Individuals with mental illness may experience any of the limitations discussed below.  The degree of limitation will vary among individuals. Not all students with mental illness 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 mental illness.  Other CAMS solutions may exist so check with an Educational Strategist & Consultant or Special Educational Needs Consultant (SEN) for more information.          

Consider:

1. What limitations the student with mental illness 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 limitations?

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 mental illness 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 mental illness?

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.

CAMS:

Maintaining Stamina during the Workday:

·        Flexible scheduling

·        Allow longer or more frequent breaks

·        Allow student to work from home during part of the day or week

·        Part time school schedules

Maintaining Concentration:

·        Reduce distractions in the work space area

·        Provide space enclosures or a quiet work environment

·        Allow for use of white noise or environmental sound machines

·        Allow the student to play soothing music using an audio player and headset

·        Increase natural lighting or provide full spectrum lighting

·        Plan for uninterrupted work time

·        Allow for frequent breaks

·        Divide large assignments into smaller tasks and goals

·        Restructure tasks and activities to include mastery of only essential functions

Staying Organized and Meeting Deadlines:

·        Make daily to-do lists and check items off as they are completed

·        Use several calendars to mark tasks, activities, and deadlines

·        Remind student of important deadlines

·        Use electronic organizers

·        Divide large assignments into smaller tasks and goals

Dealing with Memory Deficits:

·        Allow the student to record lectures and discussions

·        Provide type written notes of each lecture or discussion 2-3 days in advance

·        Provide written instructions

·        Allow additional teaching and learning time

·        Provide written checklists

Working Effectively with Staff:

·        Provide positive praise and reinforcement

·        Provide written task and activity instructions

·        Develop written agreements that include the agreed upon CAMS, clear expectations of responsibilities, and the results of not meeting performance standards

·        Allow for open communication to peers and staff

·        Establish written long term and short term goals

·        Develop strategies to deal with problems before they arise

·        Develop a procedure to evaluate the effectiveness of the CAMS

Interacting with Coworkers:

·        Educate everyone on the right to and importance of CAMS

·        Provide sensitivity training to peers and staff

·        Do not mandate student to attend and participate in all school functions

·        Encourage peers to move non-activity related conversations out of work space areas

Handling Stress and Emotions:

·        Provide praise and positive reinforcement

·        Refer to counseling and student assistance programs

·        Allow telephone calls during school hours to doctors and others for needed support

·        Allow the presence of a support animal

·        Allow the student to take breaks as needed

Maintaining Attendance:

·        Provide flexible leave for health problems

·        Provide a self-paced assignment load and flexible times for completion

·        Allow student to work from home

·        Provide part-time school schedule

·        Allow student to make up time without undue stress or hardship

Dealing with Change:

·        Recognize that a change in the school or class environment or of staff may be difficult for the student

·        Maintain open channels of communication between the student and the new and old staff in order to ensure an effective transition

·        Provide daily, weekly, or monthly meetings with the student to discuss school issues and production levels