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

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 Concentration:

·        Reduce distractions in the work space area

·        Provide space enclosures or a quiet place to work

·        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

·        Assist the student with reducing clutter in the student’s work environment

·        Plan for uninterrupted work time

·        Divide large assignments into smaller tasks and steps

·        Restructure tasks and activities to include only essential functions for teaching and mastery

Staying Organized and Meeting Deadlines:

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

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

·        Remind student of important deadlines via memos, e-mail, fax, or daily or weekly supervision

·        Use a watch or pager with timer capability and electronic organizers

·        Divide large assignments into smaller tasks and steps

·        Assign a mentor or coach to assist the student with determining goals and provide daily guidance

·        Schedule weekly meetings with teacher, coach, or mentor to determine if goals are being met

Handling Memory Deficits:

·        Allow the student to record lectures

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

·        Use notebooks, calendars, or sticky notes to record information for easy retrieval

·        Provide written as well as verbal instructions

·        Allow additional teaching and learning time

·        Provide written checklists

·        Provide environmental cues to assist in memory for location of items and supplies and for school and classroom expectations

·        Post instructions over all frequently used areas

Handling Problem Solving Deficits:

·        Provide picture diagrams of problem solving techniques, i.e. flow charts

·        Restructure the task or activity to include only essential functions for mastery

·        Assign a teacher, coach, or mentor to be available when the student has questions

Working Effectively with Staff:

·        Provide positive praise and reinforcement

·        Provide written instructions for tasks and activities

·        Write clear expectations of responsibilities and the results of not meeting them

·        Allow for open communication to staff and peers

·        Establish written long term and short term goals

·        Develop strategies to deal with problems before they arise

·        Provide written agreements based on understanding and comprehension of expectations

·        Develop a procedure to evaluate the effectiveness of the CAMS

Handling Stress and Emotions:

·        Provide praise and positive reinforcement

·        Refer to counseling and student assistance programs

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

·        Provide sensitivity training to peers and staff

·        Allow the student to take a break to  use stress management techniques to deal with frustration

Handling Change:

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

·        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 productions levels

Maintaining Stamina during the Workday:

·        Flexible scheduling

·        Allow longer or more frequent breaks

·        Provide additional time to learn new responsibilities

·        Provide self-paced class work load

·        Provide support for when the student needs to take breaks

·        Allow time off for counseling

·        Allow for use of supportive mentors and coaches

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

·        Provide for group learning opportunities

·        Part-time school schedules