K-12 CAMS

Depression

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K-12 CAMS for Students with Depression

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

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:

 

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 schedule

 

Concentration:

 

·        Reduce distractions in the work space area

·        Provide space enclosures or a quiet work space area

 

 

·        Allow for use of white noise or environmental sound machines

·        Allow the student to play soothing music using a handheld player and headset

·        Increase natural lighting or provide full spectrum lighting

·        Plan for uninterrupted work time and allow for frequent breaks

·        Divide large assignments into smaller tasks and goals

·        Restructure task or activity to include mastery of only essential functions

 

Memory Deficits:

 

·        Allow the student to record lectures and provide written checklists or notes

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

·        Provide written instructions and allow additional teaching and learning time

 

Difficulty 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

·        Use electronic organizers

·        Divide large assignments into smaller tasks and goals

 

Difficulty 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

 

Attendance Issues:

 

·        Provide flexible leave for health problems

·        Provide self-paced work completion and flexible hours

·        Allow student to work from home and provide part-time school schedule

·        Allow student to make up time

 

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