A survey of school teachers' knowledge and behaviour about epilepsy, in a developing country such as Senegal

Epilepsy is one of the most common disorders encountered in children of developing countries. In Senegal, as in many other African countries, the disease is enrobed in superstition, discrimination, and stigma. There is a clear-cut lack of information programs in the developing world about seizures and epilepsy. Academic achievement of children with epilepsy is hampered by social barriers in addition to the burden of the disease and its treatment. The aim of this study was to evaluate teachers'knowledge, awareness, and current attitudes about epilepsy in order to obtain baseline data for the development of a school health education program on epilepsy. The study was carried out in Dakar. It was conducted by sending self-administered and anonymous questionnaires to 400 elementary school teachers; the data were randomly mapped, stratified, and chosen to produce a statistically representative sample of the teacher population of Dakar. The questionnaires contained 22 items related to knowledge of epilepsy, the attitude of teachers towards epilepsy, and their ability to provide first aid in case of seizures. A total of 373 teachers (93p.cent) completed the questionnaires. For 69p.cent, epilepsy arises in the brain, for 28.7p.cent it is a subnatural affliction. Epilepsy was considered to be contagious for 24p.cent and could be cured for 73p.cent. Although 66p.cent would help an epileptic pupil during a seizure, 53p.cent mentioned harmful measures. Eighty-four percent noticed that an epileptic child could go to a normal classroom, while 62.5p.cent would prefer a special school. Eighty-four percent said their knowledge on epilepsy was not sufficient and the majority (99p.cent) desired training on epilepsy. For 25.7p.cent, better collaboration between parents, doctors, and teachers would b helpful to achieve better management of epileptic children. This study demonstrated encouraging knowledge of teachers about epilepsy. However, some of their wrong attitudes may be attributed to superstitions and could be improved by informative actions and better training about epilepsy. Such education might be provided by local health professionals with the collaboration of parents, teachers, and non-governmental organizations.     

Familiarity with,knowledge of,and attitudes toward epilepsy among teachers in Korean elementary schools

We investigated familiarity with, knowledge of, and attitudes toward epilepsy among teachers in elementary schools in Korea, where there is profound prejudice against epilepsy. Most of the teachers thought that epilepsy is a genetic disease. They agreed that children with epilepsy (CWE) should attend regular classes (although with some restriction of school activities) because their academic achievement would be comparable to that of children without epilepsy. However, half of the teachers opposed having CWE in their own classes because they feared a child having a seizure during class and they felt they lacked knowledge of first-aid for seizures. Those teachers who had inaccurate clinical knowledge of epilepsy also demonstrated negative attitudes toward the marriage and employment of persons with epilepsy. We conclude that information about epilepsy should be included in teacher training programs so as to increase their level of knowledge of epilepsy and correct prejudices against epilepsy.     

Familiarity with and attitudes towards epilepsy among teachers at Czech elementary schools--the effect of personal experience and subspecialization

This study was intended to study the effect of personal experience and subspecialization on the knowledge of epilepsy of teachers at Czech elementary schools, and on their attitudes towards children with epilepsy and on epilepsy itself in general. 193 teachers from 10 different elementary schools in Pilsen, Czech Republic, were involved in the study. We found that teachers with personal experience of epilepsy had greater knowledge of the illness. There were significant differences (P<0.05) between the attitudes of teachers with and without personal experience, mostly in terms of their views on the self-realization and the integration of children with epilepsy into the school collective. In contrast, no differences were found in their views of the intellectual capabilities of children with epilepsy or the overall quality of life of children with epilepsy. Furthermore, we found that subspecialization, aside from a few exceptions given by the specific position of first grade teachers, did not have major effect on teachers' knowledge of epilepsy and their attitudes towards children with epilepsy. The results suggest that it would be appropriate to focus educational interventions about epilepsy for teachers on those individuals who do not have any experience of epilepsy.     

A study on awareness and attitude of teachers on epilepsy in Istanbul.

