Auditory Processing and Epilepsy
Auditory processing refers to an individual's ability to analyse or make sense of information taken in
through the ears.This is different from problems involving hearing. An auditory processing deficit can
interfere directly with speech and language, but can affect all areas of learning. There are some
specific factors which may cause auditory processing difficulties for a student with epilepsy.
Possible causes of auditory processing difficulties
▪ As speech and language function is controlled on the left hemisphere of the brain, students
with left temporal lobe epilepsy may have auditory processing difficulties. This may be the
reverse for students who are left handed.
▪ Difficulties may be directly linked to a student’s medication and /or post seizure activity, or to an
underlying neurological abnormality.
Possible indicators of auditory processing difficulties
▪ Doesn’t appear to hear or listen though this can be intermittent
▪ Unable to follow instructions given verbally
▪ May have difficulty recalling information from a story or news article
▪ Unable to blend individual phonemes to form words
▪ May appear to process message but then get information confused
▪ Reacts negatively to noise
How teachers can help
Strategies to try
Teachers do not have the skills to diagnose
an auditory processing disorder in a student,
but can identify potential problems and refer
appropriately.
Reciting rhyming poems and riddles, using
them as reading text and also giving students
an opportunity to create their own rhyming
poems and /or riddles, is a great way to build
a student’s phonological awareness.
Identify the student’s most efficient learning
style and use it consistently to support and
increase their understanding of a concept.
Seat student towards the front of the
classroom to lessen visual distractions.
Simplify instructions and have them written
down as a follow up to verbal instructions.
Always get the student’s attention before
asking a question or giving information, and
have them rephrase instructions given to
ensure they understand.
Read and retell activities help develop
auditory memory skills.
After an excursion or special event, have the
student sequence the activities which
occurred.
Give the student a series of words or pictures
and have them name the category to which
they belong e.g. object, person, and place.
Mind Maps and graphic organisers are a
great strategy for students to use to support
their processing of complex information.
Refer bibliography Epilepsy Smart School’s website
For more information Epilepsy Foundation of Victoria 587 Canterbury Road Surrey Hills VIC 3127
phone (03) 8809 0600 or 1300 852 853 fax (03) 9836 2124 web www.epinet.org.au
08/12
Behaviour and Epilepsy
Epilepsy and behavioural issues can be related. Understanding and working effectively with a
student with epilepsy, who also exhibits challenging behaviours can be difficult for teachers.
Depending on how an individual student responds to a situation a variety of behaviours may
result. It is important to engage the student in their learning and to build their belief that they can
achieve at school.
Possible causes of behavioural difficulties
▪ Behavioural problems may be directly linked to the student’s seizure activity and /or
medication, or linked to an underlying neurological abnormality.
▪ Behavioural problems may result from deficits in memory and higher level cognitive
skills due to the student’s epilepsy.
▪ Memory problems can often be misinterpreted as disobedience.
▪ Behaviour problems may emerge as the student responds to their frustration. They
may stop trying in class as they anticipate further failure.
▪ Student may be feeling a lack of acceptance from classmates.
Possible indicators of behavioural difficulties
▪ Difficulty with attention and concentration
▪ Impulsiveness
▪ Inability to plan and organise
▪ Lack of energy and motivation.
▪ Inappropriate attention seeking behaviour.
▪ Withdrawn and isolated in class/playground
How teachers can help
Strategies to try
If a student with epilepsy is behaving
inappropriately, it may be helpful for the
teacher to follow these steps.
Focus on student’s interests and strengths to
engage them in learning.
1. Identify those behaviours that are
most disruptive.
2. Observe and monitor pattern of
behaviours to ascertain why they are
occurring.
3. Identify factors that both trigger and
reinforce those behaviours.
4. Determine what can be done to either
change or lessen impact of
behaviours.
5. Implement appropriate strategies.
Modify learning activities so student can
experience success.
Structure tasks to allow negotiation and
choices for students.
Allow flexibility in classroom procedures e. g
allow extra time for completion of tasks.
Assign the student responsibilities within
classroom or wider school community.
Establish and reinforce classroom code of
conduct.
Refer bibliography Epilepsy Smart School’s website
For more information Epilepsy Foundation of Victoria 587 Canterbury Road Surrey Hills VIC 3127
phone (03) 8809 0600 or 1300 852 853 fax (03) 9836 2124 web www.epinet.org.au
08/12
Language and Epilepsy
Most students living with epilepsy progress well academically. However the specific nature of an
individual student’s epilepsy may have a direct bearing on their learning. Factors that need to be
taken into consideration are the type of epilepsy, its cause and the brain regions affected. The left
temporal and parietal lobe areas of the brain are critical for reading and language development.
