Description:
The Charting the LifeCourse Framework offers families and professionals a unique way of approaching the planning process. The framework helps individuals and families develop a vision for a good life, think about what they need to know and do and identify how to find or develop support. It conceptualizes key principles to ensure that all people have the right to live, love, work, play and pursue their life aspirations in their community. Originally created for people with disabilities, it is now used universally by people of all abilities. Charting the LifeCourse is ideal for planning by any person. family, organization, or system, regardless of life circumstances or target population. The framework is ideal for case management teams, providers, self-advocates, families, IEP teams, and transition coordinators to help support an individual to reach their goals for a full and inclusive life in the community.
Learning Objectives:
By end of the program, participants will be able to:
1. Describe for participants the impact of family and community context in supporting individuals with intellectual and developmental disabilities.
2. Identify at least 2 strategies for supporting individuals and families to understand and maximize the reciprocal roles of all family members.
3. Demonstrate how to use the Charting the LifeCourse framework and tools to support individuals and families in planning, problem-solving, and decision making.
Trainer:
Lisa Meyer has worked in Human Services and Education for more than 40 years. She has been fortunate to have had multiple professional opportunities. Among them are the Director of a statewide training and technical assistance program, and Student Advisor and Adjunct Professor to those entering the field of Disability Studies. She has assisted individuals receiving support and services from Developmental Disability programs, Behavioral Health, Substance Abuse & Recovery programs, and Older Adult and Early Childhood programs. She has provided technical assistance to educational systems that support students, youth/young adults in transition, their families, and professionals in implementing planning strategies that promote youth advocacy and self-determination. Lisa currently supports the CtLC Nexus team as a trainer and coach, and she Mentors PCT Trainers. In her role as Mentor, she has supported numerous states in the implementation of person-centered practices. There is an intersection between Lisa’s professional and personal life. As a family member who informally provides support to members of her family living with intellectual/developmental disabilities and Autism, Lisa brings a unique level of professionalism, experience, and understanding to her work. Lisa currently resides in Eastern North Carolina.
References:
- Gotto, G. S., Reynolds, M. C., Palmer, S. B., & Chiang, D. F. (2019). Supporting families through the Charting the LifeCourse framework. Intellectual and Developmental Disabilities, 57(1), 56–65. https://doi.org/10.1352/1934-9556-57.1.56
- Lahti-Anderson, L., Kardell, Y., Hall, S., Magaña, S., Reynolds, M., & Córdova, J. (2024). A research agenda to support families of people with intellectual and developmental disabilities with intersectional identities. Intellectual and Developmental Disabilities, 62(3), 162-173. doi:https://doi.org/10.1352/1934-9556-62.3.162
- Reynolds, M. C., Ofonedu, M. E., & Alpert, A. (2025). A conceptual view of expanding person-centered thinking approaches for developing personalized integrated supports for people with disabilities and their families. Journal of Developmental and Physical Disabilities, 37(1), 35–50. https://doi.org/10.1007/s10882-023-09941-5
- Reynolds, M. C., Palmer, S. B., & Gotto, G. S. (2018). Chapter Six – Reconceptualizing natural supports for people with disabilities and their families. In International Review of Research in Developmental Disabilities (Vol. 54, pp. 177–209). Academic Press. https://doi.org/10.1016/bs.irrdd.2018.08.006