Individuals with anxiety disorders may experience any of the limitations
discussed below. The degree of limitation will vary among individuals. Not all
students with an anxiety disorder will need CAMS (compensations accommodations, modifications, strategies) to perform in school
and many others may only need a few CAMS. Regardless, each student’s case should be evaluated on an individual basis
with an Independent Needs Assessment Protocol done by an Educational Strategist & Consultant or a Special Educational
Needs Consultant (SEN). The following is a sample of possible CAMS for students
with anxiety disorders. Other CAMS solutions may exist so check with an Educational
Strategist & Consultant or Special Educational Needs Consultant (SEN) for more information.
1. What limitations the student with an anxiety disorder is experiencing?
2. How these limitations affect the student and the student's school performance?
3. What specific activities or tasks are problematic as a result of these
4. What CAMS are available to reduce or eliminate these problems?
5. Are all possible resources being used to determine possible CAMS?
6. Has the student with an anxiety disorder been consulted regarding possible
CAMS? Does the student know how s/he learns best?
7. Once CAMS are in place, would it be useful to talk with the student and/or
team to evaluate the effectiveness of the CAMS and to determine whether additional or different CAMS are needed?
8. Do parents and school staff need training regarding anxiety disorders?
9. Schedule time to meet with
the Educational Strategist & Consultant or Special Educational Needs Consultant (SEN) to determine how to communicate
needed CAMS with the school team and how to document.
Difficulty Handling Stress and Emotions:
· Provide praise and positive reinforcement
· Refer to counseling and other student assistance
· Allow telephone calls during school hours
to doctors and others for needed support
· Provide sensitivity training to teachers,
staff, and peers
· Allow the student to take a break to use
stress management techniques to cope with frustration
· Provide flexible leave for health problems
· Provide a self-paced class work and homework
load and flexible times and days for completion
· Allow student to work at home or another
· Provide part-time school schedule
· Recognize that a change in the school environment
or of staff and peers may be difficult for a person with an anxiety disorder
· Maintain open channels of communication between
the student and the new and old teacher in order to ensure an effective transition
· Provide daily, weekly, or monthly meetings
with the student to discuss school issues, production levels, and useful CAMS or other supports
Working Effectively with Staff:
· Provide positive praise and reinforcement
· Provide written task instructions
· Develop written work agreements that include
the agreed upon CAMS, clear expectations of responsibilities, and the results of not meeting performance standards
· Allow for open communication to staff
· Establish written long term and short term
· Develop strategies to deal with problems
before they arise
· Develop a procedure to evaluate the effectiveness
of the CAMS
· Educate all IEP and 504 students on their
right to CAMS
· Provide sensitivity training to peers and
· Do not mandate students to attend or participate
in school related social functions or group activities
· Encourage students and others to move non-assignment
related conversations out of work or study areas