This document discusses person-centered planning for life after high school. It emphasizes that planning should focus on the individual person, their goals and dreams, and inclusion in the community. Person-centered planning considers the unique interests and abilities of each person and ensures their support plans are based on these principles. This approach aims to improve quality of life and community participation for young adults. The document also stresses the importance of personal relationships and provides tools and resources for supporting these.

1. “WHY DO WE PLAN FOR LIFE
AFTER HIGH SCHOOL?”
NRCP CONFERENCE
APRIL 1, 2016

2. WHOSE
LIFE
ARE
WE
PLANNING?

3. WHAT ARE WE PLANNING?
College
Vocational Training
Employment
Residential placement

4. WHY SHOULD WE CONSIDER PERSON-
CENTERED PLANNING?
 Unique to the person
 Plans are developed based upon what is important to the
individual in context of what is important for the individual
 Centers for Medicare and Medicaid Services requires support
plans to be developed on person-centered principles

5. HOW DOES PERSON-CENTERED PLANNING
IMPACT YOUNG ADULTHOOD?
Goals, dreams, aspirations
Community inclusion
Natural supports
Quality of life
What happens when we think outside the box?

6. Friendship is a thing most
necessary to life, since
without friends no one
would choose to live,
though possessed of all
other advantages.
-Aristotle

7. Integration
People with disabilities have active opportunities to spend most of
each day and most of their lives in good relationships with ordinary
people in common community settings
AND
People without disabilities have active opportunities to spend most
of each day and some of their lives in good relationships with
people who have disabilities in common community settings.
US
THEM
All
OF
US

9. TEN REASONS TO WORK ON
RELATIONSHIPS
1. Relationships are important to all of us
2. People with disabilities themselves express that friendships & relationships are
important
3. People really do have very few friends
4. Health and well-being
5. Adjust the balance between personal and functional relationships
6. More power and control
7. Reduce personal stress
8. Reduce staff burnout
9. When relationships are supported, people change
10. Provide community members the opportunity to be contributed to

10. Personal vs. Functional Relationships
 No specific purpose
 Freely chosen
 The person is valued
 No authority of control
 The person is more important
than the program
 Can’t be taught- not an
intellectual exercise
 Specific purpose
 Often dictated
 Person not necessarily valued
 Always control, often authority
 Caring-concern with particular
attribute or characteristic of the
person
 Has parameters; can be defined in
rational logical terms; can be taught
Personal Functional

11. Relationship Map

12. PERSON-CENTERED TOOLS
Interests
1._______________________________
2._______________________________
3._______________________________
4._______________________________
5._______________________________
Gifts – What person does well
(Abilities, Talents)
1._______________________________
2._______________________________
3._______________________________
4._______________________________
5._______________________________
Gifts – What you and others receive from knowing this person
1.______________________________
2.______________________________
3.______________________________
4.______________________________

13. WELCOME
TO

14.  I took my Community Belonging and put a little
twist on it.
 I took what I wanted and gave it to the
community.

15.  I bought Monkeys and little shirts for them and put my
logo on them

16. I WENT TO THE HOSPITAL

17. I GIVE THE MONKEYS TO THE CHILDREN THAT ARE SCARED AND
WHO REALLY NEED A FRIEND TO MAKE THEM SMILE. THESE
MONKEYS CAN EVEN HANG ON THEIR IV POLES

18. I then decided I wanted to do
something to encourage
students in the field of social
work

19. SO, I WENT TO THE CITY SCHOOL

20. AND, I WENT TO THE COUNTY SCHOOL

21. I HAVE A COMMITTEE WHO MEETS AND SUPPORTS ME IN THIS
PROJECT, THE COMMITTEE EVEN HAS ITS OWN BY-LAWS

22. MY COMMITTEE AND I DEVELOPED A SCHOLARSHIP
APPLICATION AND PROCESS

23. I AM GIVING A $500.00 SCHOLARSHIP TO ONE STUDENT
ANNUALLY AT EACH SCHOOL

24.  I will be presenting my scholarship at awards night at each
school
 I will present a graduating senior going into the social worker
field with a $500.00 scholarship at each of the two local high
schools.

25. THANK YOU TO THE COMMUNITY BELONGING PROJECT FOR
SHOWING ME AND MY SUPPORT STAFF HOW TO GET MY IDEAS
OUT THERE IN THE COMMUNITY AND RUN WITH THEM. NOW I
HAVE A PART IN HELPING CHILDREN
AND FUTURE STAFF
IN THIS FIELD

26. WHY IS YOUR INFORMATION IMPORTANT for
DIRECT SUPPORT PROFESSIONALS?
Information about the individual
Strengths
Likes / dislikes
What works best / What works least
What adaptations are required
Preferred way of communicating
Preferred way of making friends
Things the individual is interested in

27. Resources
1. Friends manual:
www.mncdd.org/extra/publications/friends.pdf
2. Friendship and Community Connections Between
People with and without Developmental Disabilities,
by Angela Novak Amado www.amazon.com/used
books
3. TASH CONNECTIONS, September 2001
Resource Review: Promoting Friendships,
Community Connections, and Membership
4. Dr. Angela Amado, Executive Director, Human Services
Research and Development Center, University of
Minnesota (amado003@umn.edu)
5. Shelley’s Smiles – check Shelley’s Facebook page
“Shelley’s Smiles”

28. CONTACT INFORMATION
Barbara Locker
Human Development Institute
University of Kentucky
1525 Bull Lea, Suite 160
Lexington, KY 40511
blocker@uky.edu