TP-14.4

If a pupil were to have a seizure in your classroom, would you knowwhat to do? Epilepsy awareness E pilepsy affects almost 1 in every 100 people in the UK. On average, that means there’ll be one child with epilepsy in every primary school and five in every secondary school. People with epilepsy have a tendency to have seizures caused by sudden bursts of intense electrical activity in the brain. There are around 60 different types of epileptic seizure, and it’s possible for people to experience more than one type. What actually happens to someone during a seizure depends on which part of their brain is affected and how far the aforementioned electrical activity spreads. Epilepsy can start at any age and any time of life. It can be a complex and difficult condition to plan for, given the sheer number of different seizure types, yet it’s important for teachers to at least have an awareness of what epilepsy is and the different ways in which it might present. Seizure types During certain types of seizure a person can remain completely alert and aware of what’s going on around them, while other types may cause someone to lose consciousness. Tonic clonic seizures are the type that people most often call to mind when they think of epilepsy, which is where a child might go stiff, fall to the floor and jerk. Another type quite common among children – and frequently missed – is absence seizures. These cause a person to lose consciousness, but only for a couple of seconds; from the outside, they may seem to suddenly adopt a blank expression, or appear to not be paying attention. Some children affected by absence seizures have been known to have them over a hundred times a day. Practical steps Draw up individual healthcare plans (IHPs) for any pupils with epilepsy, and ensure that these contain details about the nature of the pupil’s epilepsy and their needs. Make it clear exactly what specific support a child might need, when they’re likely to need it and who will be responsible for making sure that support is provided. For example, a child might have a seizure that results in them needing time to recover afterwards. They might be tired and in need of rest, so the plan in this case could be to provide them with a safe space in which they can rest and recover. Other children might need to go home, which should be similarly planned for. Class teachers will obviously need to be informed ahead of time about any children whose epilepsy might require them to take emergency medication. It’s possible for some children to receive a diagnosis of epilepsy seemingly out of the blue, and subsequently feel self-conscious. A child affected by tonic clonic seizures could conceivably lose control of their bodily functions at a moment’s notice, thereby prompting concerns and feelings of embarrassment that they may need help in managing. Do what you can to inform other students of what they can do to help any peers with epilepsy, and the importance of informing staff, should the need arise. Consider the social and emotional Find more at TEACHWI RE . NET Our sister title SENCo provides useful ideas, practical guidance and thoughtful insights into SEND provision. Request your free copy at teachwire.net/free-senco REQUEST YOUR FREE COPY LOU I SE COUS INS DifferentiationFor HomeSchooling It’s not something that has to stop once your students’ learning is taken outside the classroom… Read it at tinyurl.com/tpdifferentiation Language Disorders How to speedily uncover and address developmental language disorders in primary school. Read it at tinyurl.com /tpdisorder Reasonable Adjustment What schools sometimes overlook when it comes to drawing up accessibility plans. Read it at tinyurl.com/tptalents 38 | www.teachwire.net