Culturally Responsive Person-Centered Planning In a Virtual World Final Project
The High Tech High Graduate School of Education (GSE) supports teachers, educational leaders, and school founders in reimagining schools with a focus on equity, deeper learning and shared leadership. This document details the final project for their Special Education 524: Autism and Transition course. The assignment asks for participants to identify a student with a disability from their caseload who would benefit from increased transition planning and/or increased person-centered planning. If possible, the participants choose a student with Autism or an Intellectual Disability and conduct empathy interviews with them and their families. Using empathy as the driver, they co-design an opportunity for the student and family to engage with transition and ture planning using a MAPs or PATH planning process; and provide customized resources for the family related to transition and community support. The assignment is broken down into five segments that cover: leading with empathy, co-designing transition empowerment opportunities, person-centered transition goals, designing opportunities for full participation of students into their IEP, and creating a virtual resource folder.