School organisational issues

Anti-epileptic medication gives 75–80% of pupils the opportunity to lead normal lives. However, The following considerations apply to the remaining 20–25% of pupils: https://www.niso.org/standards/z39-96/ns/oasis-exchange/table"> New staff Ensure that all new staff are made aware of the school policy and have undergone basic training by watching the tonic-clonic seizure response video (made by staff during INSET day on epilepsy training) and additional training if necessary. Timetable implications Timetable lessons on the ground floor if possible for safety reasons (see Legal framework Appendix 3). Safety issues in lessons Certain subjects, namely Science, Food Technology, PE and some elements of Art, will have safety issues. Staff will need to consider the following • Science

Use of protective clothing , e.g. aprons, goggles, gloves as appropriate.

Effective use of test tube racks and clamps, etc.

How support workers will be used, balancing the need for safety with the need for independence, identify:

which activities the pupil can do without support;

division of task, with the support worker completing any activity considered to be a danger and allowing the pupil to complete the remaining part of the task;

activities which need to be completed by the support worker due to safety issues but under the pupil's direction.

• Food Technology

Fit a pan guard to a cooker hob.

Encourage the pupil to use the back hot plate/burners.

Teach microwave cooking techniques.

Ensure the pupil does not carry hot pans (take plates to the cooker instead).

20• PE

PE should be assessed on an individual basis according to the Individual Health Care Plan.

Contact sports, e.g . rugby, hockey and football, should be safe if normal safety measures are taken.

It may not be advisable to play contact sports if the epilepsy was originally a consequence of head injury.

Movement around school

Assess the need for adult supervision during movement between classes or break times.

Ideally this should be distance supervision to encourage independence.

Consider putting a ‘buddy’ system in place.

Consider ‘drop off points’ in locations around school to reduce the number of books carried at anyone time.

Peer group support

The pupil's peers should have some understanding of their fellow pupil's condition in order to be supportive.

If necessary they can alert school staff to changes in the pupil's condition (be sensitive to the pupil or parent's wishes).

Development of life skills

Encourage the pupil to develop a whole life ethos which should help to reduce the incidence and consequences of his/her seizures by:

keeping stress to a minimum - teach coping strategies in conjunction with parents;

learning to pace himself/herself;

allowing time for rest and play;

taking regular exercise and eating healthily;

having regular counselling sessions (if necessary);

asking for staff support to develop strategies to deal with teasing or bullying;

taking part in out of school hobbies/activities.