Person-Centered Education Health Care Transition Planning
Author: Kristen Duffney
Introduction
An Individualized Education Program (IEP) is integral parts of the personal progression for most people
with disabilities. IEPs objectives are goals that are set by a “team” that are made up of family members,
teachers, paraprofessionals, and other people that work/have worked with the individual for whom the plan is
written. The goals for these plans range from learning the alphabet to employment and from medication
management to education on medical insurance; these goals vary greatly depending on the person’s age and
functioning level. For the purposes of this project, the focus will be on the transition plan for older individuals.
As mandated by the IDEA, individuals in the public school system that are 16 years old, are required to
have a transition plan in their IEP (younger if deemed appropriate). As described by the Nash Rocky Mount
Public Schools, “…transition programs often include post-school activities including post-secondary education,
vocational training, employment, adult services, independent living, and community participation” (para 1, A.).
In addition to the list of transition programs one of the most important areas is healthcare. Assumingly due to
the sensitive nature and importance of healthcare transition, the person-centered transition planning has been
put to the wayside and more-or-less taken over and has become program-centered planning.
Only within the last 12 years, has there been a requirement to involve the individual in this plan. The
Rehabilitation Act Amendments of 1992 in collaboration with the Individuals Disabilities Education Act
(IDEA) places an emphasis on empowerment for individuals with disabilities and their transition planning
(Thomas, 1992). Another study elaborates on the ideas of Thomas and suggests that the concentration of the
plan should be focused on their families and their own goals (Miner & Bates 1997). Often times the teachers
and other professionals take the lead on this process, which often causes lack of motivation for the person most
affected by this plan (Wehman, 1992). To further delve into the legislation of IEPs and their treatment teams,
the reauthorization of IDEA in 1997 incorporated explicit requirements for the individual and their family to
become active participants, or have the option of becoming active participants. This reauthorization was the
beginning of the change from program-centered planning to a person-centered approach (Keyes & OwensJohnson, 2003).
Education and Health Care are two distinct disciplines that require transition services. Each of these
fields has their own involved individuals, languages, cultures, rules, strategies, and outcomes. The purposes of
effective IEP objectives in transition planning are to have those involved work together to improve outcomes of
different individuals in multiple situations, settings, and capacities. These goals are intended to prepare
individuals to succeed independently in one way or another. One of the main components involved in the
planning is to identify the barriers and finding ways to address them.
Case Study
As a junior in high school, Mike’s parents began asking him what kind of job he wanted to have when
he graduated. As this was a difficult question for Mike and he wasn’t really sure, Mike, his parents, and his IEP
team got together and discussed his options. During this meeting, his team tried to teach him some skills so he
could advocate for himself as well as discussed his preferences and informed him that career exploration classes
were available to assist him in learning about his options. His team taught him to think about his talents, skills,
and some activities he enjoyed doing. They explained some other ways to prepare for the workforce and
explained how his disability and the accommodations that he received at school will play vital roles in his
future. His civil rights and availability for community services were brought up so that he could understand his
civil liberties. Finally, they discussed the support team that he could reach out to if/when he ever needed
someone; this team included family members, school staff, community members, and a variety of other people
that would be supportive in these processes. The IEP team wanted to make sure that they supported Mike and
his decisions for his future.
Q&A
1.) What are ‘transition services’ for a person with a disability?
The IDEA defines ‘transition services’ as a set of actions that are organized for a person with a disability
that is focused on improving and attaining achievement, both academic, functionally, and medically. In this
context, it is focusing on the evolution of school life to adulthood and learning to maintain self-care.
2.) What are the differences between person-centered planning and program-centered planning?
Person-centered planning is the approach that emphasizes a focus on the person’s interests and goals.
The individual for whom this plan is written is given the power to decide who will be included in the meetings.
The goals set in these meetings are both individualistic and collectivistic approaches to the writing of these
goals. Program-centered planning places more of an emphasis on matching these individuals with programs that
already exist and identifying which ones they think are best for the individual.
3.) What are some of the items that are typically taken into account when the individual is heavily
involved?
Typically, the individual focuses on their vision of their future, what they believe they are capable of, as
well as a plan to get there. Just because the individual is heavily involved, does not mean they are alone in
writing and implementing this plan, it just means that their opinions are taken into account. One thought behind
this approach is to more highly motivate and place some accountability on the individual to obtain the goals that
they had input in developing. This approach places an emphasis on building support through the team.
4.) Other than the writing of the transition plan, how can administrative personnel help the
individual to achieve their goals?
Administrative personnel can assign mentors to assist in facilitating these developmental skills.
Something that is very simple that can be done is for these personnel to not limit their expectations. People
typically perform only as well as they are expected to, so why place a cap on that? They can provide trainings in
medical aspects that are relevant and of concern to the individual. One of the biggest impacts administrative
personnel can make on these individuals is to be supportive; taking the things they have to say seriously is
something that is so easy to accomplish and means so much.
5.) What are some things an individual can focus on if their goal is to optimize self-management
skills?
There are multiple factors that can assist in obtaining this goal. One of the steps that can be taken in
order to achieve this goal is to improve their knowledge of their diagnosis and the health management plan.
