ANA FILIPA LOPES, JOSÉ PAULO MONTEIRO, MARIA JOSÉ FONSECA, CONCEIÇÃO ROBALO & MÁRIO R. SIMÕES
The purpose of the present study was to describe the school achievement, assessed by teacher ratings, of children and adolescents with common childhood epilepsy syndromes. In addition, the influence of epilepsy related variables, like type of epilepsy [Frontal Lobe Epilepsy (FLE); Childhood Absence Epilepsy (CAE); Benign Epilepsy with Centro-Temporal Spikes (BECTS)], age at epilepsy onset, duration of active epilepsy, frequency of seizures and treatment on school status and school results was investigated. School status and school results for Portuguese and Maths as reported by teachers were examined in 90 children with epilepsy (30 FLE, 30 CAE, 30 BECTS). 30% of these children were receiving support from special education services and 18% had at least repeated one year at school. Children with a longer duration of active epilepsy were more likely to be receiving support from special education services, to have at least repeated one year at school and to have lower classifications on Portuguese and Maths. It is important that children with a longer duration of active epilepsy are targeted as soon as possible for neuropsychological assessment in order to establish effective remedial education plans.
frontal lobe epilepsy; childhood absence epilepsy; benign epilepsy with centrotemporal spikes; school performance.
Aceder ao Artigo em PDF