Inclusion in Education research
Young Epilepsy researches Inclusion in Education:
What Helps? What Hinders?
Based on first-hand accounts from children with epilepsy and proxy reports from parents, our Inclusion in Education report examines whether children with epilepsy are fully included in all aspects of school life, including all areas of learning and the curriculum, social engagement and extra-curricular activities.
The aim of this research is to better understand ‘what helps’ and ‘what hinders’ children with epilepsy to be included in education.
Some of the key findings of the report include that:
- Misconceptions concerning epilepsy can act as a significant barrier to inclusion in education for children with epilepsy.
- One of the primary barriers to inclusion is a failure by some education professionals and others to recognise the variety of ways epilepsy can present.
- Another significant barrier identified was a failure to appreciate the connection between epilepsy and additional learning needs for some children, leading to potential misinterpretation of possible epilepsy related behaviours.
Some of the key recommendations for those educating and caring for children with epilepsy is to:
- Ensure all education professionals have access to specialist training that recognises not only the medical characteristics of epilepsy, but also the learning and psychosocial difficulties that may arise. Recognising these features is key to ensuring that children with epilepsy are fully included in education and school.
- Provide children with access to a multidisciplinary approach. It is vital that the healthcare and educational professionals supporting children with epilepsy communicate effectively. It is also important that treatment of epilepsy is not limited to seizure control but that healthcare professionals also take into account the known association between childhood epilepsy and anxiety and depression.
This important research has been made possible through the generous sponsorship of the Paul Hamlyn Foundation.