Presented by Kate Noonan Bipolar Disorder Presented by Kate Noonan

Definition: Alternative episodes of depressive and manic states; during manic episodes, person is in an elevated mood of euphoria and exhibits three or more of the following symptoms: excessive egotism; very little sleep needed; incessant talkativeness; rapidly changing thoughts and ideas in uncontrolled order; easily distracted; agitated, “driven” activities; and participation in personally risky activities. -William L. Heward, Exceptional Children

MUSER An individual with bipolar disorder would receive services under the category of emotional disturbance through Maine Unified Special Education Regulations. MUSER describes emotional disturbance as a condition which exhibits one or more of the following characteristics over a long period of time and to a marked degree that adversely affects the child’s educational performance: (a) An inability to learn that cannot be explained by intellectual, sensory, or health factors; (b) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers; (c) Inappropriate types of behaviors or feelings under normal circumstances; (d) A general pervasive mood of unhappiness or depression; (e) A tendency to develop physical symptoms or fears associated with personal or school problems.

Symptoms and Behaviors  • An expansive or irritable mood   • Depression   • Rapidly changing moods lasting a few hours to a few days   • Explosive, lengthy, and often destructive rages   • Separation anxiety   • Defiance of authority   • Hyperactivity, agitation, and distractibility   • Strong and frequent cravings, often for carbohydrates and sweets   • Excessive involvement in multiple projects and activities   • Impaired judgment, impulsivity, racing thoughts, and pressure to keep talking

Classroom Implications Students may experience fluctuations in mood, energy, and motivation. These fluctuations may occur hourly, daily, in specific cycles. As a result, a students with may have difficulty concentrating and remembering assignments, understanding assignments with complex directions. Students may experience episodes of overwhelming emotion such as sadness, embarrassment, or rage. They may also have poor social skills and have difficulty getting along with their peers. Students with bipolar may experience increased levels of anxiety which presents itself as obsessive and/or perseverative behaviors that take away from other necessary activities or assignments When presented with non-preferred tasks, student may feel unstable or overwhelmed During mania or depression, student will not be able to access their education and will struggle to actively participate or follow directions

Teaching Strategies Provide the student with recorded books as an alternative to self-reading when the student's concentration is low. Break assigned reading into manageable segments and monitor the student's progress, checking comprehension periodically. Devise a flexible curriculum that accommodates the sometimes rapid changes in the student's ability to perform consistently in school. When energy is low, reduce academic demands; when energy is high, increase opportunities for achievement. Identify a place where the student can go for privacy until he or she regains self-control.

Modifications and/or Accommodations Educational technician support Testing in a small group or individually so student can take frequent movement breaks Having a scribe when necessary The ability to step out of the classroom as needed modified school arrival, even shortened day if necessary reducing homework and extending deadlines for assignments

Quick Facts There is no single cause for bipolar disorder There are 5 different types of bipolar Green is the bipolar awareness color Here is the symbol for bipolar awareness:

Your Turn… Imagine you are working with a student in public school who is diagnosed with bipolar disorder. The student is 10 years old. She is very bright, active, loves to read, and enjoys arts and crafts. You and this student have been working closely together for over a year and have built a trusting relationship. One day, she comes to school and tells you she did not sleep at all the previous night and just feels “blah.” As the day goes on, she seems fine. However, during language arts class, as the teacher is going over directions for an assignment, she abruptly stands up, runs out of the room and slams the door shut. She races down the hallway and refuses to stop when you ask her to and disappears. You alert the school principal and spend the next 10 minutes searching for her. When you do find her, she is outside sitting behind the school dumpster. She yells, “leave me alone. I hate you and I don’t need you. Get outta here!”

What Would You Do? Tell me how you would approach this situation. Would you be mad at her for being unsafe and leaving without permission? Would you leave her alone as she requested? What do you think happened to make her flee the room? What triggers could have contributed to her actions? Could they have been prevented and how?