DOCSLIB.ORG

Epilepsy Action: Positive Action in Education

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Epilepsy Action: Positive Action in Education Positive action in education Contents Foreword . 4 Some facts about epilepsy . 5 Seizures . 7 Types of seizure . 8 Possible triggers for seizures . 11 Diagnosis and treatment - some background information . 12 Supporting the pupil: the role of the school . 15 School organisational issues . 18 The role of school staff . 20 Educational implications of epilepsy . 21 The role of the teacher . 23 Teaching and learning strategies . 25 Activities . 28 Examinations and career options . 31 Emotional issues and developing self-esteem . 32 Creating effective home/school/health liaison . 34 Appendices . 35 Appendix 1: Issues for consideration Appendix 2: A whole school epilepsy policy Appendix 3: Staff INSET: Supporting pupils with epilepsy in mainstream schools Appendix 4: Record of seizures occurring during the school day Appendix 5: Individual Healthcare Plan for pupils with epilepsy Appendix 6: Materials to support personal, social and health education Bibliography . 43 Useful contacts . 44 3 Foreword This booklet is based on material produced by the Educational Service for Physical Disability (ESPD), the Special Educational Needs Support Service (SENSS) in Hull and a specialist paediatric epilepsy nurse. The information is for teachers and support staff for children of school age. It is intended to increase their knowledge and understanding of epilepsy and provide a guide to best practice for the support of pupils living with the condition. Between half and three quarters of pupils with epilepsy have seizures that can be controlled with medication. This booklet should help schools develop plans to support all pupils with epilepsy, but will be particularly useful for those pupils whose epilepsy is not under control. The booklet will also raise awareness of the possible educational implications of epilepsy and suggest strategies to overcome any difficulties. Introduction Research shows that children and young people with epilepsy can be disadvantaged at school, partly because many teachers and educational professionals are unaware of the impact that epilepsy can have on a child’s education. Some children miss out on significant periods of learning, are excluded from physical activities and experience social exclusion because of their epilepsy. Ultimately this can lead to disappointing academic results, impaired social development, restricted career opportunities and reduced quality of life. Some Local Authorities (LAs), teachers and other professionals have developed knowledge and expertise in supporting pupils with epilepsy. This resource draws on that existing expertise to help LAs develop better services and support for pupils with epilepsy. The terms “school” and “pupil” are used for convenience throughout this guide, although the content is applicable to other types of educational establishments and learners, such as colleges of further education and their students. The term “parent” implies any person or body with parental responsibility, such as a foster parent, guardian or local authority. 4 Some facts about epilepsy • Epilepsy affects about one in 279 children of school age in the UK. • Epilepsy is the most common serious neurological condition. • A single seizure does not normally indicate that a person has epilepsy (one in 20 individuals may experience a single seizure in their lifetime). • Epilepsy can affect anyone regardless of age, sex, ethnic origin or intelligence. • Every day about 75 people in the UK will be told that they have epilepsy. Definition Epilepsy is a neurological condition. It can be described as “a tendency for the brain to experience recurrent seizures during which total or partial consciousness is lost.” Seizures can happen in any part of the brain. As the brain is responsible for all the functions of our mind and body, what any person experiences during a seizure will depend on where in the brain the seizure is happening. Over 40 different types of seizures have been identified and a person may have more than one type. Seizures can be classified into two main groups: • partial seizures – involving epileptic activity in part of the brain; and • generalised seizures – involving epileptic activity in most or all of the brain. There are many types of epilepsy, including some epilepsy syndromes. (A syndrome is a group of signs and symptoms occurring together in a specific pattern). The different epilepsy syndromes are identified using the following criteria: • the type or types of seizures experienced; • the age at which the seizures started; • the person’s development or learning abilities; and • the results of an electroencephalogram (EEG) examination. An EEG records patterns of electrical activity in the brain and is an important tool in the diagnosis of epilepsy. 