re

Resons for poor memory

Allergy

Diet

Environment / Toxicity

Hormones

Infections

Metabolic

Nutrients
Organ Health

Respiratory

Tumors, Malignant

Uro-Genital

Epilepsy in the classroom

Safety
If a student has a type of seizure where they fall to the ground, they may knock against furniture or hard surfaces. Padding on hard corners
and surfaces could help, as well as seating them where there is more space around them.

Some subjects such as science and cookery may need restriction for reasons of safety. However, the way epilepsy affects each student
should be assessed on an individual basis, including seizure type, warnings, frequency and pattern. This information would be available from
the student themselves, as well as their parents or carers and epilepsy specialist doctor or nurse. more information

Learning and behaviour

Most students with epilepsy are just as capable of learning as other students and some are high achievers. Some students with epilepsy
have behavioural problems and/or learning difficulties, some do not. Possible causes of behavioural/learning difficulties include: frequent
and/or prolonged seizures, damage to the brain, side effects from medication and sub-clinical seizure activity. As with any other student,
psychological and social factors may also affect behaviour and learning. more information

Memory
It is not uncommon for students with epilepsy to complain of a poor memory and the reasons for this
may vary. Damage to the part of the brain responsible for memory or on-going epileptic activity in that
area may be responsible. Some of the ‘older’ anti-epileptic drugs may cause a slowing of the mental
process and subsequent memory problems. This is more likely to happen if the drug is taken in high
dosages and/or over a long period of time. more information

Exams
Some students with epilepsy may be entitled to extra time in external exams, as a reasonable
adjustment under the Disability Discrimination Act. It is important for schools to be aware of this, make
sure that students, parents and carers know the situation, and apply in good time to the relevant exam boards. An epilepsy specialist
healthcare professional may be able to give some advice and support on whether extra time is

Stress
Students with epilepsy may experience stress at school, and stress can be a trigger for seizures. Several factors can influence the levels of
stress experienced at school, for example making sure that young people know whether they are entitled to extra time in exams, and making
sure that staff are trained and understand the individual needs of a student with epilepsy.
The Disability Discrimination Act
The Disability Discrimination Act (DDA) is a law that makes it illegal to discriminate against disabled people in many areas of life, including
education. Students with epilepsy are covered by this Act. In addition to ensuring that discrimination does not occur, it may be necessary to
make adjustments for them. Reasonable adjustment may mean providing an LCD or TFT computer for a student with photosensitive epilepsy
or giving priority accommodation to a student with on-going seizures.

Teaching epilepsy awareness

Personal, social, health and education (PHSE) or science lessons can be good opportunities to make students aware of epilepsy and its
effects. This can be done without referring to an individual student with epilepsy, but if they are happy to talk about their experiences this can
be very valuable.

Article11:

By: Jean Cheng Gorman (1999)

http://www.ldonline.org/article/Understanding_Children's_Hearts_and_Minds:_Emotional_Functi
oning_and_Learning_Disabilities

Understanding Children's Hearts and Minds: Emotional Functioning and Learning

Disabilities

in this article,In his study of general and special education teacher and author (1994)
found that "the regular class teachers' rating of social competence (of students with
and without learning disabilities) proved to be the best single discriminator [of social-
affective variables, showing that these teachers should be counted on to determine
who may or may not need social skills instruction" (p. 277)

Educators should be cognizant of the different types of social and affective problems
they are likely to confront in students with learning disabilities. (p. 277)

Inevitably, a combination of interactions between emotional issues and learning

disabilities may be at work in any given situation, and it may be impossible to
definitively identify the causes of poor performance or inappropriate behavior.
Nevertheless, having a clear understanding of the different mechanisms of interaction
can be helpful in selecting priorities and strategies for intervention.

Article12:
file:///I:/Behavioral%20Determinants%20of%20Healthy%20Aging
%20%20Good%20News%20for%20the%20Baby%20Boomer
%20Generation.htm

Behavioral Determinants of Healthy Aging: Good News for the Baby Boomer
Generation

Abstract:

The first of the Baby Boomer generation will officially enter the beginning of old age in 2011 by turning 65. Recent research findings suggest
that if the members of this cohort group engage in certain healthy behaviors and thought patterns in their middle years, they will experience
a vital, satisfying life in their 70s and beyond. This article reviews the existing literature, including the results of longitudinal studies showing
variables that predicted successful aging. Focusing on a lifespan psychology perspective of aging, the authors provide behavioral
recommendations for middle age individuals that are likely to prevent disease-related disability, cognitive impairment, and late life
depression. These include regular physical exercise, engaging in cognitively stimulating activities, maintaining an optimistic mental outlook,
and finding meaning in life. The good news for the Baby Boomers is that there is increasing evidence that their behavior at age 50 will impact
how they feel at age 80.