Person Centered Planning (PCP) is an approach to designing support that is guided by the individual with disabilities (or his/her advocates) that receives support, builds from personal strengths and vision, and results in practical action plans. While PCP procedures have been advocated strongly and adopted widely, there is little empirical documentation of the impact of the approach on the quality of resulting plans or the perceived impact of support on the lives of people with disabilities. The present study provides an analysis of the impact that the use of PCP had with ten transition-age students receiving special education services. Interviews with eight educators and ten students/parents indicated that PCP training was associated with (a) increased use of PCP procedures, (b) increased number of written goals supported outside the school-time, (c) increased number of non-paid individuals scheduled to provide support, and (d) higher satisfaction with the planning process by educators and students/parents.

This article examined the implementation of an occupational skills training partnership developed between the Oregon Office of Vocational Rehabilitation Services and four local community colleges. Case study methods were used to describe the pattern of services provided to rehabilitation consumers and document the resulting changes in the community college and rehabilitation systems. Data were collected through individual and group interviews, document review, and written surveys. All consumers served in the case study sites received (a) orientation to the community college; (b) career exploration and planning; (c) individualized curriculum and customized training plans; (d) access to additional college services; (e) ongoing progress monitoring, support, and advocacy; and (f) exit planning and job placement services. Partnership services resulted in improved access to the community college and increased the ability of consumers with disabilities to successfully navigate the community college system.

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