5 6 Seizures Seizures can be divided into two groups: generalised and partial (sometimes called ‘focal’). • In generalised seizures epileptic activity occurs across most or the whole of the brain and consciousness is lost. • In partial seizures epileptic activity is restricted to part of the brain (the ‘focus’) and consciousness may or may not be impaired. NB These seizure types can happen alongside one another, an episode may begin with a partial seizure which then becomes generalised across the whole of the brain (termed a ‘secondary generalised seizure’). This illustration shows the lobes of the brain and some of the possible symptoms occurring during seizures Frontal lobe (motor) Parietal lobe (sensory) Possible symptoms Possible symptoms • Uncontrolled jerking of one arm or leg • Tingling or warmth down one side of the body • Head and eyes turning to one side Temporal lobe (memory, emotions etc) Possible symptoms • Feeling of intense fear or happiness Occipital lobe (visual) • Vivid memory flashbacks Possible symptoms • Intense deja vu • Flashing lights, balls of light or colours in • Intense smells or taste one half of vision • Unpleasant sensation in the stomach 7 Types of seizure Generalised seizures In a generalised seizure, the epileptic activity affects both sides of the brain. There is a loss of consciousness, although in some cases this is very brief. Absence seizures (previously known as ‘petit mal’) This is one of the most common forms of childhood epilepsy. The pupil may look blank and stare, with possible twitching or blinking and a brief switching off lasting for a few seconds only. They may look pale but are able to continue normal activity almost immediately after the seizure has finished. NB Absence seizures can easily be mistaken for ‘day dreaming’. Action for absence seizures • Record the time of day and frequency (to see if a pattern emerges) and pass on to parents/doctor. • Reassure the pupil. • Note information that the pupil may have missed, and remind the pupil of the current task, if necessary. Tonic-clonic seizures (previously known as ‘grand mal’) This is the classic seizure of which most people are aware. The pupil loses consciousness, becomes stiff (the ‘tonic’ phase) and falls to the ground (with possible injury). They may gasp as air is expelled from the lungs in the initial muscle spasm. Upper limbs tend to be flexed and the child may stop breathing for a short time and become blue around the mouth. The ‘clonic’ phase that follows consists of short, sharp jerks caused by the muscles tightening and relaxing in turn. The pupil may be incontinent. Action for tonic-clonic seizures • Stay calm. • Protect the pupil from injury – remove sharp or hard objects nearby. • Place something soft under the pupil’s head, for example a cushion or coat. • Do not restrain or move the pupil unless they are in danger. • Do not put anything in their mouth or force anything between their teeth. • Aid breathing by gently placing them in the recovery position once the seizure has finished. • Stay with the pupil until you are certain the seizure is over. If the seizure lasts more than five minutes, call an ambulance or administer emergency treatment according to the individual healthcare plan. • Reassure and re-orientate the pupil. Tell the pupil that they have had a seizure and that they are safe. • Do not give them anything to eat or drink until they are fully recovered. • The pupil may need a period of rest/sleep at school or at home. Consider whether sending a pupil home is the only option, as they may be able to return to lessons within an hour or two. • Record that the seizure has happened and ensure parents have a copy of this record. This can aid diagnosis or influence treatment plans when the pupil visits the doctor. 8 Calling an ambulance Usually there is no need to call for medical assistance if a pupil’s seizure follows its usual pattern (where this is known). However, an ambulance should be called if: • you believe it is the pupil’s first seizure • a tonic-clonic seizure lasts for more than five minutes • one tonic-clonic seizure follows another without the pupil regaining consciousness between seizures • the pupil is injured during a seizure • the pupil may need urgent medical attention. Atonic seizures (or drop attacks) With this seizure there is a sudden loss of muscle tone and the child falls to the ground. Children with this type of epilepsy often wear a protective helmet to reduce the risk of head injury. This type of seizure is more common in children with additional neurological problems. Myoclonic seizures The term myoclonic comes from ‘myo’ meaning muscle and ‘clonic’ meaning jerk, Myoclonic seizures can affect the whole body, but are usually restricted to one or both arms and sometimes the head. As in absence seizures, the person is not conscious but the seizure is so brief that the person appears to remain fully conscious. Action for atonic and myoclonic seizures • Talk quietly and reassure the pupil. • Record time of day and number of seizures. • Check for injury and treat if necessary. • Give careful consideration to safety issues for these pupils. Partial seizures In a partial seizure, the epileptic activity affects just part of the brain.