Epilepsy is a disease frequently seen among school children. Children having seizures may bother their teachers, who do not receive specific training about epilepsy during their education. Moreover, teachers feel desperate not knowing how to handle the situation. In a series of seminars it was our aim both to investigate and to improve the present awareness, knowledge, and attitude of elementary school teachers about epilepsy in Istanbul. In the pre- and post-seminar tests teachers who attended the seminar on a voluntary basis, were asked 29 questions. There were 346 male and female participants aged (mean +/- S.D.) 32.19 +/- 7.25. 69.3% of the participating teachers had either read or heard about epilepsy, while 71.9% had seen someone having a seizure and 59.4% knew someone with epilepsy. Although they had some prior misconceptions, like considering epilepsy a contagious (2.3%) or a psychological disease (17.8%), the teachers' knowledge and awareness improved after the seminar due to their special interest in the subject. Consequently, their negative attitude toward the participation of people with epilepsy in sports and social activities diminished post seminar. However, it should be noted that further education not only of teachers but also of family members is always required.     

Quality of Life in Children with Epilepsy

Summary: To study quality of life in school children with epilepsy, we surveyed families of 443 elementary and junior high school children with epilepsy, as well as their school teachers. Approximately 80% responded. Seizures were controlled in 70% of the children. Of the children with epilepsy, 27% received education for disturbed children. Main family concerns were the future of their child, seizures, and school performance. Main concerns of the children were medication and seizures. The majority of both families and teachers agreed that children should participate in all physical education and school events based on individual considerations. Many teachers expressed the opinion that correct information about epilepsy and close communication between teachers and physicians are necessary. To establish comprehensive medical care that satisfies the needs of children with epilepsy and their families, further training of medical specialists in epilepsy, establishment of more hospitals specializing in epilepsy, and enhancement of the network among relevant organizations are needed. For children with intractable epilepsy, special considerations include associated handicaps and antiepileptic drug side effects.     

Knowledge about epilepsy and attitudes towards affected people among teachers in training in the Czech Republic

The aim of this study was to compare knowledge about, confidence with, and attitudes towards epilepsy and affected people between groups of freshmen and senior teachers in training (preservice teachers) at the Faculty of Education in Pilsen, Czech Republic. Two hundred thirty-six freshmen and 138 seniors completed the 21-item Scale of Attitudes Towards People with Epilepsy (ATPE), an 18-item multiple-choice test measuring their knowledge about epilepsy, and a 5-item questionnaire focused on confidence with epilepsy in a school environment. We found that despite a higher level of knowledge about epilepsy among seniors (mean score of 9.6 points compared with 8.48 points for freshmen, p < 0.001), attitudes towards epilepsy, and also confidence in how to manage children affected with this disease did not differ significantly. The presented findings suggest that epilepsy-related training of preservice teachers should be more effective especially with respect to their ability to resolve problems that may happen to children with epilepsy in a class.     

Knowledge and attitude of the Greek educational community toward epilepsy and the epileptic student

The purpose of this study was to investigate primary and secondary school teachers' knowledge of and attitudes toward epilepsy and the epileptic child. A 14-item questionnaire was administered to 300 teachers in three major Greek cities. The focus of interest was the teachers' basic knowledge of epilepsy, their perceptions of the consequences of epilepsy on a student's academic potential and behavior, their tendency to accept or reject the epileptic child, and their ability to help a convulsing child. The majority of teachers have a correct opinion about the nature of epilepsy and its short-term prognosis (control by medication), but are very pessimistic about its long-term prognosis (cure). They believe that although some epileptic children may have mental, learning, or behavioral problems, most of then do not and are therefore capable of academic achievements. The attitude of most teachers is very positive toward the epileptic child, and almost all believe that these children should continue their studies at their regular school. An alarming finding is the reported inability of most teachers to help a convulsing child. Personal knowledge of an epileptic student was a significant factor in determining many of the teachers' responses. Better education of teachers concerning epilepsy and the practical skills involved in first-aid are necessary measures for Greek teachers.     

Teachers' knowledge about epilepsy and attitudes toward students with epilepsy: results of a national survey

The attitudes and epilepsy-related knowledge of teachers are an important component of the educational experiences of children with epilepsy. Unfortunately however, the exploration of teacher attitudes and knowledge has been extremely limited in the United States. This article describes a survey-based research study of the attitudes and epilepsy-related knowledge of a randomly selected national sample of 512 elementary and middle school teachers in the United States. The questionnaire included the Scale of Attitudes Toward Persons with Epilepsy (ATPE), a summated rating scale that measures both attitudes toward persons with epilepsy and knowledge about epilepsy, as well as a demographic and teaching experience survey and several additional attitude and knowledge items developed by the researchers. The results suggest that although teachers' attitudes about epilepsy were generally positive, there were significant deficits in terms of general knowledge about epilepsy, its impact in educational settings, and the appropriate management of epilepsy and seizures in the classroom. Critical areas in which to focus remedial education and outreach efforts are identified.     

