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         click to continue