Load more

Recommended publications
  • Unlocking the Brain
    epilepsytoday Issue 143 September 2019 • £4.25 (free to members) Rescued by first-aid Discover how Jane’s friends and family made a difference when she needed first-aid Also in this issue • Professor Mark Richardson talks next-gen seizure detection devices • Case studies on finding work and employment • Latest research findings from the GGE conference epilepsy feature technologies have shown to have the Unlocking same performance in predicting seizures. That is why we are very motivated to promote the investigation of new the brain devices that are less invasive. Matt Ng speaks to Professor Mark Richardson, Long-term head of neuroscience at King’s College London. beneath-the-skin Mark discusses a new type of device that could EEG provides revolutionise seizure prediction a remarkable opportunity The technology to predict seizures in provided with real-time feedback about people with epilepsy is still in its infancy. their current level of seizure risk, using to record EEG Previous efforts have involved electrodes the device’s coloured lights. continuously placed invasively in direct contact with the brain. However, there is a new The study found the method was safe approach that could lead the way in and provided a reliable indication of Q: What new technology is effective seizure prediction for many. seizure risk for some of the people, so being developed to do this now? the concept was effective. However, the A: With the NeuroVista we looked at Q: What technology has been need for electrodes inside the skull was putting electrodes inside the skull. This used in the past to predict found too invasive and unfortunately, the solution involves placing electrodes seizures in an individual person? NeuroVista system is no longer available.
    [Show full text]
  • Epilepsy and Communication
    fasic England Gloss ry Epilepsy and communication Epilepsy is a chronic disorder of the brain • Temporal Lobe epilepsy characterised by recurrent seizures, which affects • Dravet syndrome people worldwide (WHO, 2016). The World Health Organisation deKnes a seizure as a transient loss of There are a range of communication difficulties function of all or part of the brain due to excessive associated with epilepsy. For some people, electrical discharges in a group of brain cells. Physical, communication difficulties can become more sensory or other functions can be temporarily lost. pronounced at times immediately before, during or after seizure activity. Epilepsy affects 1 in 177 young people under the age of 25 so there are around 112,000 young people with Communication difficulties may include: epilepsy in the UK (Joint Epilepsy Council, 2011). In 75% • Comprehension difficulties: Children may Knd it of people, seizures are well controlled with medication hard to understand what others are saying to but 25% continue to have seizures despite treatment. them or what is expected of them, and may struggle to understand environmental cues, daily Epilepsy can be linked with learning, behavioural and routines or activity sequences. speech and language difficulties. This is increasingly • Attention and listening difficulties: Children recognised and the risks are greater if epilepsy occurs may have difficulties in attending to spoken before 2 years of age. Parkinson (1994) found that language, or to an activity. from a small study of children referred for assessment of their epilepsy, 40% had undiagnosed language • Expressive difficulties: It may be hard for impairment of varying degrees of severity.
    [Show full text]
  • Best Practice Guidelines for Training
    Best practice guidelines for training professional carers in the administration of Buccal (Oromucosal) Midazolam for the treatment of prolonged and / or clusters of epileptic seizures in the community Safe & Effective | Kind & Caring | Exceeding Expectation Epilepsy Nurses Association (ESNA) June 2019 1. Foreword One of the most important components of epilepsy care is the pre-hospital community management of prolonged or repeated seizures, which, if untreated, can increase the risk of status epilepticus. Convulsive status epilepticus is a medical emergency requiring admission to hospital and has a mortality rate of up to 20 per cent. Effective management of seizures in the community in people at high risk of status epilepticus could significantly reduce mortality, morbidity and emergency health care utilisation. The Joint Epilepsy Council issued guidance until it was disbanded in 2015, leaving a vacuum in the review and update of clinical guidelines. Unfortunately, the clinical processes ensuring the safety and consistency of buccal midazolam usage demonstrates considerable heterogeneity. There are no current guidelines, standards or pathways to ensure the safety of all involved in the process i.e. patient, carer or professional. ESNA is an organisation principally formed by nurses with an interest in epilepsy. Most ESNA members support or complete training for buccal midazolam to ensure core competencies are up to date and patient safety is protected. ESNA is joined by the International League Against Epilepsy (British Chapter) and the Royal College of Psychiatrists (ID Faculty) as the other principal specialist clinical stakeholders with an interest to ensure governance in this complex care area is addressed robustly. ESNA has collaborated with the ILAE and the Royal College of Psychiatrists to produce updated buccal midazolam guidance.
    [Show full text]
  • Epilepsy Specialist Nurses the Evidence (ESPENTE): a Systematic Mapping Review
    Epilepsy Specialist Nurses The Evidence (ESPENTE): a Systematic Mapping Review Fiona Campbell, Katie Sworn, Andrew Booth, Markus Reuber, Richard Grünewald, Carina Mack, Jon M Dickson c/o ScHARR, Health Economics and Decision Science, University of Sheffield, Regent Court, 30 Regent Street, Sheffield. S1 4DA 8th July 2019 Epilepsy Specialist Nurses – A Mapping Review of The Evidence Foreword Epilepsy Specialist Nurses (ESNs) have been called ‘the glue that connects services to people with epilepsy’. Guidelines, such as those produced by the National Institute for Health and Care Excellence (NICE) and Scottish Intercollegiate Guidelines Network (SIGN) in the UK highlight the importance of ESNs to the care of people with epilepsy. They are in an ideal position to act as an expert resource and point of first contact for patients, carers and professionals alike. ESN roles are diverse across the three main sub-specialties: adult, paediatrics and learning disability. ESN involvement in epilepsy surgery pathways and multi-disciplinary teams has been identified as essential. Despite this, ESNs are still seen as an expensive luxury in some areas, with wide, geographical discrepancies in UK service provision. Documents such as the ESN Competencies, developed by the Epilepsy Nurses Association (ESNA), describe the skills of nurses with different levels of knowledge and experience, in order to provide commissioners and (particularly new) ESNs with a greater understanding of the role. The ESPENTE study creates much needed context to the argument for the development of the ESN as an integral part of the care provided to people with epilepsy, their family and carers. It provides a critical review of the available evidence and, most importantly, highlights the limitations of the current, published literature, while identifying priorities for future studies.
    [Show full text]
  • ICTALS2019 the Epilepsy Journey
    ICTALS2019 The Epilepsy Journey 2-5 September In partnership with Abstract book This conference is supported by a grant from the American Epilepsy Society ICTALS2019 The Epilepsy Journey Foreword The International Conference for Technology and Analysis of Seizures, 2019 (ICTALS2019) aims to bring together neurologists, neuroscientists, researchers from quantitative disciplines and people with lived experience of epilepsy in order to work as a community to advance our understanding of epilepsy and develop practical ways to improve diagnosis and treatment. The theme for this year’s conference is: The Epilepsy Journey: from first seizure to treatment and beyond. We will emphasise how advances in our understanding of the dynamics of brain networks can be used to make a difference to people with epilepsy at all points of their journey: from elucidating the causes of the first seizure to diagnosing epilepsy, understanding how ictogenic networks give rise to recurrent seizures and how this insight can inform personalised treatment. To encourage this focus on the whole epilepsy journey we seek to include all relevant communities. In addition to discussions on current scientific, clinical and technological advances, we will take steps to increase accessibility for people with lived experience of epilepsy. Dates: Monday 2 September 2019 - Thursday 5 September 2019 Venue: University of Exeter, Streatham Campus, Xfi Building Conference website: http://ex.ac.uk/ictals2019 Contact the organisers: [email protected] ICTALS2019 The Epilepsy Journey Partners We are partnering with charities Epilepsy Research UK and Epilepsy Action and Alliance for Epilepsy Research. Sponsors This event would not be possible without the generous contributions from our generous sponsors UCB, the Epilepsy Foundation, NeuraLynx, and Liva Nova.