General practice of pedagogic management by teachers of hyperkinetic attention deficit disordered children in the classroom

Attention Deficit/Hyperactivity Disorder is one of the most common behavior disorders in child and adolescent psychiatry. The problems resulting from the core symptoms of the disorder often endure into adolescence and adulthood placing these children at significant long-term risk for academic psychological and social morbidity. Despite the importance of the school in this process relatively few teachers of regular schools have sufficient knowledge about the foundations and principles of treatment concerning ADHD nor do they receive adequate training how to deal with ADHD related problems in the classroom. Moreover there is a significant lack of cooperation between schools, parents and therapeutic institutions inhibiting a multimodal treatment. This article resumes the experiences of a 3 months ADHD intervention program for teachers in a Cologne elementary school. It gives informations and advices for appropriate measurements in the classroom setting that include: 1. intensive information of teachers about the disorder, 2. intensified involvement of teachers in the treatment process and 3. the implementation of distinct didactic elements and well structured principles of behavior therapy in the school lessons.     

Evaluating the impact of comprehensive epilepsy education programme for school teachers in Chandigarh city,India

PurposeSchool teachers can play a key role in the first-aid management of school children experiencing a seizure. The teachers have a pivotal role in disseminating knowledge to the children of diseases experienced by them and developing positive attitudes among the children regarding the diseases. The present study investigated the knowledge and practices used by teachers to manage epileptic seizures. The study also tested an epilepsy intervention educational package to see whether it improved the knowledge and practices of the teachers regarding epilepsy.MethodsA total of 85 teachers in schools from Chandigarh, a city of northern India, participated in the study. At the start of the study the teachers completed a pre-tested, semi-structured questionnaire on the first-aid management of epileptic seizures. They were then presented with an intervention package that included audio-visual material on basic aspects of epilepsy. The teachers were then retested after the intervention (one immediately and another after three months from the intervention). A scoring system was devised to quantify the knowledge, attitude and skills of teachers.ResultsMore than 90% of the teachers had previously either heard or read about epilepsy. Nearly half of the teachers said that books and magazines were the most common source of their information, followed by the internet. A comparison of the knowledge, attitudes and skills about the first-aid management of epilepsy based on the before and after questionnaire scores showed significant improvements in the various domains (p < 0.05).ConclusionThe epilepsy intervention educational package provided a positive, short term, impact on the knowledge and skills of teachers about epilepsy. There is a need for regular workshops to improve and reinforce the knowledge and skills of the teachers about health problems like epilepsy.     

Comparison of epilepsy and asthma perception among preschool teachers in Taiwan

PURPOSE: The purpose of this study was to investigate preschool teachers' perceptions to children with epilepsy and asthma in middle areas of Taiwan. METHODS: Two-hundred sixteen preschool teachers were investigated with a questionnaire regarding their knowledge, attitude, and practice. There were 22 questions in the questionnaire (half of the questions were for epilepsy, and others for asthma). Differences between teachers' perceptions of children with epilepsy and asthma were analyzed. RESULTS: More teachers thought epilepsy was a hereditary disease and asthma was an acquired disease. Over 30% of participants thought epileptic seizures were associated with insanity but asthma attacks were not. Acceptance of children with epilepsy was significantly lower than that of children with asthma. Children with epilepsy were less encouraged by teachers to play with others. Teachers have more consideration for aggression of children with epilepsy than of those with asthma. More teachers were worried about the objection from the other parents if there were a child with epilepsy in the class. CONCLUSIONS: Perceptions of epilepsy and asthma among preschool teachers were different significantly. The finding may explain why the children with epilepsy showed lower school performance among the children with chronic illness in past studies.     

