PERSON-CENTRED PLANNING
Person-centred planning is a fundamentally different way of seeing and working with people with disabilities. It is a way of encouraging and supporting people with (and without) disabilities to make autonomous choices for their own life – to support them in planning their own future as an adult.
"People with disabilities should be involved in decisions that affect them." - Ch 5, Human Rights in New Zealand 2010
Other key terms, include:
Angelman Syndrome & Person-centred Planning
Person-centred planning focuses on respecting individual rights and recognising the unique qualities of each person. Despite being non-verbal, individuals with Angelman syndrome clearly let us know their preferences, likes, and dislikes, and should have their choices respected. Ideas can be discussed and added as visuals. Even a simple Yes/No response should be valued in their decision-making process.
A supported AAC communication system is crucial for non-verbal individuals to maintain independence, and should be incorporated into the planning process, particularly while in school. Together with their Circle of Support group, a flexible future plan can be developed starting from age 14, marking the beginning of their Transition Plan (See 18 - Adulthood). The support group and school staff can work together to organize necessary supports for post-school goals.
Key Features of Person-Centred Planning
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Valued Roles: Inclusion is enhanced when individuals have their own valued roles in their communities. The plan should outline meaningful roles and the necessary support for community contribution.
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Full Partners: Decisions should reflect what is important to the person, with input from those who care about them and know them best - family and friends are valued as full partners in the process.
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Decision-Making: The person is central to the plan, with access to AAC or communication devices for participation. The planning process is fluid, requiring ongoing listening and adjustments to meet the individual’s needs.
Person-centred planning is a dynamic and flexible approach that ensures individuals with AS have a voice in their own future. See Talklink Trust: Teaching ‘YES’ and ‘NO’ to Confirm or Reject
What is Enabling Good Lives (EGL)
Enabling Good Lives (EGL) is a new approach to supporting disabled people in Aotearoa NZ, that offers greater choice and control over the supports they receive, so that they can plan for the lives they want.
The EGL approach is a foundation and framework to guide positive change for disabled people, families, communities and governance structures. The vision and eight principles are based on respect towards disabled people and their families culminating in trusting disabled people and their families to be decision-makers in their own lives.
Though the flexible funding-mechanism hasn't yet rolled out nation-wide, families are encouraged to use Individualised funding to plan a good life for your child, based on the basic EGL principles:
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Self-determination
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Beginning early
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Person-centred
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Ordinary life outcomes
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Mainstream first
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Mana enhancing
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Easy to use
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Relationship building
PATH Planning is Empowering
Planning Alternative Tomorrows with Hope (PATH) is a visual planning tool that is used to solve problems, set short and long term goals, and create an action plan. Information is gathered in creative ways from the disabled person and their 'Circles of Support'. This information is used to create a visual plan of action that plots out the process, stage-by-stage. In New Zealand, PATH planning can be funded by individualised funding (IF) and facilitated by approved organisations.
The aim is to find out (1) what the person really enjoys doing/what makes them happy, (2) what sort of things do they want to experience/achieve, and (3) what sort of supports will need to be put in place to make this all happen. Much like a vision board with a strategic plan - all things are possible with the right supports! This type of visually documented planning is also a great way to show organisations and funding providers what is important to the person, and how a range of supports can be organised that makes sense to the individual.
A Personalised Lifestyle Design (PLD) is a more in-depth document that provides a robust and practical mechanism for people to use as a blueprint for implementation.
Circles of Support
Circles of Support is an intentional community of friendship and support around the person at the centre. These circles are made up of 4 different types of relationships that exist within our lives. - intimacy, friendship, participation, exchange.
The concentric circles are arranged around the person with the closest family/friends first, then colleagues, peers and acquaintances, then paid persons/transactions. The person in the centre shares what a good life might look like for them, and together they all figure out how to make the plan a reality. The process is intentional.
Intentionally 'building your tribe' is important to prevent isolation, fatigue, and despondency. After an initial meeting, the Circles of Support team should meet up regularly and enjoy their time together (with a meal/kai) to review how the plan is going and to make changes if and when necessary. Building relationships is always reciprocal - everyone in the circles will benefit from these positive relationships.
Transition Planning
Transition planning involves supporting students with disabilities to prepare for leaving the school system and transitioning to adulthood. It focuses on their individual needs, goals, and aspirations, through a collaborative process involving the student, family, and relevant professionals. The process begins in the last 18 months of their final school year. A Transition coordinator is assigned to support the family and help deliver the Transition Plan.
Questions to consider: Once they leave school, what might their week look like? Some days could look very different to others. How will this affect their routine? Are there places, activities, opportunities in their local community where they can fill a meaningful social role? How much funding will they need to cover programme costs? How will they get there? What safe transport options are there? What activities or passive roles they could fill, on days they may be at home? How much support will they need for these options?
Each person's plan will depend on who they are, where they live, and how much support they have available. The student gradually begins attending activities in the community during their last year of school, to familiarise themselves with the new environments and experiences. See 6 - 18 YRS, and 18 - Adulthood