Translating Assessment into Effective School Services for Students with Epilepsy

Abstract

Children and adolescents with epilepsy are at increased risk of academic underachievement compared with siblings and healthy peers. Studies suggest that approximately 17 to 30% of children with epilepsy have intellectual disabilities; however, the heightened risk for academic difficulties has been shown in multiple samples of children with epilepsy, including those without intellectual disabilities, and also in children whose epilepsy is well controlled. Notably, learning problems are often identified before the first presenting seizure and are thought to reflect the underlying brain condition. Academic underachievement is most likely multifactorial, resulting from the impact of neurological, seizure, neuropsychological, medication, consistency of school attendance, and psychosocial variables. Several federal statutes ensure that all children in the United States have access to a free and appropriate public education. Despite the knowledge that children and adolescents with epilepsy are at high risk for poor school performance, many do not receive services. Neuropsychological evaluation can help inform appropriate direct services, educational goals, modifications, and accommodations within the school setting. Translation of evaluation findings into recommendations for effective educational programming and helping school personnel understand the unique needs of the children and adolescents with epilepsy will allow for informed school team decisions regarding how to promote academic success.