Person-Centered Planning in Two Culturally Distinct Communities

Abstract

Person-centered planning (PCP) is a recommended practice in developing and implementing individualized futures plans of and by youth and adults with disabilities. Yet, little is known about the cultural responsiveness of PCP, a salient issue because values and beliefs about transition differ across and within groups. Community connectors, facilitators of futures planning in two culturally distinct areas (a Spanish-speaking, socioeconomically depressed urban area and a suburb of English-speaking people from middle- and uppersocioeconomic backgrounds), were interviewed regarding their implementation of Planning Alternative Tomorrows with Hope and their responses to the preferences, strengths, and needs of families. Person-centered planning was effective in addressing transition-related concerns and obstacles to collaboration identified by community connectors, who adapted this model to address perceived community needs.

Partnership Bound: Using MAPS With Transitioning Students and Families From All Backgrounds

“…Person-centered planning is one research-based approach to enhancing family–professional partnerships (Shepherd, Giangreco, & Cook, 2013) and is recommended for use with families of all transition-aged youth, including those from diverse cultures (Marfull-Jensen & Flanagan, 2015; Neece, Kraemer, & Blacher, 2009; Trainor, 2007). The McGill Action Planning System (Vandercook, York, & Forest, 1989), also referred to as Making Action Plans or MAPS, is a specific research-based person-centered planning strategy designed to increase family–professional partnerships in a variety of educational decision-making contexts, including the development of individualized education programs (IEPs) and transition plans.…”

Improving Practices of Risk Assessment and Intervention Planning for Persons with Intellectual Disabilities Who Sexually Offend

“…PCP has shown cultural adaptability through effective facilitation. Trainor () demonstrated that the PCP approach was able to be adapted to address cultural obstacles to collaboration. The author used narrative research methods to analyze data in her qualitative study of participants who each had experience with facilitating PCP in one of two linguistically and culturally distinct communities in the United States.…”

The 2010 Chilean National Disability Law

“…Importantly for the consideration of PCP as a model for Chile and other collectivistic societies, PCP encourages the incorporation of cultural values and beliefs, factors that are typically not taken into account in traditional educational planning methods (Armstrong, Moore, Russell, & Schimanski, 2009). Furthermore, PCP has been successfully used as a culturally responsive strategy for students from families that have collectivistic values and beliefs but who live in mainstream individualistic societies (Blue-Banning, Turnbull, & Pereira, 2000; Bui & Turnbull, 2003; Trainor, 2007). Other factors that lend support to the adoption and implementation of PCP in Chile are the alignment of the model with current international disability policies and legislation (Flannery et al, 2000; Rasheed et al, 2006; Wehmeyer, 2007), the use of the model by special educational services serving culturally diverse students in multicultural societies (Blue-Banning et al, 2000; Bui & Turnbull, 2003; Trainor, 2007), and the recognition by FONADIS of PCP as a potential approach to help Chileans with disabilities by enhancing their QOL (FONADIS de Chile [National Disability Fund], 2006).…”