Epilepsy
Epilepsy is a condition of the central nervous system, characterized by recurrent seizures. Epilepsy comes in different forms and covers a wide variety of disturbances in consciousness, ranging from mild sensations or interruptions in normal thought, feeling or behavior, to convulsive seizures. Most cases of epilepsy are diagnosed early in life but seniors can be affected by epilepsy due to strokes, tumors and other conditions associated with aging. With this said, epilepsy can develop in anyone of any race, age, or background. Epilepsy is not a disease, it is not contagious, nor is it a form of mental illness or impaired development. Generally speaking epilepsy does not affect a person’s intelligence, creativity, or ability. After a seizure the inflicted may be tired or experience temporary difficulty speaking or concentrating and require some time for recovery before being able to work at regular speed.
The types of epilepsy includes:
TONIC CLONIC (formerly called Grand Mal)
ABSENCE (formerly called Petite Mal)
SIMPLE PARTIAL - Partial seizures are seizures that affect only part of the brain
COMPLEX PARTIAL
As a teacher, be aware of:
Safety: What to do when a child is experiencing a seizure in a safe manner
The parent’s inputs and concerns: Parents are able to get a lot of information on the child’s abilities, strategies that are used at home that help the child, specific symptoms, triggers and other beneficial information.
Triggers: Some known triggers are stress, missing meals, forgetting to take medication, flickering lights or patterns (including computer screens). Triggers can vary and it may be a good idea for students to keep a journal, if they are not already doing so, to help pinpoint triggers that affect them. Try to limit triggers within your classroom.
Seizure Aftermath: students after having a seizure may exhibit fatigue, confusion or an emotional outburst. For an absence seizure they may just need to be told instructions again in those 2-10 seconds they were unconscious. For a Tonic Clonic seizure they may feel tired and want a place to sleep for a little while. Assign an appropriate workload accordingly. Maybe consider instigating a buddy system to support the student as well as ensure they didn’t miss out on any lesson.
Classroom Atmosphere: although epilepsy generally doesn’t affect a student’s intelligence and ability seizures can make students feel insecure whether it be because they cannot retain any memory during a seizure or because they feel that they are scaring their classmates when they have a seizure. Monitor the student for feelings of anxiety, withdrawal and isolation as these feeling could translate to more seizures. A Creating a Classroom Community that is welcoming and understanding is required for any student to excel in their studies.
>> Look at the Epilepsy Association of Calgary's views of epilepsy in schools
The types of epilepsy includes:
TONIC CLONIC (formerly called Grand Mal)
ABSENCE (formerly called Petite Mal)
SIMPLE PARTIAL - Partial seizures are seizures that affect only part of the brain
COMPLEX PARTIAL
As a teacher, be aware of:
Safety: What to do when a child is experiencing a seizure in a safe manner
The parent’s inputs and concerns: Parents are able to get a lot of information on the child’s abilities, strategies that are used at home that help the child, specific symptoms, triggers and other beneficial information.
Triggers: Some known triggers are stress, missing meals, forgetting to take medication, flickering lights or patterns (including computer screens). Triggers can vary and it may be a good idea for students to keep a journal, if they are not already doing so, to help pinpoint triggers that affect them. Try to limit triggers within your classroom.
Seizure Aftermath: students after having a seizure may exhibit fatigue, confusion or an emotional outburst. For an absence seizure they may just need to be told instructions again in those 2-10 seconds they were unconscious. For a Tonic Clonic seizure they may feel tired and want a place to sleep for a little while. Assign an appropriate workload accordingly. Maybe consider instigating a buddy system to support the student as well as ensure they didn’t miss out on any lesson.
Classroom Atmosphere: although epilepsy generally doesn’t affect a student’s intelligence and ability seizures can make students feel insecure whether it be because they cannot retain any memory during a seizure or because they feel that they are scaring their classmates when they have a seizure. Monitor the student for feelings of anxiety, withdrawal and isolation as these feeling could translate to more seizures. A Creating a Classroom Community that is welcoming and understanding is required for any student to excel in their studies.
>> Look at the Epilepsy Association of Calgary's views of epilepsy in schools