Miscellaneous
Thank you to Erin Kenney for providing the excellent information below: And to our "Brain Inflamed Podcast Chat" Facebook Group for providing the "additional resources" You can also find us: on Instgram Brain_inflamed_podcast on Pinterest Brain inflamed podcast on iTunes: Brain inflamed podcast You might need and IEP for your child if…. IEP eligibility: if the condition adversely affects the student’s ability to progress in the general education curriculum without special education support and services in the areas of (e.g. processing time to organize information, social emotional, self-regulation, coping strategies, self-advocacy, and (academic areas – math, reading, writing that might be adversely affected during a flare.) Example Accommodations for an PANDAS/PANS/AE Student: Reduce shorten assignments (content mastery is shown) Break down/chunk assignments into smaller parts Preferential seating (where depends on the student’s individual needs) Clear concise directions Check for understanding Allow extra processing time for responses Extra time on assignments/assessments Separate setting for assignments Regular check in with case manager/psychologist Access to safe person/place Calming breaks as needed Student is not penalized with respect to grades when school is missed due to illness/flare Ability to leave classroom temporarily for self-regulation of tics/anxiety No penalty for non-participation in classroom due to tics/anxiety Allow for stress relieving/tic controlling items in class (e.g. stress ball, gum) Option to move to another seat in the room if a peer nearby is sick Use of personal computer Consultation by case manager/counselor/psychologist to general education teacher Use of pre-arranged signal to teacher when student needs to leave class due to anxiety/tic Example IEP goal areas (note goals must be written in a specific way to be measurable, these are not goals per se, just goal areas/examples): Communicate needs to teacher when there is an anxiety causing situation Develop strategies to use/practice strategies in mock scenario/be able to utilize strategies to calm (e.g. need a break, deep breath, replace negative thought with positive thought) After an episode, return to regulated state by using regulation strategies Regulation – identify negative to positive word choices when dealing with a difficult situation, determine what alternative word choices are available, utilize positive word choices in practice Reframe a negative or fixed mindset to growth mindset in a mock scenario when reflecting on real life situations Work towards utilizing a growth mindset in real life situations at school (generalization) Solve grade level math word problems by determining the function needed to solve and the steps needed to solve the problem correctly Demonstrate appropriate self-advocacy by utilizing check-in appointments with counselor/case manager Other Resources PANDAS and PANS In The School Setting https://www.amazon.com/PANDAS-PANS-School-Settings-Educators/dp/1849057443/ref=sr_1_1?ie=UTF8&qid=1539449649&sr=8-1&keywords=pandas+and+pans+in+school+settings PANS CANS and Automobiles- Comprehensive Reference https://www.amazon.com/PANS-CANS-Automobiles-Comprehensive-Reference/dp/1506901875/ref=sr_1_1?ie=UTF8&qid=1539449722&sr=8-1&keywords=pans+cans+and+automobiles Educational-Advocacy-Consulting: https://www.facebook.com/Educational-Advocacy-Consulting-456788274435531/?fref=gc&dti=286945812079505&hc_location=ufi http://www.peatc.org/ Difference between IEP’s and 504’s https://www.understood.org/en/school-learning/special-services/504-plan/the-difference-between-ieps-and-504-plans