a vast amount of detailed record keeping, so it is essential for these teachers

As during discussion of “managing People” in an organization, we learnt that to get results there are some important practices needed for people-centered organizations.

Every person deserves an education. It is what shapes us, allows us to grow. As future and current educators or parents, understanding the perspective of persons with disabilities in the classroom is important. Being confident in your own abilities and not being afraid to use the resources available to you.