Understanding of Epilepsy by Children and Young People with Epilepsy

Autor/inn/en	Lewis, Ann; Parsons, Sarah
Titel	Understanding of Epilepsy by Children and Young People with Epilepsy
Quelle	In: European Journal of Special Needs Education, 23 (2008) 4, S.321-335 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
Schlagwörter	Epilepsy; Seizures; Young Adults; Methods; Educational Experience; Teaching Methods; Mainstreaming; Inclusive Schools; Special Needs Students; Student Attitudes; Teacher Attitudes; Student Needs; Interviews; Children; Adolescents; Self Esteem + Suchen Sie Ihr Suchwort? Epilepsie; Anfallsleiden; Young adult; Junger Erwachsener; Method; Methode; Bildungserfahrung; Teaching method; Lehrmethode; Unterrichtsmethode; Inclusive school; Integrative Schule; Sonderpädagogischer Förderbedarf; Schülerverhalten; Lehrerverhalten; Interviewing; Interviewtechnik; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Self-esteem; Selbstaufmerksamkeit
Abstract	There is a striking dearth of studies focusing sensitively and in depth on the mainstream educational experiences of children with epilepsy, as viewed by those children themselves. The one-year project (2006-7) reported here addresses that gap. Children's perceptions about mainstream teachers' understanding of epilepsy and school-based needs are particularly interesting and this work breaks new ground in that connection. The authors report findings from two complementary qualitative methods of data collection: (1) an e-survey of 44 self-selected children and young people with epilepsy, and (2) interviews (mainly individual) in mainstream schools with 22 children/young people with epilepsy. Overall, the children and young people (aged 7-18) were clear about the nature of their condition, including seizures. For many, there was an implicit reluctance in accepting epilepsy as a "part of them"; self-reported feelings of secrecy, stigma and shame abounded. This had repercussions for how schools were seen to need to respond with sensitivity and knowledge-based understanding. Taking a qualitative methodological approach revealed important insights into complex concepts like stigma in the school context. This was illustrated in children and young people's readiness to talk about their feelings of "difference" in relation to others when given the opportunity to do so sensitively. The findings have important implications for how schools and services work in a genuinely fully inclusive way with children and young people who have epilepsy. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10