Person Centered Plan

Person centred theory came from Carl Rogers who believed in being warm, genuine and understanding make a difference in clients’ condition and its improvement. Believes and values are very important in person centred thinking and planning. Carl Rogers identified three main core conditions that have a significant influence when supporting vulnerable people, which are an unconditional positive regard, empathy and congruence. However, later on he expands his list to a six core conditions in total.

The special education teacher interviewed, talked about this goal to meet each child’s need is challenging to her especially in eleventh and twelfth grade. The teacher tries to strive towards their educational goals, their need areas, and work on their strengths.

Teaching students with exceptional abilities requires funding, training and planning. Being in a regular classroom with children from various cultures, ethnic backgrounds and intellectual ability help students learn how to work together toward a common goal: reduce discrimination and stereotyping people with physical and mental limitations. Instructional strategies that break the work down so everyone learns better can improve education as well as reduce cost. This is achieved by including special education students in environments that will allow them to develop normal social interactions as well as receive specific attention to their learning needs. ("What is Special Education”)

Person centred planning is planning to make the individual live a more independent life by focusing on the person's goals, needs and wants by allowing the individual to be in centre of their care. This approach allows the individual to make their own decisions so that they are mindful of what is taking place in their lives.

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

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

listened to, as they are able to give advice from a neutral & holistic view which will help the individual. With the right support, an individual can live a successful & independent life where they can live in their own accommodation & support themselves.

First, it aims to consider aspirations and capacities expressed by the service user or those speaking on their behalf, rather than needs and deficiencies. This emphasis on the authority of the service user’s voice reflects dissatisfaction with the perceived failure of professionals to attend to what matters most to service users, the extent to which services are seen to constrain or impose goals (Crocker, 1990; O'Brien and Lovett, 1992) and the observation that services sometimes create artificial hurdles between goals in an inappropriate ‘readiness model’ (Wilcox and Bellamy, 1987) or ‘developmental continuum’ (Taylor, 1988).

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 person-centered approach is non-directive, humanistic theory of counseling that I ascribe to, and think would benefit Devon. Self-actualization is an important aspect of this approach and helping her to see that she has the ability within to reach her potential. Since there is already a reported lack of self-esteem this will be a challenge, getting her to see herself as she truly is will help her in therapy. With grief you want to show empathy and a structured session would not be beneficial for Devon. Being supportive, and listening is important for her right now and that is some of the strengths of the person-centered approach. Since she is already a client that has been seen weekly for the last 3 months, there is already an establishment of rapport. Using basic active listening and attending skills throughout the session would help create a congruent and empathetic atmosphere for Devon. Unconditional positive regard would mean not judging her and allowing Devon to share openly her feelings. Using those basic skills of counseling

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.

I plan to teach my students that special education students are just like us but have unique differences. I plan to follow the IEP and set goals that special education students are able to achieve. I plan to breakdown the overall goal into small goals to help student achieve success. If student’s are not showing progression towards the goals, I will have meeting with the parents, special education teachers, and other professionals to modify the goal to make it achievable for the student. I also plan to offer assistance and find resources to help students that linguistically and culturally different from the classroom norm. If a student is from a different culture, I plan to have the student share with the class about their culture. I also teach my students to embrace someone’s differences. Students who speak a different language, I plan to have them receive services to help them with the English language. An ESOL is a great resource that these students can benefit from. It is also imperative that as a future educator, I plan to have continuous communication with both my students and

Jones can help is student to be engaged in the classroom. The teams will consists of the teacher who are expert in a certain field. In this case, Mr. Carson, a special education teacher and the counselor will have more knowledge of the student’s disability, so Ms. Jones can collaborate with them to help him find different strategies that will help him engage the student. Mr. Jones can speak to Mr. Carson about how the disability affects the students when it comes to learning. According to Jones, educating students about their disability can help them understand why they need to be engaged and finding out what the child learning style can make a difference can make learning more rewarding for them. From the child’s learning style the special education teacher is able to design specialized instruction that will accommodate the student. If the student is a visual learner, then teacher can incorporate pictures or different diagrams to help the student be engaged. (Jones,

This is representative of the Learner-Centered ideology, which I plan on using in my classroom as a source of inspiration for my students with exceptional needs. These students need the individual focus that this ideology outlines. The exceptionalities that my students possess require some extra thought and care in terms of instruction, evaluation, and expectations. For these students, education is all about the journey, and not necessarily the destination. There may be a concrete goal in place, but these students are also capable of growing and succeeding just as other students without

With the reauthorization of Individuals with Disabilities Education Act (IDEA) (P.L. 101-476) in 1990, a student with disabilities interests, preferences, strengths, and needs were to be considered when in developing goals on their Individual Education Plan. The 1997 and 2004 amendments of IDEA continued to meet and strengthen these requirements. To meet this federal mandate, teaching and promoting self-determination and the core components of self-determination have become an evidenced based, and best practices for educators in middle and high school, and helping students with disabilities meet their post secondary goals and experience a more successful transition from high school to post secondary domains. This review discusses the research that addresses how the impact of instruction in self-determination given to students with disabilities can aid their post secondary / adult outcomes.