Possible causes of language difficulties
▪ As speech and language are controlled on the left hemisphere of the brain, students who
experience left side focal seizures may exhibit a specific pattern of language difficulties.
This may be the reverse for students who are left handed.
▪ Medication prescribed to control seizures may impair a student’s concentration, memory and
language skills.
Possible indicators of language difficulties
▪ Memory problems
▪ Poor concentration / inattentiveness
▪ Reading / comprehension difficulties
▪ Phonemic awareness /spelling problems
▪ Difficulty remembering instructions
▪ Difficulty following instructions
How teachers can help
Strategies to try
It is essential that the student has an
Individual Learning Plan
Explain the purpose of an activity prior to
starting. This will assist the student in
identifying relevant information for the task
requirements and in maintaining their
attention.
Ensure there is open communication
between you, the parents and support staff.
Ensure classroom activities cater for a range
of learning styles e.g. visual, auditory and
kinaesthetic.
Identify and utilise the student’s strengths to
build on any area in need of development.
Scaffold learning by modelling a task rather
than just explaining the expectations of a
task.
Allow the student to work with a peer to help
him/her to follow and understand
instructions.
Be aware that epilepsy can lead to changes
in ability from day to day.
At the end of a task it is often helpful to
review, with the student, processes by which
problems involved in the task were solved.
In order to consolidate the skills learnt in
mastering a task the experience
has to be repeated.
Use graphic organisers to help construct
meaning from text and focus on specific
concepts contained in the text.
Wherever possible, draw on the student’s
personal experiences to help with
comprehension.
Refer bibliography Epilepsy Smart School’s website
For more information Epilepsy Foundation of Victoria 587 Canterbury Road Surrey Hills VIC 3127
phone (03) 8809 0600 or 1300 852 853 fax (03) 9836 2124 web www.epinet.org.au
08/12
Memory and Epilepsy
Memory is a complex brain process that occurs across our whole brain, which allows us to store,
retain and recall information and experiences.Epilepsy is a highly variable condition and it is
important not to generalise or have pre- conceived expectations of a student with epilepsy.
However a student with epilepsy may have problems with memory.
Possible causes of memory difficulties
▪ Left temporal lobe epilepsy can cause difficulty with verbal memory, while right temporal lobe
epilepsy can cause difficulty with visual memory.
▪ Frontal lobe epilepsy can also produce memory problems. This can be due to difficulties with
organising and structuring information or a short attention span.
▪ Medication can contribute to memory difficulties by affecting concentration and processing speed.
Possible indicators of memory difficulties
▪ Difficulty following instructions
▪ Difficulty matching names to faces or objects
▪ Easily frustrated
▪ Finds it difficult to stay on task due to losing track
▪ Confused about what they are meant to be doing
▪ Reluctant to participate in class activities /games
▪ Reluctant to have a go at new tasks
How teachers can help
Strategies to try
Have a structured environment and routine
wherever possible.
Use computer program games/activities with
repetitive practice components to build skills.
Identify the student’s preferred learning style
and use it to support their learning.
Use diagrams, graphs and pictures to
illustrate information.
Always provide written instructions to
support verbal instructions.
Break larger tasks down into short,
sequential steps.
Encourage student to use organisational
aides such as a daily timetable.
Teach the student how to organise
information into smaller units. e.g 132563
into units of 13, 25, 63.
Allow for processing time when asking the
student for a response.
Practise and review new information and
processes regularly.
Provide the student with immediate and
frequent feedback to encourage them to stay
on task.
Have the student practise repetition of
information to increase short term memory
skills e.g tables facts.
Use sentence dictation. Begin with three
word sentence and increase as student
demonstrates success.
Refer bibliography Epilepsy Smart School’s website
For more information Epilepsy Foundation of Victoria 587 Canterbury Road Surrey Hills VIC 3127
phone (03) 8809 0600 or 1300 852 853 fax (03) 9836 2124 web www.epinet.org.au
08/12
Numeracy and Epilepsy
Solid mathematical reasoning and thinking underpins numeracy and is demonstrated by manipulation
of abstract symbols to gain a solution to a specific problem. Underlying the ability to manipulate
abstract symbols are basic concepts and competencies. Some students with epilepsy may not have
fully developed these required concepts and competencies.