    [Show full text]
  • Epilepsy Syndromes E9 (1)
    EPILEPSY SYNDROMES E9 (1) Epilepsy Syndromes Last updated: September 9, 2021 CLASSIFICATION .......................................................................................................................................... 2 LOCALIZATION-RELATED (FOCAL) EPILEPSY SYNDROMES ........................................................................ 3 TEMPORAL LOBE EPILEPSY (TLE) ............................................................................................................... 3 Epidemiology ......................................................................................................................................... 3 Etiology, Pathology ................................................................................................................................ 3 Clinical Features ..................................................................................................................................... 7 Diagnosis ................................................................................................................................................ 8 Treatment ............................................................................................................................................. 15 EXTRATEMPORAL NEOCORTICAL EPILEPSY ............................................................................................... 16 Etiology ................................................................................................................................................ 16
    [Show full text]
  • Epilepsy February 15, 2007 the World’S Most Common Serious Neurological Disorder
    EPILEPSY FEBRUARY 15, 2007 THE WORLD’S MOST COMMON SERIOUS NEUROLOGICAL DISORDER AN INDEPENDENT SUPPLEMENT FROM MEDIAPLANET ABOUT EPILEPSY, DISTRIBUTED WITHIN THE TIMES 2 AN INDEPENDENT SUPPLEMENT FROM MEDIAPLANET ABOUT EPILEPSY, DISTRIBUTED IN THE TIMES CONTENTS Epilepsy – an individual condition p. 4 Finally seizure free p. 5 Diagnosis p. 6 Epilepsy in children and young people p. 7 Epilepsy in women p. 8 Living with epilepsy p. 9 Brain imaging & epilepsy p.10 Genetics research p.12 A global perspective p.13 SUDEP p.13 Therapies & treatment options p.14 Helen Hollis – liberated by surgery p.15 Vagus nerve stimulation p.16 Coping with memory loss p.16 Government initiatives p.17 Economic burden p.17 Who looks after your epilepsy? p.18 Welcome to Epilepsy Resources & helplines p.19 Epilepsy is the most common serious disorder that affects the brain. One are likely to have adverse effects or not. The combination of sophisticat- person in 20 will have an epileptic seizure sometime in their life and 50 ed brain imaging and genetic analysis, with the traditional tools of a per 100,000 people develop epilepsy every year. In the UK, this translates detailed clinical history, video recording of seizures and study of the to 450,000 having epilepsy at the present and 30,000 developing it every brain’s electrical rhythms with the electroencephalogram (EEG) are now year. Whilst two thirds of those who develop epilepsy have the condition allowing us to individualise therapy for each person so they have the www.mediaplanetgroup.co.uk controlled with medication, the remainder do not do so well and continue best possible chance of control of their epilepsy without side-effects to have seizures.
