504 plan accommodations for depression and anxiety

#504 plan accommodations for depression and anxiety trial#

A student with anxiety may not understand what they are feeling and a natural “fight or flight” response may become activated. A student may be asking a lot of questions, even repetitive ones, because they are feeling anxious and need reassurance. Students that have anxiety may have a tantrum when there are unexpected changes. For instance, a student’s behavior of compulsively kicking classmate’s chair may be related to the student’s Obsessive Compulsive Disorder. More specifically, students with anxiety may demonstrate behavioral difficulties that may be related to their feelings of anxiety. Teachers and School District personnel should be cognizant of such manifestations as flat affect, irritability, sadness, and anger, which can be signs of anxiety in students.Īnother way that anxiety in students may manifest is behaviorally. Indeed, students with anxiety may have a difficult time understanding and appropriately expressing their emotions. It is important for teachers and School District personnel to consider that a student may be suffering from anxiety if they see such indicators as avoiding socializing with peers, avoiding or not completing class presentations, avoiding group work in the classroom, avoiding the cafeteria during lunch, and avoiding gym class.Īnxiety can and typically does manifest in students emotionally as well. First, anxiety in students may manifest socially, i.e., students who have anxiety may try to avoid tasks or environments that make them feel anxious.

It may be challenging to recognize anxiety in students, which is why it is very important for teachers and other School District personnel to be educated in the many ways that anxiety can manifest in school. These children are able to speak and communicate in settings where they are comfortable, secure, and relaxed.

Selective Mutism is a complex childhood anxiety disorder characterized by a child’s inability to speak and communicate effectively in select social settings, such as school.

Separation Anxiety – the fear or distress that can happen to both children and adults when they think about separating from home or from the people they’ve become attached to.

Social phobia can be limited to only one type of situation – such as a fear of speaking in formal or informal situations, or eating or drinking in front of others – or, in its most severe form, may be so broad that a person experiences symptoms almost anytime they are around other people.

Social Phobia (or Social Anxiety Disorder) – overwhelming anxiety and excessive self-consciousness in everyday social situations.

Traumatic events that may trigger PTSD include violent personal assaults, natural or human-caused disasters, accidents, or military combat.

Post-Traumatic Stress Disorder (PTSD) – an anxiety disorder that can develop after exposure to a terrifying event or ordeal in which grave physical harm occurred or was threatened.

Panic Disorder – unexpected and repeated episodes of intense fear accompanied by physical symptoms that may include chest pain, heart palpitations, shortness of breath, dizziness, or abdominal distress.

Performing these so-called “rituals,” however, provides only temporary relief, and not performing them markedly increases anxiety. Repetitive behaviors such as hand washing, counting, checking, or cleaning are often performed with the hope of preventing obsessive thoughts or making them go away.

Obsessive-Compulsive Disorder (OCD) – recurrent, unwanted thoughts (obsessions) and/or repetitive behaviors (compulsions).

Generalized Anxiety Disorder – chronic anxiety, exaggerated worry and tension, even when there is little or nothing to provoke it.

There are seven types of anxiety that may impact students in the educational setting.

When Anxiety Interferes with a Student’s Ability to Learn: IEPs, 504 Plans, and the Limits of District Responsibility

#504 plan accommodations for depression and anxiety trial#

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