Epilepsy Case Study

Epilepsy Case Study A higher percentage of epileptic children experience learning difficulties when compared to the general population. (Epilepsy Foundation, 2009) This signifies a noteworthy proportion of epileptic children who are underachievers and who tend to progress less than what would be expected for their age and IQ. The difficulties experienced by these children may be directly related to the frequency and type of seizures or maybe a result of adverse effects of drugs or additional emotional, behavioral or relationship problems.

(Kleignman et al., 2011) The aim of this article is to highlight the possible issues of concern regarding the inclusion of these children in a regular classroom. Epilepsy is a disorder of abnormal neuronal discharge in the brain causing a transient paroxysmal disturbance of brain functions, which may manifest as loss of consciousness, abnormal motor phenomena, sensory or psychic disturbances, or an alteration of normal autonomic function. Epilepsy is not a unitary condition.

It can be caused by a wide range of clinical conditions and therefore, children with epilepsy display a wide range of learning problems. However, certain types of learning difficulties have been observed to be clustered around specific epileptic syndromes. (Kleignman et al., 2011) In general, according to Stores (2008), children with epilepsy have problems in memory and attention. This may be because of disruption in brain function, in specific brain areas, and in cognitive processing.

Moreover, during a seizure episode, patients become unaware of their surroundings and therefore, are missing information of that particular time span. This is most pronounced with tonic-clonic seizures, which is followed by a period of transient paralysis and deep sleep. Children who suffer from more severe forms of the disease, impaired cognitive functioning can last for hours following a single episode. An aura, such as psychotic symptoms or severe headaches, may also precede a tonic-clonic seizure and can last for days before the attack.

Night time seizures may also decreased a child's alertness during the day. This severely disrupts productivity. (Kleignman et al., 2011) When such an even occurs in a classroom setting, the child may sit blank during an aura. With the initiation of the tonic phase, the child may fall unconscious and expel a loud cry, followed by clonic jerks. The child may also defecate or micturate during the tonic phase. This event may cause panic and disarray in a classroom, thus affecting the productivity of all children.

(Kleignman et al., 2011) Absense seizures are comparatively more innocent. During such a seizure, the child may stare blankly with frequent blinks or unnecessary nodding of the head. During this seizure, the child will not be able to participate in classroom discussions or answer questions. He may even be punished or bullied for this behavior. Partial seizures can impair attention, memory, dysonomia or psychomotor speed. These impairment prevents such students from participating in sports, public speaking, or other competitions that require quickness.

(Kleignman et al., 2011) In a nationwide epidemiological study involving 10316 children, impairments amongst epileptic children were identified. The results concluded that rates of psychiatric disorder were up to 37% amongst epileptic children. Parents of these children reported emotional, behavioral and peer problems. (Davies, Heyman & Goodman, 2003) Such problems have led to a high rate of school drop outs or placement of these children in separate schools with special provision, away from mainstream education and its experiences. (Aniscow, Booth & Dayson, 2006) Epileptic children have special needs when considering their inclusion in general schools.

Since flashing lights, glare on white boards or loud noise may precipitate a seizure, the environment needs to be patient friendly. These children may need to be exempted from certain.