This study is based on first-hand accounts from children with epilepsy and proxy reports from parents of younger participants and those with communication difficulties. We aimed to get a better understanding of ‘what helps’ and ‘what hinders’ children with epilepsy to be included in education.
- This research suggests 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 and in particular the mistaken belief that ‘tonic-clonic’ seizures (previously known as ‘grand mal’ seizures) are the only form of seizure.
- Another significant barrier noted was a failure to appreciate the connection between epilepsy and additional learning needs for some children. Seizure symptoms and difficulties related to epilepsy may be misinterpreted as ‘naughtiness’.
- Access to high quality medical treatment is a significant facilitating factor for inclusion in education for children with epilepsy; consultants, epilepsy nurse specialists and other medical professionals have been shown to play an important role for these children.
- Key individuals within schools such as Special Educational Needs Coordinators (SENCos), Inclusion Officers and school nurses often play a significant role in ensuring that children with epilepsy are able to be fully included in education and school life.
- Parents play a key role as advocates for children with epilepsy by ensuring that they receive the medical care they require and have the opportunities they need to be fully included in education.
