This document discusses epilepsy, providing definitions and descriptions of common seizure types such as grand mal, petit mal, myoclonic, akinetic, and psychomotor seizures. It outlines potential causes of epilepsy including brain injuries, genetic factors, infections, tumors, and substance abuse. Triggers of seizures like stress, flashing lights, sleep deprivation are mentioned. Safety measures during seizures are provided. The document advises teachers to accept epileptic students, avoid stigma, and provide appropriate support and challenges to help their academic achievement. Discussing epilepsy with other students is important to gain understanding and help during seizures.

1. EPILEPSY
BY PUSELETSO KHOHLOOA

2. ABOUT MYSELF
I am Puseletso Khohlooa . A third year student-teacher
at Lesotho College of Education Thaba-Tseka campus. My
presentation is based on Epilepsy.

3. WHAT IS EPILEPSY?
 Is a chronic neurological disorder characterized by recurrent epileptic
seizures. Brain injury and genetic abnormalities underlie this disorder.Engel.J
Jr(1989)Seizures and epilepsy
 A tendency to current fits or seizures. these result from disturbance in
normal electrical activity of the brain. The nature of fit will depend on the
part of the brain first affected, and when on where and how fast the
disturbance spread.
 Hanser WA and Hesdoff.DC(1990)Epilepsy :Frequency,causes and
consequences.New York;Demos

4. COMMON TYPES OF FITS:
MAJOR OR GRAND MAL
 The child may cry out
 Lose consciousness and fall to the ground
 A stiff stage is followed by jerking or convulsion
 The lips may turn blue
 The mouth often fills with saliva which may be blood stained if the or cheeks have been
bitten
 During a fit which may last several minutes, the child is unaware of what is going on.

5. COMMON TYPES OF
FITS(CONT.)
Consciousness is regained spontaneously, the child may be dazed and confused for a
time, have a bad headache and need to rest or sleep.
Fell recovery rarely takes longer than an hour, often much less.

6. COMMON TYPES OF FITS
 MINOR OR PETIT MAL
 The child easily be mistaken for a day
 The child is seen to stop suddenly and stare into space
 Slight movement of eyelids may detected
 The attacks can occur dozens of times a day and can to serious
learning difficulties

7. COMMON TYPES OF FITS
 MYOCLONIC SEIZURES
 They child experiences jerks or contradiction of the muscles
which may be severe enough to throw them with a loud thud.
 This is a moment loss of consciousness.
 The recovery is quick, unless the child has injured himself ,and
there is no period of confusion afterwards.

8. COMMON TYPES OF FITS
AKINETIC SEIZERES;
 The child`s muscles suddenly relax, causing him to drop
instantly to the ground
 There is a brief loss of consciousness but recovery is almost
immediate

9. COMMON TYPES OF FITS
PSYCHOMOTOR ATTACK:
The child appears to remain conscious but may be unable to communicate
 Actions seem inappropriate and may include lip smacking, clutching at clothing
and head turning.
 On recovery ,the child may be confused and agitated.
 The attacks may sometimes turn into a grand mal seizure`

10. CAUSES OF EPILEPSY
 Scarred brain tissue(resulting from head injury at birth, in an accident or from
battering.
 Brain damage caused by infections and fevers , tumors or low blood glucose or
calcium levels.
 Sometimes causes are unknown.
 Drug abuse or alcohol misuse
 Lack of oxygen during birth

11. THINGS THAT MAY TRIGGER FITS
 Boredom
 Anxiety
 Sudden loud noise
 Bright or flashing lights
 Failure to take medication
 Too much medication
 Some girls have seizures
 Lack of food or sleep
 Some girls have seizures just before their monthly periods

12. SAFETY MAJORS DURING SEIZURES
 Do not force anything into the mouth or attempt to give
anything to drink
 As soon as possible ,turn the child on his or her side into the
shock recovery position so that the mouth can drain off saliva,
blood or vomit.
 Pressure the child during the period of confusion that follows
the regaining of consciousness.
 Give the child the opportunity to rest.
 Let the parent know that the child had fit.

13. HOW CAN A TEACHER ASSIST A CHILD WITH FITS:
 Accept the child fit as an ordinary classmate.
 Explain Epilepsy to the child and the class for acceptance.
 Be cautious about reprimanding the child about day dreaming.
 The child should not be labelled as epileptic.

14. 10.PRECAUTIONS TO THE CHILD
WITH SEIZURES:
 Climbing can be dangerous.
 Extreme fatigue should be avoided.
 Consider the hazards of cookers and hot liquids.
 Try to select appropriate projects without discouraging the child.
 Games and physical activities should be encouraged.
 Boredom can trigger fits, so children with fits need full timetable with
challenges.

15. ACADEMIC ACHIEVEMENT:
 Children with epilepsy may be underachiever because their
intellectual ability is underestimated and insufficient challenges are
given. Progress can be made given extra time and positive support.

16. 12.WHY IS IT IMPORTANT TO
DISCUSS EPILEPSY WITH CHILDREN
IN YOUR CLASS
• To avoid labelling and stigma.
• Teachers should explain to other students that children with children with
epilepsy are usually just as capable as other kids.
• So that other children may be able to help children with epilepsy during seizure.
• Talking about epilepsy can help other children realize that children with epilepsy
are just like them and can lead full active lives.

17. LIST OF REFERENCE
 Engel.J.Jr(1989)Seizure and Epilepsy
 Hanser WA and Hesdoff.DC(1990)Epilepsy: Frequency causes and
consequences.New York:Demos