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

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:

 Cognitive/Neurological Limitations:

Memory

·        Provide written information to student

·        Post written information in a central location

·        Use a wall calendar

·        Use a daily or weekly task and activity list

·        Provide verbal prompts or reminders

·        Use electronic organizer on a computer or hand-held device

·        Tell student what activities s/he was engaged in or were taking place at time of seizure

Disorientation/Disorganization

·        Put student's name plate on desk teacher’s name on door

·        Provide a school building directory or map

·        Label items at desk and around classroom

·        Use walkie talkie that connects to a staff person, coach, or mentor

Time Management/Performing or Completing Tasks:

·        Provide verbal prompts or reminders

·        Provide written or symbolic reminders

·        Use alarm watch or beeper

·        Avoid isolated work space or desk

·        Work in teams of two or more

·        Use clear timeframes or deadlines

·        Make daily or weekly task and activity list

Office Equipment Use:

·        Use large-buttons with universal symbols and clear labels

·        Post directions

·        Identify a contact person to answer questions

·        Provide re-teaching and re-learning

·        Change schedule so student is never first person in or last person out

Gross and Fine Motor Limitations:

Transportation

·        Pair student with coach or mentor who can travel with student

·        Adjust schedule so student can access public or school transportation

·        Form a carpool with other students to and from school

Balancing/Climbing/Moving

·        Use rubber matting on floor area to cushion a fall

·        Use stepping stands with handrails and rolling safety ladders

·        Modify how tasks and activities are done

·        Provide head, eye, and harness protection

·        Have arm rests on chairs to prevent falling out of chair

Managing Fatigue

·        Use anti-fatigue matting on the floor

·        Provide flexible start or ending times

·        Adjust assignments, tasks, activities

·        Provide area to take nap during breaks or lunch

Ensuring Safety

·        Train peers and staff to respond to emergencies and know when to call 9-1-1

·        Keep aisles clear of clutter

·        Provide a quick, unobstructed exit and post clearly marked directions for exits, fire doors, etc.

·        Provide sensitivity training to staff and peers

Seeing/Hearing/Communicating:

·        Allow student time to recuperate from seizure

·        Identify hand signals or other universal signals that student might use to communicate with another person

·        Assist student in discontinuing activity such as carrying, walking, running, etc

·        Educate peers and staff on how to respond/react when student has a seizure

·        Consult parents on plan of action to determine how to respond/react when student has a seizure

Photosensitivity:

·        Use flicker-free monitor (LCD display, flat screen), monitor glare guard, "computer glasses," and take frequent breaks from tasks involving computer

·        Replace fluorescent lights with full spectrum lighting, use desk or floor lamps, and use natural lighting source (window) instead of electric light

Attendance/Absenteeism:

·        Allow student to remain at school after a seizure, if possible

·        Provide flexible daily or weekly school schedule

·        Count all absences due to seizure activity as one occurrence

Appropriate Behavior:

·        Understand student’s limitations, and be prepared for behaviors such as: drooling or spitting, urination on self or on furniture, and inappropriate behavior such as trying to push or kiss someone

·        Allow student to keep change of clothes at school

·        Provide private space for student to go when exhibiting such behavior

·        Have student alert teacher and peers when seizure is about to occur

·        Provide sensitivity training/disability awareness to peers and staff

Seizures at School:

·        Try to reduce or eliminate these situations so seizure activity does not occur. Some triggers include: hormonal changes, sensitivity to fragrances or other chemicals, stress during the school day; and disruption in daily activities due to varied shifts (such as sleeping, taking medications, or eating)