The wraparound process is based on individualized, needs-driven planning and services. It is not a program or a type of service. It is a value base and an unconditional commitment to create services on a “one student at a time” basis to support normalized and inclusive options for students with complex needs.
An individualized plan is developed by a child and family team consisting of the people who know the student best.
This plan is needs-driven rather than service-driven. Services are not based on a categorical model but on specific needs of the student, family, and teacher.
The plan is based on needs identified by the family.
The plan is based on teacher expectations.
The plan is strengths-based. Human services have traditionally relied on the deficit model, focusing on pathology. Positive reframing to assets and skills is a key element in all individualized planning.
The plan is focused on normalization. Normalized needs are those basic human needs that all persons (of like age, sex, culture) have.
The team makes a commitment to unconditional care. Services and interventions are changed to meet the needs of the student rather than refer the student to another setting.
Academic and support services are created to meet the unique needs of the student. Though many plans rely on blending and reshaping categorical services, teams have the capacity to create individualized supports and activities.
Services are based in natural school environments. Restrictive settings are accessed only for brief periods of stabilization.
Services are culturally competent. The composition of the team ensures a fit with the person’s culture and community.
Planning and services are comprehensive, addressing needs in three or more life domain areas. These life domains are family, living situation, vocational, educational, social/recreational, psychological/emotional, medical, legal, and safety/crisis.
Outcome measures are identified and measured often, and these outcomes are generated by parent and teacher expectations.