Individuals with bipolar disorder may experience any of the limitations discussed below.  The degree of limitation will vary among individuals. Not all students with bipolar disorder 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 Special Educational Needs Consultant (SEN). The following is a sample of possible CAMS for students with bipolar disorder.  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 bipolar disorder 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? Are all possible resources being used to determine possible CAMS?

5. Are all possible resources being used to determine possible CAMS?

6. Has the student with bipolar disorder 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 bipolar disorder?

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 Stamina during the School Day:

Allow flexible scheduling
Allow longer or more frequent breaks
Provide additional time to learn new tasks, activities, and responsibilities
Provide self-paced work completion
Provide support and opportunities for when the student needs to take breaks
Allow for time for counseling, coaching, or support
Allow independent learning at home or other placement during part of the day or week
Allow part-time school schedule

Maintaining Concentration:

Reduce distractions in the student’s seating or work area
Provide space enclosures or a quiet place to listen or study                                                          Allow for use of white noise or environmental sound machines
Increase natural lighting or provide full spectrum lighting                                                                Allow work to be done at home and provide necessary support and equipment
Plan for uninterrupted work time
Allow for frequent breaks
Divide large assignments into smaller tasks and goals
Restructure task or activity to include only essential functions, teaching, and mastery

Difficulty Staying Organized and Meeting Deadlines: