Page 388 - ILAE_Lectures_2015

Table 1. Ways of maximising the academic and social development of the schoolchild with
epilepsy.

1. Establish good communication channels between:
 School
 Doctor
 Family

2. Education about epilepsy for:
 Teachers
 Pupils
 The family
 The child with epilepsy

3. Encourage a positive self-image:
 Increase chances of success
 Avoid unnecessary restrictions
 Provide reliable careers advice

4. Minimise time off school for:
 Clinic appointments
 Seizure recovery

5. Ensure full education:
 Explore nursery places
 Encourage tertiary education

6. Sensitive monitoring:
 Detect difficulties early
 Detailed neuropsychological assessment

Family life

People with epilepsy do not live in a vacuum; the attitudes and experiences of family
members will greatly influence how someone copes. The potential impact of epilepsy on the
family is difficult to gauge and is likely to be variable. Research studies have found lower
parent-child relationship quality, higher rates of depression in mothers and problems with
family functioning6.

Parents may be overprotective through fear of injury or death. Families may harbour
misconceptions about epilepsy and may become socially isolated due to concerns about
adverse public reactions. The attitudes and understanding of families should be a prominent
part of epilepsy management. Provision of accurate information about an individual’s
epilepsy may go a long way to allay anxieties but emotional support may be needed,
particularly when the person or family are socially isolated.

Little attention has been given to the possible impact on the family of a parent with epilepsy.
Parents and potential parents often raise doubts about their suitability and mothers express