Accommodations Modifications For the Student with CFIDS Three years ago, I developed a workshop focused on CFIDS and the impact on a child's education. I started out presenting a workshop in my own county. I then took it on the road to other states and counties.The attending staff has included school nurses, administrators, related services, social worker, foreign language teachers, P.E. teachers, psychologists and special and regular ed teachers. After the informational portion, the educators were given the tasks of brainstorming, in teams, over case studies of children with CFIDS. They have all been deliberate in their tasks. They took this endeavor seriously and I applaud their efforts. The information below is a compiled list of ideas and suggestions for all the the workshops I've given up to date. Because CFIDS affects each person differently, use what is useful to your child and then discard the rest. If you have other ideas to add to the list, please email me. Putting the Puzzle of CFIDS Together
CFIDS: The Impact of Chronic Fatigue Syndrome on a Child’s Education The student’s disability affects his/her performance in the following areas:
Written work (expression, spelling, speed, legibility, copying)
Reading skills (decoding, comprehension)
Math skills (computation, reasoning)
Listening comprehension skills
Oral expression skills
Attention/concentration for extended time
Gross and/or fine motor skills
Peer and/or social behaviors
Organizational skills
Emotional/Behavioral Setting
Preferential Seating (easy access to door)
Small Group (prevents sensory overload)
Homebound services (immune system dysfunction,pain, fatigue)
Modified school day (full day, half day, homebound) This is dependent on the severity of the symptoms of the child. Assignments
Shortened assignments (focused on mastery, not quantity of problems)
Reduced pencil/paper tasks (due to pain in small muscles and joints in hands)
Extended Time (fluctuations in disease contradict time limitations)
Opportunity to respond orally (when pain in hands is too severe. . . per request) Instruction/Methods
Assignment Notebooks (filled out and/or checked by teacher and parents daily)
Highlight key words on handouts, notes and study guides
Peer Tutor/Helper (to assists with disorientation problems)
Frequent/Immediate feedback (necessary to be certain the student is on the right track)
Repetition of instruction
Student responses on tape (when manual responding is too painful or fatigue too severe )
Additional directions (clarify, repeat, reword)
Supplement with visual cues
Other
Tape record all lessons (assists in recall and processing deficits)
Recorder/Scribe (daily notes provided)
Video recorded classes
Email assignments to home
Materials/Technology
Taped Text Books/Materials (visual dysfunction, short-term memory, comprehension)
Highlighted Text/Materials (key points on handouts, notes and study guides)
Large Print/Magnification (at least 14pt for visual dysfunction)
Calculator/Math charts (dyscalcula)
Spell Check on assignments (memory)
Access to keyboard/word processor (reduces pain from writing)
Augmentative Communication Device (when symptoms too severe too speak)
Study guides
Book with pictures, names, highlighted school map,condition explanation, address and phone number for disorientation issues
Yellow sheet (break the glare from fluorescent lights)
Assignment Notebook
Other
Course syllabus (provided so student has plenty of time to work on upcoming projects. Student can also take advantage of up time to get ahead of the down times)
Provide ruler or index card (to keep place when reading)
Behavior
Frequent Breaks (scheduled rest breaks to prevent “crashes”)
Quiet Time
EXTRA SUGGESTIONS FOR NEEDS RELATED TO CFIDS
Study carol (minimize distractions)
Second set of books for home (eliminates added pain and fatigue)
Laminated hall pass
Ice chips or cold water (temperature fluctuations)
Wheelchair/Scooter at door
Release from classes five minutes early (minimizes sensory disturbances)
Eye drops (dry, scratchy eyes)
Jacket kept in class (temperature fluctuations)
Elevator privileges
Classrooms in same area
Snack breaks when necessary (nausea, digestive disorders)
Mints/gingerale (nausea)
Highlighted map (disorientation issues)
PE modification, exemption or Physical therapy substituted for P.E.
Change of clothing in nurse’s office (abdominal issues)
Allowed to have water at desk (throat and orthostatic intolerance issues)
NO Cafeteria (sound,motion, odor sensitivities)
Allow student to have lunch in a quiet area with a few friends
Dim lighting (allow use of sun glasses or brimmed hat)
Minimize usage of overhead projector
Caution with sciences, cologne usage, cleaning products (chemical sensitivity)
Laminated Nurse’s Pass (unlimited usage)
Referrals to Related Services (Occupational Therapist, Physical Therapist, Dietitian, Speech-Language Therapist or Assistive Tech for evaluation.)
Consider available community resources
Alert school nurse in reference to the student
Allow to use comfort measure (ice pack, analgesic rub, heat patches)
HAVE A CRISIS PLAN IN PLACE FOR THE WORST CASE SCENARIO
HOMEBOUND NEEDS Special education teacher preferred.
Instruction scheduled at best time of day for child
Web cam in classroom to enable the student to have contact with others on regular basis.
EVERY STAFF MEMBER WHO COMES IN CONTACT WITH THE CHILD MUST BE INFORMED ENTIRELY ABOUT THE CHILD’S DISEASE. THIS INCLUDES TEACHERS, NURSES, BUS DRIVERS, CUSTODIANS, PARA PROFESSIONALS, OFFICE STAFF AND ADMINISTRATORS. (Because they look fine unless they’re wheelchair bound, they are often overlooked until a crisis arises.)
TESTING ACCOMMODATIONS
Timing/Scheduling
flexible schedule, time, breaks, multiple settings
Setting
group size: small groups, individual testing, natural lighting
Environmental modifications
lighting, adaptive furniture, location, preferential seating, hospital/home
Presentation
visual aids, magnifying glass, templates, masks or markers, by sections not chapters, word banks, multiple choice
Font
Large print test or increased size answer bubble
Directions
Assistance with directions reading, simplifying, interpreting, repeating
Tape recorder
Audio tape version of test items
Response
mark in booklet or student responds verbally
Math aids
abacus, math tables, calculator
Writing instruments
large diameter or pencil grip
Word Processor/Typewriter
any other assistive tech they use regularly for academic work
Spelling aids
spell checker, spelling dictionary
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