    [Show full text]
  • 3D Movies and Risk of Seizures in Patients with Photosensitive Epilepsy
    Seizure 21 (2012) 49–50 Contents lists available at SciVerse ScienceDirect Seizure journal homepage: www.elsevier.com/locate/yseiz Short communication 3D movies and risk of seizures in patients with photosensitive epilepsy Manish Prasad a,*, Michelle Arora b, Ishaq Abu-Arafeh c, Graham Harding d a Queens Medical Centre, Nottingham University Hospitals, Derby Road, Nottingham NG7 2UH, United Kingdom b Paediatric Intensive Care Unit, Royal Hospital for Sick Children, Edinburgh EH9 1LF, United Kingdom c Department of Paediatrics, Forth Valley Royal Hospital, Larbert, Stirlingshire FK5 4WR, United Kingdom d Neurosciences Institute, Aston University, Birmingham B47ET, United Kingdom ARTICLE INFO ABSTRACT Article history: 3D television (TV) and cinema have experienced a recent surge in popularity aided in part by the success Received 27 June 2011 of films such as ‘‘Toy Story 3’’ and ‘‘Avatar’’. In parallel with this trend there have been increasing Received in revised form 25 August 2011 concerns about the safety of 3D TV and cinema for patients with photosensitive epilepsy. General Accepted 26 August 2011 practitioners, paediatricians and neurologists are being consulted about their opinions on the risk of triggering a seizure. Keywords: Photosensitive epilepsy occurs in 1 in 4000 of the population but the incidence is higher in people Photosensitive epilepsy aged 7–19 years. We found little evidence in the literature and confusing advice on various websites. We Liquid crystal display (LCD) discuss this evidence in an attempt to clarify the advice that health professionals should be giving on this Cathode ray tube (CRT) television issue. We conclude that 3D cinema and television are only unlikely to trigger seizures in patients with non- photosensitive epilepsy.
    [Show full text]
  • Epilepsy Action Day at Queen's Park
    Epilepsy Action Day at Queen’s Park March 6th 2012 Who we are Dedicated to promoting independence and optimal quality of life for children and adults living with seizure disorders, by promoting information, awareness, support services, advocacy, education and research EPILEPSY PETERBOROUGH & AREA EPILEPSY WATERLOO-WELLINGTON SEIZURE & BRAIN INJURY CENTRE 2 Who we are • Approximately 10,100 people are served by epilepsy agencies in Ontario through a variety of supports and services including (but not limited to): – Support and information via phone, online and walk-ins – Brochures in doctor offices – School advocacy/education – Referrals to other community supports (community connectors) – Public education displays / newsletters/ social media – Employer advocacy – Seizure First Aid training – Support groups/peer support/counselling/social (psychosocial) • Contributions of nearly 2,000 volunteers • Our collective budgets are shoestring at $2,963,000 - average budget is about $100,000 (excluding Epilepsy Toronto at $1,300,000) 3 What is Epilepsy? What is Epilepsy? A group of disorders of the central nervous system (brain), characterized by recurrent unprovoked seizures What is a Seizure? – Occurs when normal electrical balance in the brain is lost – nerve cells misfire, firing at abnormally higher frequencies – Convulsions are the physical effects of these sudden, brief, uncontrolled bursts of abnormal electrical activity – Type of seizure depends on which area of the brain is involved – May experience an alteration in behaviour, consciousness,
    [Show full text]
  • BPNA Epilepsy Interest Group
    British Paediatric Epilepsy Group (BPEG) Meeting 22ND October 2010 9.30am-4pm Sky2 6th floor The Evelina Children’s Hospital London Agenda Chair: Tim Martland Secretary: Sarah Aylett Apologies: Ruth Williams, Chris Rittey,Phil Jardine, Ronit Pressler, Ailsa McLellan, Colin Ferrie, Kamath Tallur, Tony McShane, Karine Lascelles, Alasdair Parker, Martin Kirkpatrick, Santosh Mordekar, Nitishkumar Vora, Robert Robinson, Jayesh Patel, Richard Appleton,Rachel Kneen, Deirdre Peake, Dr Amy McTague, Andrea Whitney, William Whitehouse, Brian Neville, Penny Fallon, Sophia Varadkar, Antonia Clarke, Sunny Philip. Attendees: Deb Pal, Elaine Hughes, Colin Dunkley, Ruby Schwartz, Leena Mewasingh, Stefano Seri,Helen Cross, , Archana Desurkar, Helen Basu, Andrew Lux, Sushma Goyal, Krishna Das, Zenobia Zaiwalla. 1.Minutes of meeting 17.6.10 agreed as accurate 1.PET courses- presentation update from Colin Dunkley. Developing: PET Foundation Group, exploring feasibility of EEG PET and International PET. All bookings now made on PET website and information of course availability there. Survey of PET courses carried out using Survey Monkey. 382 responses., generally very positively rated. Need to address how to maintain quality of courses and how to promote courses (particularly PET1). Have now produced publications for PET 1. May be helpful to apply APLS model of ensuring through the Deaneries and Trusts that all involved in managing children with epilepsy require PET training (as applies to APLS for paediatric training). 1 PET 3 28-29.3 11 at Edinburgh. Includes SCNAI, Glut 1, malformations of cortical epilepsy, Angela Vincent, Olivier Dulac and two debates. Programme following from the BPNA. 2. Epilepsy 12 Audit Tool Update from Colin Dunkley (see presentation) Full methodology document is on RCPCH website.
