CULTURALLY SENSITIVE PERSON CENTERED PLANNING Presented in Collaboration with: Open Doors for Multicultural Families CENTER FOR CHANGE IN TRANSITION SERVICES

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OPEN DOORS FOR MULTICULTURAL FAMILIES WHO WE SERVE Culturally & Linguistically Diverse families who have loved ones with developmental/intellectual disabilities & special health care needs MISSION Equal access to culturally and linguistically appropriate information, resources & services

WEBINAR SERIES TOPICS

LEARNING OBJECTIVES 1.Identify importance of culturally sensitive transition assessment. 2.Identify potential elements of ‘Person Centered Planning’ as transition planning tool for CLD students with disabilities. 3.Identify ways to incorporate culturally appropriate process during the Person- Centered Planning.

IMPORTANT STEPS FOR SUCCESSFUL TRANSITION OUTCOMES Transition Assessment Transition Planning Transition-related Activities Successful Post- secondary outcome

COMMON ASSESSMENT AREAS IN AGE- APPROPRIATE TRANSITION PLANNING National Secondary Transition Technical Assistance Center (2013) Academic Self- determination Vocational Interest & Exploration Adaptive behavior/Indep endent living

COMMON TRANSITION ASSESSMENT TOOLS Achievement Tests Adaptive Behavior & Independent Living Aptitude Tests Interest Inventories Intelligence Test Personality or Preference Tests Career Development Measures Formal Assessment tools National Secondary Transition Technical Assistance Center (2013)

COMMON TRANSITION ASSESSMENT TOOLS Achievement Tests Adaptive Behavior & Independent Living Aptitude Tests Interest Inventories Intelligence Test Personality or Preference Tests Career Development Measures Informal Assessment tools Interview & Questionnaires Direct Observation Environmental or Situational Analysis Curriculum-based Assessments School Performance Measures Transition Planning Inventories National Secondary Transition Technical Assistance Center (2013)

TRANSITION ASSESSMENT FOR CULTURALLY & LINGUISTICALLY DIVERSE YOUTHS

HIGH VS. LOW CULTURAL CONTEXT COMMUNICATION STYLES Low context cultures Focus on direct, precise, logical verbal communication Less formal, comfortable with change Lack continuity with past High context cultures Information conveyed through “context” (relationships, situations physical cues, shared experiences) Formal sense of continuity & roots Adapted from: Lynch, E. W. & Hanson, M. J. (Eds). (1998). Developing cross-cultural competence: a guide for working with young children and their families Non-verbal Communication: Often speaks louder than words (eye contact, facial expressions, body language, gestures, etc…)

INFORMAL INFORMATION GATHERING Tool Process Include student & family perspective? Culturally sensitive Information gathering process?

PERSON-CENTERED PLANNING “A person centered plan can help those involved with the focus person see the total person, recognize his or her desires and interests, and discover completely new ways of thinking about the future of the person." (Beth Mount & Kay Zwernik, 1988) PCP is "a family of approaches for discovering what is most important to a person and specifying the opportunities, accommodations, and assistance that will give the person the best chance of experiencing what is most important.“ (John O’Brien, Jack Pearpoint & Lynda Kahn, 2010)

PURPOSE OF PCP Individual as a whole person Circle of life Likes & Dislikes Strength s Interests & Desires Support Needs Community Participation GOAL Beth Mounts (2000).

FIND APPROPRIATE PCP APPROACH FOR YOUR PURPOSE! “Get to know” someone Begins with history Ask a person some of the milestones on their journey Begin to build a plan toward dreams MAPS PATHS Connecting “Present” to “Future” Starts in the future Find possible & positive steps toward future. Problem-solving for results Inclusion Press

MAPS  Relationship map  Places  Background  Preferences  Dreams: Hopes & Fears  Choices  Health  Respect  Other options: communication, culture, etc... Beth Mount (2000)

PATH Locate the North Star Vision of a positive possible future Describe the Now Invite Enrollment Decide to Get Stronger Identify Bold Steps Agree to Next Steps © Inclusive Solutions O’Brien, Pearpoint & Kahn (2010)

ESSENTIAL ELEMENTS IN PCP  Mindset: look beyond ‘service’ and ‘system’  Circle of life: focus person invites people in his/her life  Facilitation: inclusive of all participants, reciprocal process  Assumptions:  Presence in community  Participation in the community  Positive relationship  Respect  Competence Callicott (2003) Person vs. Family Centered

CULTURAL ORIENTATIONS Who is in controlFate    Control over nature PriorityGroup    Individual ImportanceOf what I am    Of what I achieve OrientationPast    Future Role modelsTradition    Change Approach to new personTrust    Suspicion Importance in lifePeople    Objects Social structureHierarchy    Equality Which produces the best results?Cooperation    Competition Adapted from : Hunt, D., Center for Multicultural Human Services.

INDIVIDUAL CULTURAL BACKGROUND Culturalgram. Adapted from Dr. Eleane Congress (2008). Time in community Legal status Reason for relocation Values about family Values about education & work Oppression, Discrimination, bias & racism Contact with cultural & religious institution, Impact of Trauma & Crisis events Beliefs around disability & health Language spoken at home & in community CLD Families

INTERVIEW QUESTIONS ON CULTURAL PERSPECTIVES  Vision for future:  Are there cultural or religious factors that would shape individual/family perceptions?  Relationship:  What is the hierarchy within the family?  Is status related to gender or age?  Decision making  Is decision making related to specific situations?  Is decision making hierarchical or oriented toward individual’s rights? Adapted from: Lynch, E., & Hanson, Marci J. (1998). Developing cross-cultural competence: A guide for working with children and their families (2nd ed.). Baltimore, MD: Paul H. Brooks Pub. Jezewski, M.A. & Stonik, P. (2001). Cultural Brokering: Providing culturally competence rehabilitation services to foreign-born persons.

PERSON CENTERED PLANNING: POSITIVE POST-SECONDARY OUTCOMES

RESOURCES  Congress, E. (2008). The culturagram. In A. Roberts, Social work Desk Reference (2nd ed.) (pp ) New York: Oxford University Press.  Greene, G. (2011). Transition planning for culturally and linguistically diverse youth (Brookes transition to adulthood series). Baltimore, Md.: Paul H. Brookes Pub.  Jezewski, M.A. & Stonik, P. (2001). Cultural Brokering: Providing culturally competence rehabilitation services to foreign-born persons. Retrieved from: monographs/cb.php#s3http://cirrie.buffalo.edu/culture/ monographs/cb.php#s3  Mount, B. (2000). Person-centered Planning. Finding Directions for Change using Personal Futures Planning. Amenia, NY: Capacity Works.

REFERENCES  Callicott, J., K. (2003) Culturally sensitive collaboration within person-centered planning. Focus on Autism and Other Developmental Disabilities, 18(1),  Greene, G. (2011). Transition planning for culturally and linguistically diverse youth (Brookes transition to adulthood series). Baltimore, Md.: Paul H. Brookes Pub.  Inclusion Press(n.d). MAPS. Retrieved from:  Inclusion Press(n.d). PATHS. Retrieved from:

CONTACTS CENTER FOR CHANGE IN TRANSITION SERVICES Open Doors for Multicultural Families

Q&A Thank you for your participation

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