| Teachers can be grand associates in making the | | | | It is important that the teachers and the school staff |
| school days of a seizure affected child a success. But | | | | are informed about the child's condition, possible |
| these teachers must possess all the requirements to | | | | effects of medication, and what to do in case a |
| help these children. The parents and the teacher can | | | | seizure occurs at school. Almost all parents of seizure |
| plan a scheme so that any irregularity in the child is | | | | affected children feel that a favorable discussion with |
| brought to the notice of the parents by the teacher | | | | the teacher(s) at the start of the academic year is the |
| immediately. | | | | best way to handle the situation. Even if the child's |
| Teachers must know the following: | | | | seizures are controlled by medicines, it is still better to |
| - A child may require emergency help from the | | | | notify the school staff about the condition. |
| teacher when it is affected by seizure. In such cases | | | | School staff and the child's family should work |
| the teacher may have to consult the records sent by | | | | collectively to scrutinize the efficacy of medicines and |
| the child's parents and seek immediate help from the | | | | also keep a check for any side effects due to the |
| school nurses. | | | | medication. If a child's physical or academic acquisitions |
| - A child may also suffer from absence seizure and | | | | seem to alter, it is significant to inform the doctor. Such |
| this can be noticed when he/she is day dreaming in | | | | seizures sometimes may be linked to hearing or |
| the class. This should not be treated as behavior | | | | sensing problems induced by the changes in the brain. |
| concern and the teacher should inform the child's | | | | Written reflections of both the family and school |
| parents immediately. | | | | personnel will be of great help when the child's doctor |
| Instructive significances | | | | is being consulted. |
| Seizures may hinder the baby's capability of learning. If | | | | Children and juvenility with epilepsy will have to deal |
| the learner has the sort of seizure which is | | | | with the mental and social aspects of the condition. |
| characterized by a short period of rigid staring, he/she | | | | These include uncertain occurrence, loss of self control |
| may miss some parts of what the teacher says in the | | | | during the seizure episode, public misperceptions and |
| class room. It is crucial that the teacher detect and | | | | fear of seizures, and compliance with medications. To |
| document these sequences and account them | | | | aid children to bring in themselves a feeling of |
| responsively to parents and to school nurses. | | | | confidence and to accept their epilepsy, the school has |
| Reckoning on the kind of seizure or the regularity at | | | | to help out by rendering epilepsy education plans for |
| which such seizures occur, some children may call for | | | | staff and students, as well as information on seizure |
| further assistance to aid them to fall in line with their | | | | recognition and first aid. |
| classmates. Assistance may be in the form of | | | | Students can benefit at large, when both the family |
| adjustments in classroom direction, first aid tutoring on | | | | and school are working together. There are many |
| managing seizure to the student's teachers, and | | | | materials which are available for families and teachers |
| advising, all of which should be written in the | | | | to comprehend how to work most efficiently as a |
| Individualized Education Program. | | | | team. |