Being educated on their own medical history, including surgical and non-surgical procedures from the past, will
help them to understand some of the components of their medical needs in the future. One of the biggest
impacts on a way to obtain this goal is to develop self-advocacy skills and navigate the medical system, as well
as learning to communicate with the medical providers.
Transition Resources
Division on Career Development & Transition (DCDT), Council for Exceptional Children
http://www.dcdt.org
The Council for Exceptional Children is a membership organization for persons and families interested in career
and vocational issues for students with disabilities.
Technical Assistance on Transition and the Rehabilitation Act (TATRA) http://www.pacer.org/tatra/tatra.htm
Resources are provided here to help parent organizations, advocates, and professionals better serve adolescents
and young adults with disabilities and their families.
Transition Coalition
http://www.transitioncoalition.org
The Web site of the Transition Coalition, based at University of Kansas, provides information on the transition from
school to adult life of youth with disabilities as well as links to other relevant Websites.
Transition Research Institute
http://www.ed.uiuc.edu/SPED/tri/institute.html
The Web site of this institute, which is based at the University of Illinois at Urbana-Champaign, provides access
to publications of the institute and links to other relevant Web sites.
Youthhood
http://www.youthhood.orgNCSET’s Youthhood is a free, interactive Web site that young adults and their teachers,
parents, and mentors can use to plan for life after high school. Grounded in the principals of universal design, the site
addresses the future planning needs of all youth. Youthhood puts research into practice through a unique and extensive
blend of content, interactive activities, links to related Web sites, and planning tools that tie youths’ future goals to their
current academic work.
The Department of Education
http://www2.ed.gov/about/overview/mission/welcome.html
This Department of Education site is designed to help pursue the President’s initiatives, including No Child Left
Behind, and advance the mission of the Department – to ensure equal access to education and to promote
educational excellence for all Americans.
The Office of Special Education Programs
http://www2.ed.gov/about/offices/list/osers/osep/index.html
The Office of Special Education Programs (OSEP) is dedicated to improving results for infants, toddlers,
children and youth with disabilities ages birth through 21 by providing leadership and financial support to assist
states and local districts and administering the Individuals with Disabilities Education Act (IDEA
The Rehabilitation Services Administration
http://www2.ed.gov/about/offices/list/osers/rsa/index.html
The Rehabilitation Services Administration (RSA) oversees formula and discretionary grant programs that help
individuals with physical or mental disabilities to obtain employment and live more independently through the
provision of such supports as counseling, medical and psychological services, job training and other
individualized services.
Office of Vocational and Adult Education
http://www2.ed.gov/about/offices/list/ovae/index.html?src=oc
Office of Vocational and Adult Education (OVAE) administers Career and Technical Education, commonly
known as vocational education, is a massive enterprise in the U.S. Thousands of comprehensive high schools,
vocational and technical high schools, area vocational centers, and community colleges offer vocational
education programs.
Department of Labor
http://www.dol.gov/
The Department of Labor is responsible for getting people back to work and gives people hope in their future.
The Office of Disability Employment Policy
http://www.dol.gov/odep/
The Office of Disability Employment Policy provides national leadership by developing and influencing
disability-related employment policy and practice affecting the employment of people with disabilities.
Social Security Administration
http://www.ssa.gov/SSA_Home.html
SSA’s Work Site offers employment support for people with disabilities by providing a focus on matters
affecting the employment of Social Security beneficiaries with disabilities.
Parent Advocacy Coalition for Educational Rights (PACER) Center http://www.pacer.org/tatra/personal.htm
This website provides a concise summary of person-centered planning.
Person-Centered Planning: A Tool for Transition http://www.ncset.org/publications/viewdesc.asp?id=1431
This website has downloadable content which includes the article, Person-Centered Planning: A Tool for
Transition.
The Person-Centered Planning Education Site: Courses http://www.ilr.cornell.edu/ped/tsal/pcp/courses.html
This website offers online courses to introduce the basic concepts and tools of person-centered planning. Each
course consists of an introduction and overview, activity, quiz, in-depth reading, and a links and resources page.
Association on Higher Education and Disability (AHEAD)
http://www.ahead.org
This professional association works towards the full participation of persons with disabilities in postsecondary
education.
References
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Developmental Disabilities, 27(1), 42-50.
Keyes, M. W., & Owens-Johnson, L. (2003). Developing person-centered IEPs. Intervention in School and
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Leake, D., & Black, R. (2005). Cultural and linguistic diversity: Implications for transition personnel. National
Center on Secondary Education and Transition, Essential Tools: October 2005.
Miner, C., & Bates, P. (1997). Person-centered transition planning. Teaching Exceptional Children, 30(1), 6669.
Thomas, A. B. (1992). Beyond the rehabilitation act of 1973: Title II of the Americans with Disabilities Act.
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Transition Planning Folder: Mapping out your child’s transition (2014). Retrieved January 31, 2014, from
http://www.nsttac.org/content/transition-planning-folder-mapping-out-your-childs-transition
Transition Services (2014). Retrieved January 31, 2014, from http://www.nrms.k12.nc.us/transition -services
Wehman, P. (1992). Transition for young people with disabilities: Challenges for the 1900’s. Education and
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Young, N. L., Barden, W. S., Mills, W. A., Burke, T. A., Law, M., & Boydell, K. (2009). Transition to adultoriented health care: perspectives of youth and adults with complex physical disabilities. Physical &
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