A comparison of the social competence of children with moderate intellectual disability in inclusive versus segregated school settings

This is the first study to compare the social competence of children with moderate intellectual disability in inclusive versus segregated school settings in the Republic of Ireland. A convenience sample was recruited through two large ID services. The sample comprised 45 children across two groups: Group 1 (n=20; inclusive school) and Group 2 (n=25; segregated school). Parents and teachers completed the Strengths and Difficulties Questionnaire and the Adaptive Behaviour Scale-School: 2nd edition. A series of 2 x 2 ANOVAs were carried out on social competence scores using educational placement type (inclusive vs segregated school) and proxy rater (parent vs teacher) as the independent variables. Key findings indicated that children in inclusive schools did not differ significantly from children in segregated schools on the majority of proxy ratings of social competence. This supports the belief that children with intellectual disabilities can function well in different educational settings. Present findings highlight the importance of utilising the functional model of ID when selecting and designing school placements for children with moderate ID.     

Knowledge and attitudes toward epilepsy among school teachers and counselors in Jordan

This study investigated the knowledge and attitudes of Jordanian school teachers and counselors toward epilepsy. A sample of 259 teachers and counselors completed the two-part questionnaire. Validity was assessed using an informed panel of judges, and test-retest reliability was established. The results showed average knowledge of epilepsy and generally favorable attitudes toward students with epilepsy. Although participants revealed apt knowledge about the causes and symptoms of epilepsy, they demonstrated poor knowledge about methods of dealing with seizures. However, participants scored high on items relating to the equality of rights and the need for further support. Findings indicated that although participants showed favorable attitudes, more information and awareness about epilepsy should be provided to teachers and counselors within the school systems of Jordan.     

Parents report more ADHD symptoms than do teachers in children with epilepsy

Children with epilepsy have a high rate of attention deficit/hyperactivity disorder (ADHD), yet parent-teacher agreement on ADHD symptoms in epilepsy is unknown despite the need to assess symptoms across settings such as home and school. Parent-teacher agreement on ADHD ratings was investigated in 208 children with epilepsy (mean age = 11.2, SD = 3.6) using the ADHD Rating Scale IV, along with associations with demographic variables, epilepsy severity, adaptive level, and quality of life. Children were four times more likely to be identified as having clinically elevated ADHD symptoms when parent ratings were the benchmark versus teachers. Agreement was highest for children with more severe ADHD symptoms, for the Hyperactivity-Impulsivity dimension of behavior, and for children with broadly normal adaptive behavior. Higher parent and teacher ADHD ratings were related to reduced quality of life, but unrelated to epilepsy severity. Exclusive reliance on parent or teacher ratings may yield variable rates of ADHD symptoms in children with epilepsy.     

Survey results indicate lack of awareness about pediatric epilepsy in parents, health care providers and medical students

To measure current public awareness about epilepsy, questionnaires were sent to the following non-doctor groups: 150 parents of pediatric outpatients (control parents), 26 parents of pediatric neurology outpatients who were treated with anticonvulsants (epilepsy parents), 38 elementary school teachers, 42 teachers of disabled children, 28 nurses, and 46 medical students. Analysis of replies revealed that the majority of control parents accepted epilepsy as a disease that is "mostly hereditarily acquired, and needing lifelong medication as it is incurable." Significantly more epilepsy parents replied "even though epilepsy is well controlled, women receiving epilepsy treatment should avoid pregnancy and delivery during treatment." Many control parents, schoolteachers and medical students failed to correctly answer general questions about treatment of epilepsy. The results of our survey call attention to the need for further public educational programs to understand epilepsy.     

Social functioning in pediatric epilepsy reported by parents and teachers: Contributions of medically related variables,verbal skills,and parental anxiety

Children with epilepsy are at increased risk for deficits in social functioning, though the underlying causes are not well-understood. We examined multiple seizure-related, demographic, and cognitive variables in a group of 93 pediatric patients with intractable seizures who were at risk for social skills deficits and social problems at home and in the classroom. Verbal intelligence and parental anxiety about epilepsy were found to be the two primary predictors of social functioning in children with epilepsy as reported by parents and teachers. Though other social variables and secondarily generalized seizures were significantly correlated with certain aspects of parent-reported social functioning, the impact of these variables appeared to be mediated through verbal intelligence and/or parental anxiety about epilepsy. These findings emphasize the importance of family characteristics on social functioning in children with epilepsy and also suggest that parental anxiety about their child's epilepsy may be a specific risk factor for this population. The findings from this study suggest that the factors associated with social functioning in children with epilepsy are similar regardless of whether social functioning is assessed by the parent or the classroom teacher.     

