Neurological+Impairments

​​​EPILEPSY
 * Epilepsy is a neurological disorder that results in seizures, produced by hyperactivity and brief electrical disturbances in the brain.
 * Seizures vary fro [[image:brain.jpg align="left"]] m one person to another and in severity
 * A seizure may appear as: a brief stare, a change of awareness, or a convusion
 * There are several types of seizures: Generalized, Absence, Simple Partial, Complex Partial (see our course text: Smith, Pollway, Patton et al. p 261)
 * Seizures can be controlled by medical therapy (Anti-seizure medications, anti-epileptic drugs (AED's)

What Teachers Should know :
 * Only a small number of children with seizure disorders require special education, however, some children may require special education services.
 * Some students with epilepsy may need to be designated as "exceptional pupils" by their school board (therefore, need an IEP).
 * Although the child may have average or above average intelligence, their performance may be adversely affected by: Absence seizures which disrupt learning (gaps in knowledge), side-effects from medications, side-effects from seizures (memory problems), poor school attendance due to seizures or medical appointments and psychosocial effects (ie. poor self image).
 * If you have a student with epilepsy in your class, contact the parents and find out as much information as you can regarding seizures, medications, concerns, etc.
 * First-Aid concerns: know what to do when a child has a seizure and always remain calm! See our course text (Smith Pollway, Patton et al. p.261) for more detailed steps to take when dealing with a seizure.
 * Be aware of the medications the student takes and what the side-effects are.
 * Always display a calm and open attitude and ensure the child with epilepsy feels accepted.
 * Prepare the class regarding what to expect from seizures and how to deal with one (be sure to contact the parents and student before you make a presentation on this, it is possible the student does not want to be singled out or the parents/student only wish for certain information to be disclosed)

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Accommodations/Modifications: TOURETTE SYNDROME​
 * Provide routine and structure; establish routines that can get the student back on track after a mild seizure.
 * Some children are tired and may need to sleep or rest after a seizure: allow students to do this (many schools have a first aid room, or a space where this is possible)
 * Maximize the amount of instructional time, by keeping the student in the classroom if possible (the student may be able to simply listen or participate in easier tasks).
 * Use repetition and direct instruction if the student has difficulties concentrating or retaining new information.
 * Allow use of calculators/computers and various assistive technology to aid students with memory difficulties.
 * Be flexible with due dates and timed assignments; students with epilepsy may be disrupted by a seizure and cannot complete activities; postpone tests
 * Use a "buddy system" or some form of peer helping
 * Keep classroom floor and areas clear of clutter (in case of seizures)
 * Use of graphic organizers to aid with memory and organization
 * [[image:brain2.jpg width="435" height="298" align="right"]] Tourette Syndrome (TS) is a neurological disorder, caused by a chemical abnormality that disrupts messages between the nerve cells in parts of the brain.
 * Results in motor and verbal tics and also can include inappropriate laughing, involuntary vocalizations, aggressive behaviours, rapid eye movements, and can also sometimes include intellectual disabilities.
 * Students with TS may also have added learning disabilities such as AD/HD and Obsessive Compulsive Disorder (This is sometimes labelled as TS+).

Students with TS may have:
 * Social and emotional difficulties media type="youtube" key="stqwpTivQPw" height="344" width="425" align="right"
 * Anxiety and depression
 * Task-avoidance
 * Self-Consciousness about unpredictable behaviour

What Teachers Should Know:
 * Learning plans and IEP's should consider the many dimensions of TS, including physical, social-emotional, medical and psychological needs.
 * Develop IEP's collaboratively and involve parents, even if there are no behavioural or learning problems: Parents can often be unaware of teachers concerns and vice-versa)
 * Useful to inform class members about conditions of symptoms of TS (ensure that student and parent agrees with this first!)
 * Provide positive encouragement; understand the loss of concentration that comes with TS
 * Be aware of any medication the student takes or may be beginning to take

Accommodations/Modifications:
 * Students with TS need: Positive encouragement; ignore tics, understand loss of concentration that comes with TS, and students may need more one-on-one help.
 * Offer more time on tests (untimed)
 * Allow student to leave classroom occassionally (for tension and tic release)
 * Be flexible with deadlines
 * Offer short breaks
 * Allow oral presentations to be tape recorded
 * Provide visual and auditory instructions; give step by step instructions
 * Modify or reduce task requirements as activities may take longer to complete
 * Have a parent or a peer scribe work
 * Allow for use of computer
 * tape recorders/computers for reading and writing problems
 * Allow movement around the room
 * Break assignments into smaller parts