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

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:

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 student to play soothing music using an audio player and headset

· Increase natural lighting or provide full spectrum lighting

· Assist student in 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 mastery of only essential functions

Organization:

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

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

· Remind student of important deadlines via notes, e-mail, frequent personal contact

· Use a watch or pager with timer capability

· Use electronic organizers

· Divide large assignments into smaller tasks and steps

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

· Schedule weekly sessions with staff, coach, or mentor to determine if goals are being met

Problem Solving:

· Provide picture diagrams of problem solving techniques such as flow charts

· Restructure the tasks or activity to include only mastery or completion of essential functions

· Assign a coach or mentor to be available when the student has questions click to continue

K-12 CAMS

Acquiring Socialization Skills through Acting and Drama