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A full life starts with hopes and dreams

The Full Life Process™ guides individuals toward more fulfilling lives by first learning their hopes and dreams and then creating plans to help make them reality.
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Full Life Process™

At the core of the Full Life Process are the Three L’s—Listen, Look and Learn. First, we listen to an individual’s hopes and dreams and help create a plan. Next, we take a look at the individual’s abilities and support needs. Finally, learning begins using a customized skill training program. The entire process is supported by our proprietary web-based application that utilizes our person-centered approach and provides tools for setting goals, creating action plans, learning skills, and tracking progress toward an individual’s hopes and dreams.

The online application also allows individuals to share information with their families, agency providers, educators, and support team members. For professionals, this tool can be an invaluable means of measuring and documenting progress toward Individualized Education Plan (IEP) or Individual Service Plan (ISP) goals. 

 

The Full Life Process is comprised of three components: Planning, Skills Inventory, and Skills Training. Our new online application supports and documents these components with an easy to use, person-centered approach. These elements work together toward the following goals:
 

  • Creating a picture of a full life based on an individual’s hopes and dreams
  • Acknowledging obstacles and assets
  • Developing clear goals and action plans
  • Identifying personal and community networks
  • Determining needed skills, experiences, and supports for a full life
  • Acquiring independent living skills
  • Achieving self-determination and self-monitoring of progress towards goals
 

For us, Planning is an interactive, person-centered process that allows students to create visual representations of their futures based upon their hopes and dreams. After listening to these hopes and dreams, specific goals are identified and action plans are created to work toward their achievement.

 

We developed the Skills Inventory to look at an individual’s abilities, not his or her disabilities. Designed as an integrated evaluation and interactive assessment of skills and experiences, the inventory is a critical tool for high school transition and adult service planning. It provides a blueprint of skills to be learned, experiences to be obtained, or supports to be acquired to ensure a safe and productive independence.

 

Our Skills Training was developed to help families, educators, and agency professionals teach independent living skills to individuals with disabilities. Its learning modules introduce teaching methods to meet a variety of learning styles. Suggested activities enable the skills tutor to effectively teach, coach, support, monitor, and retrain skills as needed.

 

The Full Life Process has been so meaningful for Jonathon and our family. In addition to starting his shredding business, Jonathon has expressed and lived out other dreams because of this process. He’s an avid Cubs fan and dreamed of going to Wrigley Field on his own. Before our work with Center for Independent Futures, we didn’t think this was possible. The Team developed a process of mobility and cell phone training, and Jon took many trips to Wrigley Field with his dad, Leo. Then, one opening day, Jonathon went by himself. The impossible became possible.

Bonnie Dohogne

Parent


 

While our family has always been supportive of Phil, our work with Center for Independent Futures helped to ignite our spirits and expand our efforts to help him realize his hopes and dreams.

Michelle Gazzolo

Sister


 

People should invest their time and resources in this process. It’s very powerful. It’s really opened up Kevin’s world.

Susan Schneider

Parent


 

Sarah is so smart and strong...she has always wanted to move past her fears and have a life of her own—one in which she feels she is contributing in a meaningful way to her community, family, and the world at large. Center for Independent Futures offered her the means to do just that. Over the course of Sarah’s Full Life Process meetings, the wonderful facilitators and the amazing coaching process that Center for Independent Futures has designed changed the playing field and helped Sarah find the tools to begin the journey toward a more independent life. It was an honor to be a part of that process.

Annabel Armour

Aunt


 

The task of creating transition plans can be very daunting, but Center for Independent Futures has been so supportive and easy to work with. They are helping us equip our students with hope, confidence, and the skill sets they need to make successful transitions to the adult world.

John Ostrowski

Transition Coordinator, Evanston Township High School

Evanston, Ill.


 

It’s so nice to work with people who really get it and are already doing what you were struggling with. We can use the tools, processes, ideas, questions, and vocabulary to help students on the way to becoming more independent and doing things that they love.

Eden Messutta

Special Education Teacher, Northwood Junior High

Highland Park, Ill.


 

I was really interested because I felt like it was the missing piece. We hit the ground running as soon as we met the team and looked at the innovative resources that Center for Independent Futures could provide.

Dr. Monica Schroeder

Principal, Northwood Junior High

Highland Park, Ill.


 

I realize that these skills are going to help me be independent throughout my life, and I feel in charge of my future.

Neiro Dominguez

Student