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The map descriptions, in the table below, are accompanied by picture examples and most include video clips. The video comes from a person centered planning meeting, which took place in Feb 2016, at the University of North Carolina’s Friday Center in Chapel Hill, NC., during a training for PCP facilitators.  The authors are grateful for the team who participated in the PCP training for their contribution to this module.

Optional Maps

Expressive and Receptive Communication Maps

These maps were not an original part of Beth Mount’s Personal Futures Planning, but at one of her trainings, parents of learners who are deaf-blind suggested these as important optional maps. The purpose is to describe how a learner communicates in various settings. A completed expressive or receptive communication map illustrates the types of communication going on in each environment (e.g., touch cues, speech, gestures, sign) and whether consistent communication is taking place. In addition, they may illustrate new opportunities for communication and communication partners.

It is important to remember that everyone communicates. For learners with deaf-blindness or with no formal communication system team, members need to consider their behavior as communication.

Expressive Communication

 Receptive Communication





















Places Map

A Places Map may be divided into two sections (Community Life and World of Human Services) or three sections (Home, School and Community). Within each section locations are listed where the learner spends his or her time. By reviewing the lists and noting gaps in locations or settings, the team can find opportunities to expand the individual’s involvement. This information is valuable when considering employment or leisure activities. The map also helps the team to understand both the integrated and segregated aspects of the learner's activities.

 Jack's PCP Maps 12 3 Page 02 copyCopy of Slide14
















Choices Map

A completed Choices map will typically include two columns. The first column contains choices made by the learner. The second column contains choices that are made by others for the learner. The purpose of this map is to understand the degree to which a learner has control over his or her life. It illustrates the number and types of choices the individual makes each day, the amount of assistance needed when making those choices, and where new opportunities exist for the individual to make choices about his or her daily activities.

Common choices may be something as simple as who chooses what clothing the learner wears. However, even when the learner is given a choice of what to wear, he or she frequently is not the one choosing what is purchased to go into their closet. Once the team understands that choices can be both large and small, the lists may be extensive.

Teams are frequently surprised at how little control an individual with deaf-blindness and/or multiple disabilities may have over basic decisions. The Choices Map can be very enlightening when working with these learners. Over the years, since the beginning of PCP, the Choices Map has become an excellent map to use.


Copy of Slide23

Choices Map