Everyone Belongs with the MAPS Action Planning System

1990 ◽  
Vol 22 (2) ◽  
pp. 32-35 ◽  
Author(s):  
Marsha Forest ◽  
Evelyn Lusthaus
2017 ◽  
Vol 41 (2) ◽  
pp. 122-126 ◽  
Author(s):  
Shana J. Haines ◽  
Grace L. Francis ◽  
Katharine G. Shepherd ◽  
Meg Ziegler ◽  
Goma Mabika

The McGill Action Planning System (also referred to as Making Action Plans or MAPS) is a supportive, strengths-based process that enables teams to understand each other and work together to support students in achieving their dreams. This process can work very well with all transitioning students with disabilities and their families, including those who are culturally and linguistically diverse (including refugees and immigrants), as it brings together school personnel, community members, and family members who support the student, and each participant can learn from the others. This article explains nine steps required to implement MAPS with families whose children have disabilities.


2019 ◽  
Vol 1357 ◽  
pp. 012013 ◽  
Author(s):  
Koji Kutsuna ◽  
Hideyuki Ando ◽  
Takuya Nakashima ◽  
Satoru Kuwahara ◽  
Shinya Nakamura

1989 ◽  
Vol 14 (3) ◽  
pp. 205-215 ◽  
Author(s):  
Terri Vandercook ◽  
Jennifer York ◽  
Marsha Forest

The McGill Action Planning System (MAPS) is a planning process that places primary emphasis on the integral involvement of learners with disabilities in the school community (i.e., regular classes and other typical school environments and activities). The seven key questions that comprise the MAPS process provide a structure that assists teams of adults and children to creatively dream, scheme, plan, and produce results that will further the inclusion of individual children with labels into the activities, routines, and environments of their same-age peers in their school community. This article provides a detailed description of the MAPS process, including the structure used, content covered, and the underlying assumptions of the process. An example of MAPS planning for an elementary age child with severe disabilities is provided, along with suggested modifications that have been used for secondary age students. The final discussion addresses practical considerations for using MAPS, including how it complements an ecological approach to curriculum development and areas requiring further development and evaluation.


2021 ◽  
Vol 6 (4) ◽  
pp. 213-221
Author(s):  
Po-Tong Wang ◽  
Shao-Yu Lin ◽  
Jia-Shing Sheu

With the development of artificial intelligence, public cloud service platforms have begun to provide common pretrained object recognition models for public use. In this study, a dynamic vehicle path-planning system is developed, which uses several general pretrained cloud models to detect obstacles and calculate the navigation area. The Euclidean distance and the inequality based on the detected marker box data are used for vehicle path planning. Experimental results show that the proposed method can effectively identify the driving area and plan a safe route. The proposed method integrates the bounding box information provided by multiple cloud object detection services to detect navigable areas and plan routes. The time required for cloud-based obstacle identification is 2 s per frame, and the time required for feasible area detection and action planning is 0.001 s per frame. In the experiments, the robot that uses the proposed navigation method can plan routes successfully.


2002 ◽  
Vol 1 (2) ◽  
pp. 233-274
Author(s):  
Suzanne Meenan ◽  
Roger Lindsay

The human brain has a remarkable ability to generate plans for sequences of actions that allow human agents to co-operate with and to manipulate the behaviour of others. It is widely claimed that the operations underlying plan developments, behaviour sequencing and inhibition of inappropriate responses to the environment are carried out in the prefrontal cortex. This implies that the prefrontal cortex is a natural system with the capacity to utilise cognitive technology. The present paper argues that social competence is a manifestation of action planning in which other agents feature as plan elements. Accordingly, plans that involve other agents are expected to be more complex than plans which do not. In the light of evidence that negative information makes particularly heavy processing demands, social judgements involving prohibition or unacceptability are expected to create most difficulty for the human action planning system. These assumptions were tested by measuring the ability of patients with prefrontal injuries to detect anomalous action sequences, using a specially constructed Action Acceptability Test. It was hypothesised that if the frontal lobes play a major role in action planning, patients with frontal lobe injuries should show impaired ability to detect faulty action plans, particularly when such plans relate to complex social action sequences, and action sequences involving unacceptable behaviours. The hypotheses were generally supported as frontal-injury patients proved to be worse at detecting both complex social sequences and deviant action sequences than participants with non-frontal injuries and normal control participants. The results of the study are consistent with the view that human social competence results from the cognitive processes associated with action planning and the data also supports the claim that action planning processes are specifically disrupted by damage to the prefrontal cortex. The findings provide some confirmation for the Cognitive Technology perspective, in that action planning does seem to be physically associated with a specific brain area, and including social agents and deviations from acceptability in action plans do seem to be manipulations that operate to make action plans more difficult to process, hence causing more errors in individuals with damage to the prefrontal cortex. The results also provide some encouragement for the belief that new cognitive tools can be constructed that link brain processes to other levels of description, such as social behaviour. The Action Acceptability Test, a prognostic tool developed to predict the social competence of frontal-injury patients, is offered as one such example.


2019 ◽  
Vol 54 (2) ◽  
pp. 210-214
Author(s):  
Koji Kutsuna ◽  
Hideyuki Ando ◽  
Takuya Nakashima ◽  
Satoru Kuwahara ◽  
Shinya Nakamura

Sign in / Sign up

Export Citation Format

Share Document