Part 1: Present Levels of Educational Performance
The main complications as a result of seizure disorders include abnormal tastes, an opposite feeling, and an intense perception that seizures are likely to occur. A significant number of seizures are generally brief and last for few seconds or minutes ( Yatham et al. 2013) . When a person gets through the condition, there may be feelings of a headache, confusion, and general fatigue. The affected person may also have visual hallucinations, incapacity to speak, and convulsions.
The financial impacts of seizure disorders include: the cost of purchase of medications which are usually very high, the costs of provision of counseling education due to the need to seek the services of a counselor, and the cost of not attending school in case a child has been forced to stop attending learning sessions after occurrence of the disease ( Russ, Larson & Halfon, 2012) . Due to the financial burden to the caregiver, the condition of their economic situation may be ameliorated.
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The assistance in the educational system required for a person with seizure disorders includes the incorporation the services of special educational needs co-coordinator (EHC) in conducting a needs assessment. The assessment can include activities such as talking to the parent and the child about the recommended support for the child. It also involves asking the child for more information and views on how to work with the child such as during teaching or provision of psychological services. An EHC plan, which is a document showing the child’s education, health, and social needs, may be produced. The child should be provided with special education needs within the plan. There are a number of organizations that specialize in the provision of educational needs for children with seizure disorders whose services can be beneficial to the child and his or her parents. These include Equality and Human Rights Commission, Information Advice and Support Services Network, and IPSEA (Independent Panel for Special Education Advice).
The treatment and rehabilitation options for a person with seizure disorders include; the use of medicines that are provided by a physician such as drugs categorized as antiepileptics that contribute to the alteration and reduction of excess electrical activity in the affected person’s brain. Examples of these medicines include phenytoin and carbamazepine.
Treatment for a person with seizure disorders can also be achieved through a surgical procedure which involves the removal of part of the brain where the seizure begins. In addition, rehabilitation changes can be made in order to achieve the objectives of seizure management such as changes in diet ( Russ, Larson & Halfon, 2012) . A physician may recommend the use of ketogenic diet which is composed of low amounts of carbohydrates and proteins, and high amounts of fats. This pattern of eating can contribute to a change in the body’s chemical composition and may result in a reduction in the frequency of seizures. Another possible rehabilitative strategy is the use of hemopathy that involves the assessment of factors such as a person’s physical and emotional condition, and intellectual make up and its relationship with seizures. Hemopathy can be implemented in the form of belladonna for those experiencing seizures with high fever. It can also be implemented in the form of Causticum for those whose seizures are caused by reception of bad news or feelings of grief. The therapeutic approach of acupuncture can be implemented in the forms of acupressure for stopping seizures.
Part 2: IEP Goals
During the teaching a child with seizure disorder mathematics, the following teaching plan is recommended:
Education Goal: To provide the child with competence in simple addition
Techniques of teaching: The teacher will use a number of teaching techniques such as books and pens to provide instructional services. There will be additional instructional services in the forms of computer assisted learning and provision of practical sessions to test the competence of the child. Prior to the provision of the test, the teacher should discuss with the child and his or her parents whether special arrangements need to be made to enable the child to sit for the test when he is comfortable.
Evaluation criteria: The evaluation of the child’s competence in the mathematical concept will be achieved by the ability to perform different assignments without experiencing seizures. When the test is completed, the child should be asked whether his or her ability to do the test was affected by factors such as feelings of seizures. The performance of the child should be graded according to how he or she has a better feeling after the tests.
When teaching and testing a child with seizure disorder a topic in English, the following teaching plan should be implemented:
Education goal: To equip the student with skill of pronunciation of simple sentences
Teaching approach: The child should be asked whether he or she is feeling well and able to participate in the lesson. The teacher should seek the involvement of the child’s parent to determine whether he or she is able to provide more effective views on how the child should be taught. If the child develops the feelings of seizures during the lesson, it should be postponed until when he or she is able to lean without difficulty.
Evaluation Criteria for the child: During the process of conducting evaluation activities, the teacher should determine whether the child has acquired the skills by being able to read the comprehension passages effectively. The teacher should also determine whether the child has a feeling of seizures after the lessons and exercise sessions in order to establish whether he or she needs rehabilitative interventions.
Part 3: Reflection
From the analysis of the issues surrounding seizure disorders among children in schools, it is found that it is a condition that can result in feelings of hallucinations and incapacity to speak or participate in learning sessions in an effective manner. Consequently, it is recommended that teachers and parents should implement intervention measures that can enable the students with such characteristics to take part in learning in an effective manner. According to a study by Glauser et al. (2010), seeking to know the feelings of the child such as discomfort during learning should be examined. The student should also be provided with tests and learning exercises when he or she is most comfortable to take part in learning activities. The study also revealed that intervention measures can be taken to restore the child’s condition in case of seizures by providing them with medications. It can also be achieved by implementation of a range of rehabilitative methods such as counseling which can be done by a professional in the management of seizure disorders. A surgical operation can also be performed on the child to remove part of the brain contributing to the seizure. The counseling can be provided to the parents and the teachers on how to manage the child’s condition in cases he or she develops seizures. This study also revealed that acupuncture can be implemented as a measure of managing seizures disorders. According to a study by Barkley (2014 ), the use of different approaches to managing and treatment of seizure disorders is effective in enabling its management and the achievement of the desired performance of the student during learning.
References
Barkley, R. A. (Ed.). (2014). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment . Guilford Publications.
Glauser, T. A., Cnaan, A., Shinnar, S., Hirtz, D. G., Dlugos, D., Masur, D. ... & Adamson, P. C. (2010). Ethosuximide, valproic acid, and lamotrigine in childhood absence epilepsy. New England Journal of Medicine , 362 (9), 790-799.
Russ, S. A., Larson, K., & Halfon, N. (2012). A national profile of childhood epilepsy and seizure disorder. Pediatrics , 129 (2), 256-264.
Yatham, L. N., Kennedy, S. H., Parikh, S. V., Schaffer, A., Beaulieu, S., Alda, M., ... & Ravindran, A. (2013). Canadian Network for Mood and Anxiety Treatments (CANMAT) and International Society for Bipolar Disorders (ISBD) collaborative update of CANMAT guidelines for the management of patients with bipolar disorder: update 2013. Bipolar disorders , 15 (1), 1-44.
