MODELS OF PERSON-CENTRED PLANNING AND THEIR IMPLEMENTATION IN WORK WITH STUDENTS WITH DISABILITIES

Abstract

Person-centred planning represents a participatory and holistic approach that places the individual at the centre of decision-making processes concerning their own life. This approach ensures that services are aligned with the individual needs, wishes, abilities, and potentials of the person, with an emphasis on empowerment and quality of life. Person-centred planning is applied across various systems, including education, social care, and health care, and is particularly significant in work with people with disabilities. The aim of this paper was to examine teachers’ familiarity with person-centred planning models and their role in applying such models for students with disabilities, as well as their interest in training related to the implementation of person-centred planning. The study included 204 primary school teachers in Croatia, using a convenience sample. Data were collected through a questionnaire that included demographic information, familiarity with person-centred planning models, and the role of teachers in implementing the planning process. The results show that teachers are most familiar with models of individualised support planning (52.5%). Teachers expressed interest in further learning and applying person-centred planning models. The findings highlight the importance of continuous teacher education and systematic support in the implementation of person -centred planning in order to improve inclusive practices in schools.