Possible causes of numeracy difficulties
▪ Difficulties in grasping the language of numeracy. (Refer related fact sheet on language)
▪ Visual or Auditory processing difficulties. (Refer related fact sheets)
▪ Difficulties grasping key features of a concept and /or transferring concepts to other
contexts. (Conceptual difficulties)
▪ Temporary lack of ability or confusion due to seizures and /or medication and/or frequent
medical related absences.
▪ Lessened performance due to underlying neurological problems.
Possible indicators of numeracy difficulties
▪ Confuses operational signs
▪ Finds it difficult to recall number facts
▪ Finds it difficult to grasp abstract math concepts
▪ Has difficulty recalling and applying appropriate math procedures
▪ Has difficulty discriminating between relevant and irrelevant data to solve math problems
How teachers can help
Strategies to try
Modify numeracy activities to the student’s
level to ensure understanding and
confidence grow.
Real life and purposeful learning activities
are the most effective teaching tool to
develop numeracy skills e.g cooking.
Teach student how to learn mathematics.
Include mathematical learning problem
solving strategies, symbolic reading
strategies etc.
Concrete activities are essential to establish
concepts and allow learning to progress.
Encourage students to talk about
mathematical ideas, to verbalise symbolic
statements. Language and concept
formation go hand in hand.
Frequently review and practise new skills
and concepts introduced.
Provide opportunities for the student to
explain their new learning to a peer, or
another adult.
Allow opportunities for student to practise
repetition of number facts such as table facts
and automatic response through class and
computer games.
When introducing a new concept, use as
many representations of the concept as you
can: use manipulatives and models, real- life
examples, technology and symbolic
representations.
Once concepts are established, calculators
can be a very helpful tool to assist students.
Refer bibliography Epilepsy Smart School’s website
For more information Epilepsy Foundation of Victoria 587 Canterbury Road Surrey Hills VIC 3127
phone (03) 8809 0600 or 1300 852 853 fax (03) 9836 2124 web www.epinet.org.au
08/12
SELF ESTEEM AND EPILEPSY
The fundamentals of self esteem are cultivated throughout childhood. This is also the time when many
students develop epilepsy. For students with epilepsy developing good self-esteem can be a struggle,
as they may have periods of increased feelings of anxiety and loss of control, due to the unpredictable
nature of their epilepsy. These feelings may in turn affect their self-image in a negative way.
Possible causes of self esteem issues
Epilepsy differs from many other ‘chronic’ conditions in its unpredictability. A student has no
control over their seizures. This lack of control can be perceived by them as a lack of control
over other parts of their lives, including their academic achievement and social development.
Possible indicators of self esteem issues
▪ Lack of motivation
▪ Over dependency on assistance in the classroom
▪ Educational achievement below natural ability
▪ Risk taking behaviour
▪ Attention seeking behaviour
▪ Difficulty forming and maintaining friendships
.
How teachers can help
Strategies to try
Treat the student no differently from other
students in your class.
Focus on student’s interests and strengths to
engage them in their learning.
Set realistic expectations that are neither too
high nor too low.
Modify learning activities so student can
experience success.
Reinforce a sense of belonging within the
class and the school.
Structure tasks to allow negotiation and
choices for students.
Encourage the student to explore and
experience new situations.
Try a variety of groupings to determine the
situation in which student is most at ease.
Look for authentic opportunities to
encourage and praise the student.
Allow flexibility in classroom procedures
e. g allow extra time for completion of tasks.
Be aware that epilepsy can lead to changes
in ability from day to day.
Assign the student responsibilities within the
classroom and the wider school community.
Plan and include self- esteem activities
within the curriculum.
Reduce the emphasis on competition in
classroom activities.
Refer bibliography Epilepsy Smart School’s website
For more information Epilepsy Foundation of Victoria 587 Canterbury Road Surrey Hills VIC 3127
phone (03) 8809 0600 or 1300 852 853 fax (03) 9836 2124 web www.epinet.org.au
08/12
Visual Processing and Epilepsy
Visual processing refers to how visual information is interpreted or processed by the brain. This is
different from problems involving sight or sharpness of vision. Reading and maths are two core areas
where visual processing skills are very important. There are some specific factors which may cause
visual processing difficulties for a student with epilepsy.
Possible causes of visual processing difficulties
▪ As visual and spatial function is controlled on the right hemisphere of the brain, students
who experience right side focal seizures may exhibit visual processing difficulties.
This may be the reverse for students who are left handed.
▪ Difficulties may be directly linked to a student’s medication and /or post seizure activity, or
linked to an underlying neurological abnormality.
