Epilepsy Classroom

The main instructional model in our classroom is Direct Instruction (DI).

DI is a highly interactive, teacher-directed approach to learning. Lessons are highly structured and scripted, covering the most important issues on a topic – this allows us to teach more of the curriculum in a shorter amount of time. How we teach supports some of the key processing issues that many children with epilepsy experience – namely poor attention, slow processing of information, and weak consolidation or retrieval of information (memory).

General research shows that DI has a high success rate in helping struggling students. SickKids research demonstrates that it is especially effective for children with active epilepsy.

Programs include Corrective Reading, Reading Mastery, Empower™ Reading Program, Spelling Mastery, Reasoning and Writing, Saxon Math (K-4), and Connecting Math Concepts.

Living with Epilepsy is a psychoeducational group that provides students the chance to learn about seizures, share their experiences with each other, talk about the impact that epilepsy has on their life, and learn to self-advocate around epilepsy.

Superflex® is a motivating social and communication skills program. The cognitive behavioural curriculum helps students develop further awareness of their own thinking and social behaviours, and learn strategies to help them develop better self-regulation across a range of behaviours.

MindUp™ is a research-based curriculum which incorporates neuroscience, positive psychology, social-emotional learning, mindfulness, and teaching strategies to promote self-regulation, resilience, and optimism.

Child Life incorporates a variety of activities to support students in gaining a sense of mastery, self-expression, learning, and peer interaction, as well as promote optimal development.

Other epilepsy education programming includes field trips, taekwondo, yoga, Kids Science, and music.

• A psychoeducational or neuropsychological assessment is completed with each child to better understand his or her learning, social-emotional style, and needs in order provide appropriate epilepsy resources and programming.
• Some children may also be seen by a Developmental Paediatrican to further assess language, social communication and interaction skills, and attention if needed. Other consult staff include a nurse practitioner, neurologist, and psychiatrist.
• Academic achievement is formally assessed several times throughout the year.
• Our team keeps track of seizure activity as well as responses to changes in anticonvulsant medications or trials of medications for ADHD.
• A portal EEG may be ordered in order to better understand the association of a child’s seizure activity and his or her learning and behaviour.

• The class staff-to-student ratio is 3:8.
• An Individual Education Plan (IEP) is developed and implemented.
• Academic Instruction commences at each student's’ functional skills level and advances based on his or her success. Students are group based on ability level.
• Assistive technologies are provided; each student is assigned a laptop computer and tablet for the year and taught assistive programs to support his or her needs.
• Individual support with our social worker or child life specialist can be arranged based on the interests of each child.

• In addition to educational staff who have worked with children with epilepsy for many years, the Classroom is supported by a Child-Life Specialist, Health Psychologist, and Social Worker. 
• Group programming focusing on epilepsy education, social skills development, and social-emotional well-being is offered on a weekly basis. 
• Individual counselling with our Social Worker is offered to those children who would benefit from the support. 
• Our Child Life Specialist may work with children who undergoing medical procedures. 
• Our Social Worker also works with parents, as needed. 

• We want to better understand the cognitive and social-emotional consequences of epilepsy for an individual child and the types of strategies that effectively support his or her development.
• During the course of the academic year, our team works with parents to share information about their child.
• At the end of the year, a transition meeting is held with the parents of each child, our team, and the receiving school on supporting the child to develop to the best of his or her ability.