http://www.bpkids.org/sites/default/files/edbrochure.pdf

SCHOOL ACCOMMODATIONS

Schools can support the needs of children with bipolar disorder in a variety of ways, including helping with social skills development, ensuring physical comfort in the classroom, modifying the daily schedule as needed, making academic accommodations as needed, and reinforcing positive behavior as appropriate. These supports are helpful during times of stability as well as periods of instability, and they can be adjusted as appropriate to reflect the current level of functioning. All adults at school who interact with the student should be made aware of the child's illness and should understand the importance of maintaining a supportive, low-emotional response and a low-stress environment.

It is not uncommon for children with bipolar disorder to feel overwhelmed by seemingly ordinary events and challenges. By providing designated "safe" adults to whom children can turn, and "safe places" where they can seek refuge in times of emotional crisis, schools can help to defuse these crises.

To strengthen everyday coping skills, schools can provide training in:

• Social skills
• Conflict resolution
• Anger management
• Problem-solving skills
• Self-esteem development
• Students with bipolar disorder may need some modifications in their schedule and flexibility in procedural rules in the classroom. Typical accommodations for children with bipolar disorder allow:
• Unlimited bathroom use
• Access to water as needed
• Shortened schedule
• Late start as needed
• Consistent schedule
• Notice before any transition or change in schedule
• Permission to move around when needed
• Naps as needed for primary education students
• Positive behavioral intervention plan

Because stress triggers instability, it is important to reduce stress by ensuring that all necessary academic supports for identified learning disabilities are put into place. Even in the absence of identified learning disabilities, the school can ease the pressure of academic demands by offering:

• Modified or shortened homework (at parents' request or discretion)
• Modified or shortened classroom assignments
• Testing in small groups or one on one
• Extended deadlines for assignments
• Regular home/school communication via an assignment notebook

A good student management plan can help students perform well and develop appropriate behavioral habits. The following guidelines will help:

• Expectations (rules) must be simple, clear, and phrased in positive or neutral language. Examples are: keep hands and feet to self; raise hand to speak; walk in the hall.)
• Issue the child only one specific direction or command at a time. (Example: ask the student to complete 10 math problems instead of to complete all homework.)
• Tailor identified target behaviors to the child.
• Accommodate the child's fluctuating level of stability with a menu of behavioral and academic expectations.
• Reward the child for positive behavior.
• Expect the best from the child - the student may have behaved poorly in the past. If others respond to improved behavior with lingering bias from prior behavior, the child will not be able to demonstrate new social skills. Allow previous mistakes to stay in the past and focus on the present only.
• Focus on the big picture and ignore the minor issues; it is impossible to change everything at once. (Example: if a child is working on refraining from being verbally and physically abusive, redirecting him or her for chewing on a shirt sleeve or pencil is counterproductive to your goal.)
• Create opportunities for the child to be successful and share their talents and gifts to help foster development of a positive relationship with self and others.

Please check our Education Corner for more about the educational issues of children with bipolar disorder.

--

Joan in IL (joanfisher7@gmail.com)
Co-Mod of CABF Teen1 with Kathy, Jen, Jennifer, & Peggy
Co-Mod of CABF Dual Diagnosis with Donna
Message board & Family Response Team Volunteer

S (18) -- rapid cycling bp, ADD, on Lamictal (200), Seroquel (100), in cosmetology school & works in hair salon;
Z (20) -- bp2, OCD, ADD, on Lamictal (200), Seroquel (25), Zoloft (25), in college, living at home, pet-groomer, expecting a baby April 28th;
R -- supportive husband & stepfather;
Nicole -- older sister with bp1 who died in 2001 -- my conscience;
Remy (toy fox terrier), Kiddy (marmalade cat), and Squishy (pug).

My son has the following accommodations on his 504 Plan:

Allow for assignments to be given in smaller more manageable "chunks".

Allow for retake of any tests below 70%.

Provide lecture notes and study guides.

Allow him to test in a smaller, less threatening environment (resource room or library).

Allow frequent use of restroom as needed.

Grade on submitted products (meaning that it may not be perfect but grade on what he has been able to produce).  This has been the toughest one to get the teachers to accommodate.  They want to grade him like he is a "regular" student.

Adopted Son - 17 years old Bipolar Disorder, (80mg) Geodon, ADHD (80mg) Strattera, Anxiety Disorder
Adopted Son - 12 years old ADD (20mg) Adderall XR
Husband - been married for 21 years
Regina - Mom, wife, high school guidance counselor

--this was very helpful because i truly didnot know what to put in 504 plan and i have a idea know thank you for this post .

be thankful for the good and the bad and try to find the positive out of every situation .

bp son 13yrs old; risperdal takes 1 tablet every morning;1.5 at bedtime & seroquel 200mg at bed time.