Abstract
Children and adolescents with epilepsy are at increased risk of academic underachievement
compared with siblings and healthy peers. Studies suggest that approximately 17 to
30% of children with epilepsy have intellectual disabilities; however, the heightened
risk for academic difficulties has been shown in multiple samples of children with
epilepsy, including those without intellectual disabilities, and also in children
whose epilepsy is well controlled. Notably, learning problems are often identified
before the first presenting seizure and are thought to reflect the underlying brain
condition. Academic underachievement is most likely multifactorial, resulting from
the impact of neurological, seizure, neuropsychological, medication, consistency of
school attendance, and psychosocial variables. Several federal statutes ensure that
all children in the United States have access to a free and appropriate public education.
Despite the knowledge that children and adolescents with epilepsy are at high risk
for poor school performance, many do not receive services. Neuropsychological evaluation
can help inform appropriate direct services, educational goals, modifications, and
accommodations within the school setting. Translation of evaluation findings into
recommendations for effective educational programming and helping school personnel
understand the unique needs of the children and adolescents with epilepsy will allow
for informed school team decisions regarding how to promote academic success.
Keywords
children - epilepsy - education - achievement - school