Possible indicators of visual processing difficulties
▪ Difficulties remembering visual information
▪ Difficulties recognising letters, numbers or symbols
▪ In reading or writing may reverse, invert or twist letters around
▪ In spelling adds, omits or doubles letters
▪ Poor sense of left / right directions
▪ May be clumsy and exhibit poor motor coordination
▪ Difficulties in recognising social cues e.g. other’s facial expressions
How teachers can help
Strategies to try
As a teacher, you do not have the skills to
diagnose a visual processing disorder in a
student, but you can identify potential
problems and refer appropriately.
Have student engage in age appropriate
sequencing activities e.g. place in correct
order or follow instructions to build an object.
Identify the student’s most efficient learning
style and use it consistently to support and
increase their understanding of a concept.
Play games with the class as a whole that
require visual perception skills.
Reduce the amount of visual stimuli and
information on a worksheet for the student.
Enlarged print for books, worksheets or
other materials which the student may use
can often make tasks more manageable.
Jigsaw puzzles –simple self –made
puzzles and progressing to more complex.
Provide student with age appropriate
classifying activities, starting with simple
classifications and progressing to the
more complex.
Provide student with opportunities to
reproduce simple /complex designs using
concrete materials.
Tracing over outlines of pictures, and copying
pictures can be very beneficial.
Refer bibliography Epilepsy Smart School’s website
For more information Epilepsy Foundation of Victoria 587 Canterbury Road Surrey Hills VIC 3127
phone (03) 8809 0600 or 1300 852 853 fax (03) 9836 2124 web www.epinet.org.au
08/12
Bibliography
Books
Beaumont, Meg. (1987) Epilepsy in Education: A Manual for Teachers .National Epilepsy
Association of Australia
Devinsky, O. (2008) Epilepsy: Patient and Family Guide .Demos Medical Publishing :New York
Hanks, Richard. (2011) Common Sense for the Inclusive Classroom. Jessica Kingsley: London,
Philadelphia
Kiddey,Pat; Waring, Felicity (2001) Success for All. Curriculum Corporation: Victoria
Little, Anne. ( 2002) Epilepsy a resource for teachers. Epilepsy Queensland: Queensland
McCarney, S., Wunderlich,K (2006) Teacher’s Resource Guide. Hawthorne Educational Services:
Columbia
Journals
Boyle, R.(2008) ‘ The School Years and Beyond’ Epilepsy 360º March, pp 8-11
Hayman,M. (2006) ‘ Epilepsy, Learning &Behaviour The Epilepsy Report October 2006
Mitten,R. (2010) ‘Diagnosing and Solving School Learning Disabilities in Epilepsy’
www.eparent.com/ EPMagazine August Edition pp 33 -35
Mitten, R. (2010) Part 2: ‘A List of Causes’ www.eparent.com/ EPMagazine September Edition
pp. 25-28
Publications
Sawyer,D., Sugden,C (1999) Working Towards Wellbeing. Brown Prior Anderson: Melbourne
Internet
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Children and Learning: Epilepsy and the Facts [online] Epilepsy Toronto
Available http://www.epilepsytoronto.org/pub/pdf/factsheets/EFS-childrenandlearning.pdf
[accessed May 2012)
For more information Epilepsy Foundation of Victoria 587 Canterbury Road Surrey Hills VIC 3127
phone (03) 8809 0600 or 1300 852 853 fax (03) 9836 2124 web www.epinet.org.au
08/12
Identifying Students With Visual Perception Problems [online] Bright Hub Education
Available http://www.brighthubeducation.com/special-ed-visual-impairments/45808-identifyingvisual-perceptual-problems-in-your-students/ [ accessed April 2012]
Intervention Strategies for Mathematics Teachers [online] Teaching Today
Available http://www.glencoe.com/sec/teachingtoday/subject/intervention_strategies.phtml
[accessed May 2012)
Language Program [online] Department of Education and Early Childhood Development
Available http://www.education.vic.gov.au/studentlearning/programs/lsp/mod32indlearnplan.htm
[ accessed March 2012]
Munro,J (2006) Diagnosing learning difficulties in maths learning: Maths Learning Difficulties
[online] Melbourne Graduate School of Education
Available http://www.edfac.unimelb.edu.au/eldi/selage/publications/index.html
[ accessed April 2012]
Plumley,K.(2009) Epilepsy and Learning [online] Special Education@suite101
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Visual and Auditory Processing Disorders [online] National Centre for Learning Disabilities
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For more information Epilepsy Foundation of Victoria 587 Canterbury Road Surrey Hills VIC 3127
phone (03) 8809 0600 or 1300 852 853 fax (03) 9836 2124 web www.epinet.org.au
08/12