Thesis (Ph. D.)--UCLA, 2008. / Vita. Includes bibliographical references.

The aim of this inquiry was to gain a deeper understanding of the hospitalisation of learners living with severe epilepsy. Much current research focuses on the attitudes and perceptions of teachers and relatively little has been done on learners with severe epilepsy and the kinds of support they require in a school setting. The latest policy document on inclusion, White Paper 6 of 2001 refers to support as essential in accommodating diversity. This involves the provision of supportive teaching and learning for all. Particularly in supporting learners with severe epilepsy, parents, teachers and all role players are regarded as important. From the literature review, it was evident that support for learners with epilepsy plays an important role in enhancing teaching and learning. It was also apparent that, where support is lacking, their learning abilities is negatively affected. This study therefore aims to examine the ways in which hospitalisation affects epileptics’ learning abilities and, consequently, the support they require as a result of their barriers to learning. This information may be used as a point of departure in the training of teachers, in order to facilitate support and promote the successful removal of barriers to learning. In order to achieve this goal, two focus group interviews were conducted with teachers and learners; furthermore, two individual interviews were also conducted with the hospital head sister attached to the school, and with the school principal. The main patterns of concern that emerged from the data related to the learners, teachers, parents and the policy of inclusive education. From the analysis of data, it was clear that hospitalisation impacts negatively on learning and that little or no support is provided. It would probably be advisable for the Department of Education, teachers, parents and hospital staff to take note of these results and concerns so that all role players can be trained in the provision of adequate support. Moreover, the Department of Education is urged to speed up the process of implementing the policy on curriculum adaptation, which will benefit all learners, including those with severe epilepsy. Collaborative working relationships between parents, teachers, learners, the hospital staff and other role-players must be characterised by warmth, love, perseverance, tolerance, acceptance and understanding. This working relationship should, at all times, provide the means for enabling learners to cope in the classroom. Parents, as partners in the education of learners, should be involved as classroom aides, and can be enlisted to visit learners who are hospitalized and to offer them support. The establishment of this commitment is a key element in supporting learners living with severe epilepsy. / Mrs. J.V. Fourie

Thesis (M.S.)--Boston University / This exploratory study is an attempt (1) to provide information concerning the incidence of • epilepsy in New Hampshire and (2) in the light of this incidence to consider the role of the public health nurse in the care of the epileptic child.

Thesis (MA)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: The focus of the present review is the quality of life (QOL) of parents caring for a child with epilepsy. The review is informed by published books and articles available on the Psychlit and Medline databases. The paper provides an overview of epilepsy and the problems patients, particularly children, are confronted with. The important roles that parents fulfil in their child's life is followed by a discussion of the stress and burden experienced by parents caring for a child with epilepsy. Descriptions and definitions of the construct QOL are followed by reported research findings on the QOL of patients with epilepsy. The importance of the QOL of parents caring for a child with epilepsy is emphasized and this leads to an examination of existing research on the QOL of these parents. Research on the QOL of parents of children with epilepsy is limited despite the important roles parents fulfil in the life of their child with epilepsy and the potentially negative consequences of these additional roles for the child, the parents and the remainder of the family. Identification and an understanding of the dimensions of QOL of parents that are impacted upon by a child's epilepsy may produce improved treatment outcomes and QOL for children diagnosed and living with epilepsy. Recommendations for future research are included in the present review. / AFRIKAANSE OPSOMMING: Die fokus van hierdie oorsig is die lewenskwaliteit van ouers wat 'n epileptiese kind versorg. Die oorsig is gebaseer op gepubliseerde boeke en artikels wat beskikbaar is op Psychlit en Medline databasisse. Die oorsig voorsien 'n omskrywing van epilepsie asook van die probleme wat pasiente, veral kinders, ondervind. Die belangrike rolle wat ouers in hul kinders se lewe speel word bespreek en dit word gevolg deur 'n bespreking van die stres en druk wat ouers wat epileptiese kinders versorg, ondervind. Beskrywings en definisies van die konstruk lewenskwaliteit word aangebied, gevolg deur 'n opgawe van navorsingsbevindinge oor die lewenskwaliteit van epiletiese pasiënte. Die belangrikheid van die lewenskwaliteit van ouers van 'n epileptiese kind word beklemtoon en dit lei tot 'n oorsig van huidige navorsing oor die lewenskwaliteit van hierdie ouers. Ten spyte van die belangrike rolle wat ouers in die lewe van hul epileptiese kind speel en die moontlike negatiewe gevolge van hierdie bykomende rolle vir die kind, die ouers en die ander familielede, is navorsing oor die lewenskwaliteit van ouers met epileptiese kinders beperk. Identifisering van en insig in die faktore wat 'n impak het op die lewenskwaliteit van ouers met 'n epileptiese kind, kan lei tot verbeterde behandelingresultate en hoër lewenskwaliteit vir kinders wat gediagnoseer word en wat met epilepsie saamleef. Aanbevelings vir toekomstige navorsing word ook in hierdie oorsig gemaak.

After the dispensation of the White Paper 6 in schools, there were no detailed guidelines to accommodate the learners with invisible impairments like absence epilepsy, especially those who live in underprivileged communities. Affected learners are still struggling and not receiving proper instruction in ordinary schools because of the nature of absence epilepsy. It seems like it is unknown that they are suffering, because the symptoms are absent. These learners are performing poorly; they are having learning and behavioural problems. At home parents are ignorant of their plight, teachers are oblivious of their problems and at schools they are being discriminated against by other children. As a result, they repeat grades and some end up leaving school to join the unemployed. They have a low self-esteem and remain unsociable. This is because they suffer from absence epilepsy which is a medical problem. Absence epilepsy is unknown to both parents and teachers in these communities. Cultural beliefs and ignorance prevent parents from taking these children to clinics for identification, which results in them not being supported in schools. / Inclusive Education / M. Ed. (Inclusive Education)