Abstract
IntroductionThe analysis of the representations of the health of their students by teachers is key to the understanding of the attitudes and behaviors that, in general, take place inside the school community and the educational processes. In fact, social attitudes by teachers and individual within the school environment are often the result of simple categorization and stereotypes, which hinder the process of evolutionary change.AimsOn these premises it was necessary to investigate the level of knowledge of the epilepsy syndrome, the representations by a group of teachers of the quality of life of people with epilepsy and the representations of the interpersonal relationships between students with epilepsy and their classmates.MethodologyWe used an ad hoc questionnaire, with 33 multiple choice answers, focusing on these variables: work seniority, experience with epileptic students, special education or main teacher.ParticipantsThe sample consisted of 113 female teachers with a mean age of 44.4.ResultsThere aren’t significant differences between the answers of special education and main teachers: a) teachers with work seniority > 11 years showed a more than adequate knowledge of information about epilepsy. Moreover, in case of seizure in the classroom, first aid is to call an ambulance rather than administering rescue drugs; b) teachers, who have had a real experience, represent the epileptic student as more limited in the possibilities of getting married, having children, finding a job, and practising a sport; c) teachers, who have had a student with epilepsy don’t report interpersonal relationships with his/her classmates as being difficult. Moreover, they claim to have inadequate knowledge of the educational strategies needed to integrate the epileptic student with his/her classmates; d) there are some different answers for primary school teachers and for secondary school teachers.ConclusionsTeachers demonstrate inaccurate information about epilepsy, its impact in educational contexts and management of seizures in the classroom. Also, critical areas have emerged indicating efforts should focus on education, sharing the role of teacher, awareness and integration in the class group.
Highlights
The analysis of the representations of the health of their students by teachers is key to the understanding of the attitudes and behaviors that, in general, take place inside the school community and the educational processes
Critical areas have emerged indicating efforts should focus on education, sharing the role of teacher, awareness and integration in the class group
As to the information and knowledge on epilepsy, the teachers having over 10 years of work experience (73 %) demonstrated a more than adequate knowledge on epileptic disorder (Fig. 1)
Summary
The analysis of the representations of the health of their students by teachers is key to the understanding of the attitudes and behaviors that, in general, take place inside the school community and the educational processes. Epilepsy is "a disorder of the brain characterized by an enduring predisposition to generate epileptic seizures and by neurobiological, cognitive, psychological and social consequences of this condition" [1, 2]. Oftentimes, people with epilepsy are not accepted in class just because others (both classmates and teachers) are afraid to witness the sudden loss of self-control This can result in a real social rejection [11]. The social stigma associated to epilepsy, which seems to be the most serious and persistent aspect of this disease, is often a serious "handicap" for people living with this condition [12] This prejudice, influenced by incorrect beliefs and inadequate information about the disease, even on behalf of teachers [13] are quite frequent. Individuals with epilepsy often face different social problems within the school environment, frequently caused by a negative approach towards them [14, 15]
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