Anne-Marie+Module+6+Posting

Sunday, February 27,2011

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These three concepts are quite interwoven. But essentially they come from a problem solving place - where rights are discovered, developed and supported. The planning starts and (continues) with the individual at the center. The perspective is that the individual is being helped by his/her individual friends in ordinary society( as opposed to being 'serviced')- in a direction that the individual has had input. And of course with this empowerment also comes responsibility - for the individual as well as the friends and supports.======

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**Person centered planning approaches seem to be particularly helpful with the older individual who is beginning the transition out of the school setting. I can see the benefit for the parent who is feeling challenged and uncertain about the future. Also the ideas that the planning 'stimulates community hospitality' (O'Brien and Lovett,1992) and allows for a joint effort to advocate for resources( Morningstar) are definitely beneficial for the individual and family. And of course having the student as an engaged and knowledgeable center for the planning provides very authentic experiences that can opportunities to practice and enhance the skills of advocacy and determination that will be so necessary as the disabled individual transitions forward.**======


 * //From Joe - you raised a subtle, but important point... "With this empowerment also comes responsibility". I agree with this. When people want more rights and say, with that often comes more responsibility. Have you ever been in a job or in a position where its easy to criticize the person or persons in charge. Then you get promoted, or you move into a decision making role, and realize that sometimes things aren't quite as clear or as easy as you thought? So we need to remember to work with students if they get this new responsibility, and either can't or don't want to handle it. It is an ongoing learning process!//**