Wheel Chairs
Home | ADHD | Anxiety Disorders | Bipolar Disorder | Brain Injury | Cerebral Palsy | Cognitive Impairment | Depression | Epilepsy | Hearing Impairment | Learning Disabilities | Mental Illness | MR/DD | Speech-Language Impairments | Vision Impairment | Wheel Chairs | Contact Us

K-12 CAMS for Students who use Wheel Chairs

Individuals who use wheel chairs may experience any of the limitations discussed below.  The degree of limitation will vary among individuals. Not all students who use wheelchairs will need the same 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 who use wheel chairs.  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 who uses a wheel chair 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 who uses a wheel chair 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 use of a wheel chair?

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.




Activities of Daily Living:

     Allow the student to have a personal attendant or coach at work to assist with toileting, grooming, and eating

     Allow periodic rest breaks for repositioning, toileting, or grooming needs

     Provide flexible scheduling and allow excused absences for medical care

     Allow the student to bring a service animal into the workplace




Desk or Work Space:


     Height adjustable desk or table or a stand-up wheelchair so that a student who uses a wheelchair can work comfortably

     Accessible location of supplies and materials for a student who cannot reach upper and lower file drawers or shelves

     Supplies and frequently used materials on most accessible shelves or drawers for a student who cannot reach upper and lower shelves and drawers

     Page turners and book holders for a student who cannot manipulate paper

     Writing aids for a student who cannot grip a writing tool

     Accessible computers and other devices so student can access them from a seated position

     Alternative access for computers such as speech recognition, Morse code entry, trackballs, key guards, alternative keyboards, and/or mouth sticks, depending on the student 's limitations and preferences


School Site:


        Flexible scheduling so student who cannot drive can access public or school transportation

        Accessible parking for a student who does drive

        Accessible route of travel from the parking lot into the building

        Accessible restrooms, lunchroom, break room, classroom, school yard, etc.

        Accessible route of travel to the person's work space, desk, and classroom


Transportation and Field Trips:


        Accessible transportation

        Accessible meeting site

        Medical supplies/wheelchair repair at travel destination

        Personal attendant care or coach at travel destination

Blackboard & chalk

2006 Claudia Lowe, SENC  ......  adapted from www.jan.wvu.edu