    [Show full text]
  • Epilepsy Services for People with Learning Disabilities
    Making reasonable adjustments to epilepsy services for people with learning disabilities Making Reasonable Adjustments to Epilepsy Services for people with Learning Disabilities About Public Health England Public Health England exists to protect and improve the nation's health and wellbeing, and reduce health inequalities. It does this through world-class science, knowledge and intelligence, advocacy, partnerships and the delivery of specialist public health services. PHE is an operationally autonomous executive agency of the Department of Health. About Improving Health and Lives Improving Health and Lives (IHaL) was set up in April 2010 to provide high quality data and information about the health and healthcare of people with learning disabilities. The information helps commissioners and providers of health and social care to understand the needs of people with learning disabilities, their families and carers, and, ultimately, to deliver better healthcare. IHaL is a collaboration between Public Health England (PHE), the Centre for Disability Research at Lancaster University and the National Development Team for Inclusion. Since April 2013, IHaL has been operated by PHE. Public Health England Wellington House 133-155 Waterloo Road London SE1 8UG Tel: 020 7654 8000 www.gov.uk/phe Twitter: @PHE_uk Facebook: www.facebook.com/PublicHealthEngland Prepared by: Anna Marriott and Janet Robertson For queries relating to this document, please contact: [email protected] 2 Making reasonable adjustments to epilepsy services for people with learning disabilities © Crown copyright 2014 You may re-use this information (excluding logos) free of charge in any format or medium, under the terms of the Open Government Licence v2.0.
    [Show full text]
  • Memory and Epilepsy a Self Help Guide for Improving Memory Functioning in People with Epilepsy
    Memory and epilepsy A self help guide for improving memory functioning in people with epilepsy Produced by Epilepsy Action in association with the University of Liverpool. Professor Gus A Baker epilepsy.org.uk Epilepsy Action Helpline: 0808 800 5050 Epilepsy Action – together we can change lives Together we can help more people gain the knowledge and confidence to live better with epilepsy. We can raise awareness, so that more people understand epilepsy. Together we can: • Provide expert information and advice, so everyone affected by epilepsy can get the support they need to live better with epilepsy • Run local events and support groups, so that fewer people have to face epilepsy alone • Campaign to help make sure health services and national policies take into account the needs of everyone living with epilepsy It’s only donations like yours that make this life-changing work possible. Please donate today. Text ACT NOW to 70700 to give £5 (message will cost £5 plus your usual cost of sending a text, Epilepsy Action will receive 100% of your donation). You can also join Epilepsy Action and add your voice to the UK’s biggest epilepsy movement. Together we can campaign for change, support each other and fight for a better future. Find out more by calling the Epilepsy Action membership team on 0113 210 8800 or visit epilepsy.org.uk/join Thank you. 2 Memory and epilepsy Contents Introduction 4 What is memory? 4 What causes memory problems? 6 Memory difficulties in people with epilepsy 8 How are people with memory problems affected? 10 How are memory problems assessed? 11 Tips for improving memory 12 Specific memory problems 18 Summary 25 Hints for helpers 26 How to contact us 31 Epilepsy Action Helpline: 0808 800 5050 epilepsy.org.uk 3 Introduction It is widely recognised that people with epilepsy commonly complain about memory problems.
    [Show full text]