Title: Accommodating Students with Mood Lability Depression and Bipolar Disorder
Type of the resource: Handbook/Guide/Manual
Funded by: School Behavior
Authors: Leslie E. Packer, PhD
Type of disability: Mental Health Difficulties
Target education level: Early childhood
Primary education
Secondary education
Language(s): English
IPR: Yes
OER: Yes
Overall objectives of the inclusive learning resource
Inclusive learning intervention logic: (What are the overall broader objectives to which the action will contribute?)
The suggestions or ideas that follow assume that the student can be maintained in the mainstream building. In actuality, some students with severe symptoms may require home instruction, hospitalization, a self-contained program, day treatment, or residential setting. That said, and while many students with Bipolar Disorder may need special education, some students may do well with a good 504 (accommodation) plan. As always, one size will not fit all.
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
Sources and means of verification: (What are the sources of information for these indicators?)
Risks and Challenges:
Specific purpose of the inclusive learning resource
Inclusive learning intervention logic: (What specific objective is the resource intended to achieve to contribute to the overall objectives?)
Just as there are various subtypes of Attention Deficit Hyperactivity Disorder and not all children with ADHD will be hyperactive and/or disruptive, there are various subtypes of Bipolar Disorder, and two students with the same "diagnosis" may look significantly different and have significantly different needs. A child/teen who is predominantly chronically mixed episode will be challenging, but probably less variable in presentation over time than a child who has clearly distinct depressive episodes and hypomanic, manic, or mixed episodes.
Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?)
Sources and means of verification: (What are the sources of information that exist or can be collected? What are the methods required to get this information?)
Risks and Challenges: (Which factors and conditions outside the user's responsibility are necessary to achieve that objective? (external conditions)) Which risks should be taken into consideration?
Expected results on implementation of the resource
Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?)
In the author's opinion, educating the school personnel about Bipolar Disorder is essential. A good staff development can support the teachers in service of the student by helping the teachers recognize when they are looking at symptomatic behavior and how not to personalize it. School personnel need to understand that anger is often symptomatic of depression and that a depressed student who is not working is not necessarily being defiant, but may be symptomatic. Similarly, school personnel need to become aware of the changes in mood episodes.
Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?)
Sources and means of verification: (What are the available sources of information for these indicators?)
Risks and Challenges: (What external conditions must be met to obtain the expected results on schedule?)
Activities
Inclusive learning intervention logic: (What are the key activities to be carried out and in what sequence in order to reach the expected results?)
Staff Development on Bipolar Disorder
Accommodations for Medication Side Effects
Accommodations for Sleep Disturbances
Accommodations for Impaired Concentration, Focus, and Memory
In-school Counseling
Gatekeeper
Testing Accommodations
Permission to Leave the Room
Homework Accommodations
Behavior/Mood Reporting Charts
Behavior Intervention Plan and Modified Discipline
Additional Evaluations Needed?
Academic Scheduling
Preferential Seating
Remediation and Accommodations for any LD
Resource Room
Added Adult Supervision
Referral to Mental Health or Other Agencies
Peer Education
Parent Counseling
Empower that Student!
Objectively verifiable indicators of achievement: (What are the means required to implement these activities, e.g. personnel, equipment, training, studies, supplies, operational facilities, etc.)
Sources and means of verification: (What are the sources of information about action progress?)
Risks and Challenges: (What pre-conditions are required before the use of the resource starts? What conditions outside the user's direct control have to be met for the implementation of the planned activities?)
Attachment:
URL: http://vjh.flbsd.mb.ca/wp-content/uploads/2012/07/tips_mood-web-page.pdf
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