The linguistically aware teacher and the teacher-aware linguist

This review evaluates issues of teacher linguistic knowledge relating to their work with children with speech, language and communication difficulties (SLCD). Information is from Ellis and McCartney [(2011a). Applied linguistics and primary school teaching. Cambridge: Cambridge University Press], a state-of-the-art text deriving from a British Association of Applied Linguistics/Cambridge University Press expert seminar series that details: linguistic research underpinning primary school curricula and pedagogy; the form of linguistic knowledge useful for teachers supporting children with SLCD in partnership with speech and language therapists; and how and when teachers acquire and learn to apply such knowledge. Critical analysis of the options presented for teacher learning indicate that policy enjoinders now include linguistic application as an expected part of teachers' professional knowledge, for all children including those with SLCD, but there is a large unmet learning need. It is concluded that there is a role for clinical linguists to disseminate useable knowledge to teachers in an accessible format. Ways of achieving this are considered.     

Epilepsy awareness among school teachers in Thailand

PURPOSE: Epilepsy is one of the most common neurologic disorders of childhood. However, in Thailand, as well as in most of other developing countries, little attention has been paid to improve the public knowledge regarding epilepsy. Currently public attitude toward epilepsy is rather negative, full of prejudices and bias. Children with epilepsy in Thailand still find themselves confronted with social barriers that prevent them from academic achievements, in addition to the limitation that the disease itself has already placed on them. To delineate the magnitude and scope of this problem, we performed a small pilot study to assess the knowledge, attitude, and practice of epilepsy in the school teachers in Thailand whose major impact on the children is manifested by attitudes and learning. METHODS: The study was conducted by sending simple self-administered questionnaires to 360 schools all over Thailand. The questionnaires contained 14 questions relating to epilepsy awareness, attitudes, and first-aid management of seizures. RESULTS: We found that 38% of respondents had not heard of or read about epilepsy, and 46.6% believed that epilepsy is a chronic incurable disease. Fifteen percent of the respondents preferred to place all children with epilepsy in a special classroom. Furthermore, half of the respondents who had experience with first-aid management of seizures used improper and potentially harmful measures. CONCLUSIONS: Besides the proper management of epilepsy, a general public education campaign for epilepsy and the need to address and correct the existing biases are necessary to improve the quality of life of children with epilepsy in Thailand.     

Epilepsy and public education]

The social problems experienced by persons with epilepsy become increasingly apparent to those who work closely with group associations. The objective of our study was to obtain information on personal attitudes and knowledge about epilepsies. Primary and high-school teachers and professors (medical and non-medical areas) were submitted to a questionnaire which was designed to obtain this information. We concluded that most professors (including those of medical areas) do not know enough about epilepsies. We believe that problems which are perceived by epileptics regarding social aspects may be softened through improved education of the community in general. Continued education of medical practitioners, professors, teachers, patients and their families leads to a positive attitude towards epilepsies, which are essential and may help to improve life quality and the patient's medical treatment.     

Possession by 'Jinn' as a cause of epilepsy (Saraa): a study from Saudi Arabia

PurposeEpilepsy has been linked to divine, demonic and supernatural powers throughout its long history.This study was conducted to explore if misconceptions such as possession by demons (Jinns) are still believed to be a cause of epilepsy among educated Saudis today.MethodThis study was conducted among university-educated school teachers and undergraduate students. The findings are based on a structured questionnaire enquiring about familiarity with epilepsy, sources of knowledge, and depth of knowledge about specific aspects of epilepsy.ResultsResponses from 398 participants were included in the analysis of the results. Most participants had witnessed epileptic seizures. 2/3 of the participants reported that they had learned about epilepsy from friends and relatives. 172 (43.1%) members believed that epilepsy is a psychiatric disease. 62 (40.3%) of the school teachers and 123 (50.4%) of the students in the study considered possession as a cause of epilepsy. The majority of the cohort believed medical treatment for the condition exists despite the fact that a significant number believed that faith healers and traditional medicine can be of help in the treatment of epilepsy.ConclusionJinn possession is still believed to be a cause of epilepsy in Saudi society, even among fairly well-educated people. This finding emphasizes the urgent need for public education campaigns at all levels of education.