Consider half days beginning in the early afternoon. Elective classes may be added once the student can tolerate a longer school day.ģ. If a child does not have the energy for a full day, consider scheduling required classes together. The student should not be penalized for these absences.Ģ. Frequent absences are to be expected with this condition, as symptoms can improve or worsen from day to day. Each person is unique, but here are some typical accommodations that have been used to help students with dysautonomia:ġ. Accommodations should always be individualized to the child's specific issues. Įducators and parents must work together to come up with creative ways to help ensure the student's success. For more information about 504 plans, please visit. This is a good option to formalize accommodations that your child is already receiving for protection as the child changes teachers or advances in grade. 504 plans are created separately for each individual child, and lay out all of the specific accommodations that child needs to be successful at school. Children with dysautonomia often meet the requirements for a 504 plan, which provides protection from discrimination based on their medical disability. Section 504 of the Rehabilitation Act of 1973 requires school districts to provide a free and appropriate education for qualified students with disabilities. Issues may include margin drifts and overall decline in dexterity and/or handwriting.Classroom Accommodations for Children with Dysautonomia Work with school to give extra time for lunch, provide a separate eating space, or allow the student to go home for lunch.ĭo not take off for spelling or penmanship unless that is the task that is being tested on. Sensory sensitivities (texture and smell) may also negatively impact eating. PANDAS/PANS children may experience restrictive eating due to fear of choking, vomiting, or contamination fears. Preferential seating (front of class), short and concise directions, additional time for assignments, and allowing the use of earbuds to help avoid distractions. If the PANDAS/PANS child develops polyuria, the frequent need to urinate, and/or secondary enuresis, work to develop a plan that allows the child additional bathroom breaks as symptoms warrant.ĪDHD-like symptoms (Attention Deficit/Hyperactivity Disorder) Share with school the ERP (Exposure and Response Prevention) and CBT (Cognitive Behavioral Therapy) strategies that have been put in place. Work with school psychologist, counselor, and school based therapists to develop a plan. It is typically accompanied by additional symptoms also found in PANS. The term is used to describe a subset of children and adolescents who suddenly develop an acute onset of Obsessive Compulsive Disorder (OCD) and/or tic disorders, following an infection of Group A streptococcus, such as “Strep throat”. PANDAS is an abbreviation for Pediatric Autoimmune Neuropsychiatric Disorders Associated with Streptococcal infections. Psychosocial stresses can also exacerbate symptoms. The bacterial or viral infections include, but are not limited to, strep, Mycoplasma pneumonia, influenza, upper respiratory infections, and sinusitis. While PANS is diagnosed clinically, the syndrome is believed to be the result of an immune response to one of a number of bacterial or viral infections that create autoimmune antibodies that affect the brain. Unlike PANDAS, PANS does not require a streptococcal infection. PANS stands for Pediatric Acute-onset Neuropsychiatric Syndrome and includes all cases of abrupt onset Obsessive-Compulsive Disorder (OCD) and/or restrictive eating disorder, accompanied by at least 2 co-morbid symptoms listed below.
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