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Bipolar disorder anxiety and hallucinations
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<blockquote data-quote="buddy" data-source="post: 479658" data-attributes="member: 12886"><p>oh I see, wasn't sure what the school issues were. How wonderful they are working well with you. Development of an IEP ( one difference from a 504) is not done alone. Luckily you would sit with the Special Education. team (I assume the EBD teacher, mainstream teacher, administrative staff who support him, etc.) and you would all first identify areas of need. Using those areas of need you will write what the present level of performance is. The team will then decide on goals to address the areas of need. You decide who can help him reach those areas and if any related services or adaptations (transportation, Occupational Therapist (OT), speech and language, pt, an aide, etc.....) will be needed to meet those goals. Does he need a break space if things get to overwhelming? Can he have a private study place in the school for short times if he needs to be away from kids? Does he need help navigating socially when he is hallucinating? what helps reduce this? can he take scheduled breaks to do a relaxation program or listen to music to help keep things down (as an example IF that was an issue) </p><p>This is a very generalized view of the process... again you would not have to think of all of the goals and ideas alone. that is why it is a team approach.</p><p></p><p>The following is just to share, if it isn't helpful, no problem...</p><p>These are parts of handouts for school and they are general...still they can be used as suggestions for accommodations and then of course what you feel will work for your individual son can be added or adapted from these...</p><p></p><p>This is regarding schizophrenia, but I copied it because it addressed hallucinations:</p><p></p><p></p><p><strong>Instructional Strategies and Classroom Accommodations</strong></p><p> Reduce stress by going slowly when introducing new situations.</p><p> Help students set realistic goals for academic achievement and extra-curricular</p><p>activities</p><p> Obtaining educational and cognitive testing can be helpful in determining</p><p>if the student has specific strengths that can be capitalized upon to enhance</p><p>learning.</p><p> Establish regular meetings with the family for feedback on health and</p><p>progress.</p><p> Because the disorder is so complex and often debilitating, it will be necessary</p><p>to meet with the family, with mental health providers, and with the</p><p>medical professionals who are treating the student. These individuals can</p><p>provide the information you will need to understand the students behaviors,</p><p>the effects of the psychotropic medication and how to develop a learning</p><p>environment.</p><p> Often it is helpful to have a Team Meeting to discuss the various aspects</p><p>of the childs education and development.</p><p> Encourage other students to be kind and to extend their friendship</p><p>From Schizophrenia: Youths Greatest Disabler, produced by the British</p><p>Columbia Schizophrenia Society<em>.</em></p><p></p><p>And this on bipolar:</p><p>Educational Implications</p><p>Students may experience fluctuations in mood,</p><p>energy, and motivation. These fluctuations may</p><p>occur hourly, daily, in specific cycles, or seasonally.</p><p>As a result, a student with bipolar disorder</p><p>may have difficulty concentrating and remembering</p><p>assignments, understanding assignments</p><p>with complex directions, or reading and</p><p>comprehending long, written passages of text.</p><p>Students may experience episodes of overwhelming</p><p>emotion such as sadness, embarrassment,</p><p>or rage. They may also have poor social</p><p>skills and have difficulty getting along with</p><p>their peers.</p><p>Instructional Strategies</p><p>and Classroom</p><p>Accommodations</p><p> Provide the student with recorded books as an</p><p>alternative to self-reading when the students</p><p>concentration is low.</p><p> Break assigned reading into manageable segments</p><p>and monitor the students progress,</p><p>checking comprehension periodically.</p><p> Devise a flexible curriculum that accommodates</p><p>the sometimes rapid changes in the students</p><p>ability to perform consistently in</p><p>school.</p><p> When energy is low, reduce academic</p><p>demands; when energy is high, increase</p><p>opportunities for achievement.</p><p> Identify a place where the student can go for</p><p>privacy until he or she regains self-control.</p><p><em>These suggestions are from the Child and</em></p><p><em>Adolescent Bipolar Foundation. For more suggestions,</em></p><p><em>consult the Foundation web site at <a href="http://www.thebalancedmind.org/" target="_blank">Home | The Balanced Mind Foundation</a>.</em></p><p><em>This site is a rich resource for teachers.</em></p></blockquote><p></p>
[QUOTE="buddy, post: 479658, member: 12886"] oh I see, wasn't sure what the school issues were. How wonderful they are working well with you. Development of an IEP ( one difference from a 504) is not done alone. Luckily you would sit with the Special Education. team (I assume the EBD teacher, mainstream teacher, administrative staff who support him, etc.) and you would all first identify areas of need. Using those areas of need you will write what the present level of performance is. The team will then decide on goals to address the areas of need. You decide who can help him reach those areas and if any related services or adaptations (transportation, Occupational Therapist (OT), speech and language, pt, an aide, etc.....) will be needed to meet those goals. Does he need a break space if things get to overwhelming? Can he have a private study place in the school for short times if he needs to be away from kids? Does he need help navigating socially when he is hallucinating? what helps reduce this? can he take scheduled breaks to do a relaxation program or listen to music to help keep things down (as an example IF that was an issue) This is a very generalized view of the process... again you would not have to think of all of the goals and ideas alone. that is why it is a team approach. The following is just to share, if it isn't helpful, no problem... These are parts of handouts for school and they are general...still they can be used as suggestions for accommodations and then of course what you feel will work for your individual son can be added or adapted from these... This is regarding schizophrenia, but I copied it because it addressed hallucinations: [B]Instructional Strategies and Classroom Accommodations[/B] Reduce stress by going slowly when introducing new situations. Help students set realistic goals for academic achievement and extra-curricular activities Obtaining educational and cognitive testing can be helpful in determining if the student has specific strengths that can be capitalized upon to enhance learning. Establish regular meetings with the family for feedback on health and progress. Because the disorder is so complex and often debilitating, it will be necessary to meet with the family, with mental health providers, and with the medical professionals who are treating the student. These individuals can provide the information you will need to understand the students behaviors, the effects of the psychotropic medication and how to develop a learning environment. Often it is helpful to have a Team Meeting to discuss the various aspects of the childs education and development. Encourage other students to be kind and to extend their friendship From Schizophrenia: Youths Greatest Disabler, produced by the British Columbia Schizophrenia Society[I].[/I] And this on bipolar: Educational Implications Students may experience fluctuations in mood, energy, and motivation. These fluctuations may occur hourly, daily, in specific cycles, or seasonally. As a result, a student with bipolar disorder may have difficulty concentrating and remembering assignments, understanding assignments with complex directions, or reading and comprehending long, written passages of text. Students may experience episodes of overwhelming emotion such as sadness, embarrassment, or rage. They may also have poor social skills and have difficulty getting along with their peers. Instructional Strategies and Classroom Accommodations Provide the student with recorded books as an alternative to self-reading when the students concentration is low. Break assigned reading into manageable segments and monitor the students progress, checking comprehension periodically. Devise a flexible curriculum that accommodates the sometimes rapid changes in the students ability to perform consistently in school. When energy is low, reduce academic demands; when energy is high, increase opportunities for achievement. Identify a place where the student can go for privacy until he or she regains self-control. [I]These suggestions are from the Child and Adolescent Bipolar Foundation. For more suggestions, consult the Foundation web site at [URL='http://www.thebalancedmind.org/']Home | The Balanced Mind Foundation[/URL]. This site is a rich resource for teachers.[/I] [/QUOTE]
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