Teaching and learning strategies

Your child with epilepsy may need extra help at school. Many of the strategies that are useful for children with epilepsy will be standard methods to target specific difficulties with language, memory, specific skills, or other aspects of learning. The school’s SENCO will be able to give advice on suitable help, and there may be advisers in the education service of the education and library board (ELB) or Education and Skills Authority (ESA) who can give guidance. There are many methods to address these types of learning difficulties, and this section gives some ideas. More detailed information is available in the Epilepsy Action guide Positive action in education, available from Epilepsy Action’s online shop.

Variation in progress

Children and young people with epilepsy can often vary in their progress over time. It is important for teachers and support workers to be aware of this so they can respond appropriately. Teachers can “differentiate” work: this means changing the level of work to suit an individual pupil’s learning. Differentiating the level of work over time can ensure that a child with epilepsy is able to make the most of good periods, while not feeling pressured during more difficult times.

Absence seizures

Absence seizures can happen many times a day. If your child experiences this type of seizure, they may find it difficult to keep track of activities or follow complex instructions. Teachers can help by providing written instructions or a tick list in class, or a support assistant can work with your child. Any adult supporting a child with absences needs to be patient and remain calm while repeating questions or information and helping the child to keep “on task” and make progress with an activity.

Language and communication

Depending on the type of difficulties, strategies to help with language and communication will be available from the school SENCO, perhaps with advice from the authority. The child might also be given external support by language or communication therapists. Teachers and parents should ensure that any strategies or support ideas are used as fully as possible in the child’s daily activities, including outside school.
There is a type of epilepsy, Landau-Kleffner syndrome, which causes specific problems with language.
More information about this and other epilepsy syndromes

Problems with short term memory or concentration

If your child has difficulties remembering or concentrating, teachers can provide written instructions or a tick list, or additional adult support to keep them on task. Teachers should make sure homework tasks are clearly understood, for example by giving out written instructions. Key words and ideas can be highlighted, for example by displaying important vocabulary in the classroom and allowing parents to learn new words with their child before starting on a new topic. Some children may find visual timetables easier to use.

Problems with long term memory

School staff can help by using the multi-sensory approach. Repetition and over-learning, with systematic revision over time, can help children to remember information. Teachers can provide learning aids to help parents to revise with their child at home, and use visual cues such as ‘mind maps’ for revision.

Behaviour

It is important to recognise any specific behaviour associated with seizures (such as in a complex partial seizure) and to know that the child with epilepsy is unlikely to be able to control these actions. Children with epilepsy may also have behavioural difficulties that are not linked to their epilepsy, and if this happens, teachers should apply the same boundaries and methods as for other pupils. However children with epilepsy will have additional factors to consider. These might include:

the impact of living with a long term condition;

• the stress of having unpredictable seizures;
• feeling different to other pupils;
• not being able to take part in activities;
• altered family relationships;
• feeling angry, guilty or upset about having epilepsy; and
• feeling overprotected or isolated.
• If a child with epilepsy is experiencing behavioural difficulties, the authority may be able to offer help through their behaviour support service.

Social factors

School staff should act as positive role models for other pupils by:

• responding calmly and confidently if a child has a seizure;
• not letting a child use their epilepsy as an excuse;
• treating a child with epilepsy fairly; and
• accepting the difficulties that a child with epilepsy may have, and working with the child and their parents or carers to meet any challenges.

Some children with long term medical conditions come to rely on adult support and do not integrate with other children as well as they could. Adults with a supporting role should make every effort to give the child space to mix with other children, for example by supervising as discreetly as possible in the playground or swimming pool. Personal, social, and health education can be used to raise the other children’s awareness and help your child to feel their condition is understood and accepted.

Some children with long term conditions are at risk of mental health problems. School staff should be aware of this, and if they are concerned they should consider referring a child to external support services, such as child and adolescent mental health services (CAMHS).  

•  Epilepsy awareness project for primary schools