K-12 CAMS

Cerebral Palsy

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K-12 CAMS for Students with Cerebral Palsy

Individuals with cerebral palsy may experience any of the limitations discussed below.  The degree of limitation will vary among individuals. Not all students with cerebral palsy 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 cerebral palsy.  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 cerebral palsy 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 cerebral palsy 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 cerebral palsy?

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:

 

Activities of Daily Living:

Allow use of a personal attendant at school
Allow use of a service animal at school
Make sure the facility is accessible
Move desk or work space closer to the restroom
Allow longer breaks
Enlist support of appropriate community services

 

Fine Motor Impairment:

Modifying workspace or desk design
Using alternative computer input devices/software
Using telephone assistance devices
Using writing aids and grips
Adjusting paper organization systems

 

Gross Motor Impairment:

Maintaining unobstructed hallways, aisles, and other building egress
Assigning workspace in close proximity to school supplies and equipment
Modifying workspace or desk design and height
Considering lightweight doors or automatic door openers
Removing building barriers to access including close designated parking, bus stop access, accessible exits and entrances

 

Speech Impairment:

Developing a plan and providing equipment for safe evacuation
Alerting the fire department of probable location of the individual with mobility impairments in case of emergency
Providing speech augmentation devices

 

Situations and Solutions:

 

A student with cerebral palsy could not walk long distances. The SEN Consultant suggested provisions for time between classes without penalizing for tardiness.

 

A student with cerebral palsy had difficulty typing due to mild spasticity in her upper extremities. The SEN Consultant suggested the student use a key guard to go over her keyboard to help her hit the right keys and forearm supports to help stabilize her arms.

Teacher w/pre-school students

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