EDSP 350- Article Review #2
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Ashland Community and Technical College *
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Course
347
Subject
Health Science
Date
Dec 6, 2023
Type
docx
Pages
5
Uploaded by MinisterGalaxyZebra32
Karlyn Hanford
EDSP 350
Dr. Crites
Fall 2023
October 20, 2023
Article Review #2
Article: Teachers of various school grades and representations of epilepsy:
problems, relational aspects and perspectives of life quality
Epileptic students are in constant fear of discrimination,
misunderstanding, and social isolation or exclusion because
of their
disability. Some of these individuals feel that they have an unsuccessful
school experience that further perpetuates the negative stereotypes that
surrounds epilepsy and feel that ignorance by educators play a role in their
experiences. The purpose of this article is to figure out how much knowledge
teachers have on epilepsy, find out how they picture the quality of life of
those with epilepsy, and their view on representations of interpersonal
relationships of students with epilepsy and their peers. This study was
conducted using 113 female teachers with a mean age of 44.4. The results
showed that teachers with more than 11 years of experience show more than
adequate knowledge of epilepsy, teachers believe that epileptic students are
more limited in the possibility of having successful adulthoods (finding a job,
getting married, having children), no reports of any difficulties maintaining
interpersonal relationships between epileptic students and their peers, and
the last result shows that both primary and secondary school teachers
answered some of the questions differently.
To meet my epileptic students needs, I would provide a safe and
inclusive environment for them to participate equally among all of their
peers. If I were informed about my student's disability, I would further
educate myself on said disability and become familiar with the procedures or
medications for that student. I would then create a safe, private space in my
classroom for said student to relax in case they get too overwhelmed and
feel they might have an episode. If any of my students felt that they were
discouraged from attending school or applying for a job because of their
disability, I would do my research
and try my best to give them options for
their futures. I believe with the right accommodations and resources, those
with epilepsy are able to do whatever they put their mind to.
As teachers, I feel that we are responsible to have the correct approach
to every student with or without disabilities. It’s a relief that majority of the
113 teachers that were interviewed were able to correctly identify the
procedure(s) to ensure that their epileptic student(s) receives healthcare, but
it just blew my mind that 11% of those teachers don’t know how they would
proceed if one of their epileptic student(s) had a seizure. To me I feel that all
teachers should be aware and educated on this matter because there might
come a point in time where they will encounter a student with epilepsy or
other disabilities. The results of this study show that there are significant
gaps within the knowledge about epilepsy from teachers. There’s already a
negative stigma that surrounds epilepsy and those who suffer from it, so I
believe that in order to further minimize that agenda, we need to start
educating teachers to increase their knowledge on this disability.
Resources:
Guilia Savarese, Luna Carpinelli, Daniela D’Elia, and Giangennaro Coppola.
“
Teachers of various school grades and representations of epilepsy:
problems, relational aspects and perspectives of life quality”.
Italian Journal
of Pediatrics. 05 October 2015.
Patty Osborne Schafer RN, MN. “
Employment Help with Epilepsy.”
Epilepsy
Foundation. 18 March 2014.
https://www.epilepsy.com/lifestyle/employment
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EDSP 350 Score Sheet – Article Review
Student Name______________________________
Date_______________________________________
Element
Does Not Meet Expectations
Meets Expectations
Proficient
Article
Summary
Section provides an unclear or vague
summary of the article (3.5)
Section provides a summary of
the article
(4.0)
Section provides a clear,
detailed summary of the article
(5.0)
Implications
of the
findings
Section provides little analysis of
implications of findings on teaching
individuals with intellectual disabilities
(3.75)
Section provides basic analysis of
implications of findings on
teaching individuals with
intellectual disabilities
(4.0)
Section provides in-depth
analysis of implications of
findings on teaching individuals
with intellectual disabilities
(5.0)
Candidate
Reaction
Section provides little reaction to the
research study
(2)
Section provides basic statement
of reaction to the research study
(2.25)
Section provides a clear,
thoughtful statement of
reaction to the research study
(3)
Quality of
writing,
length,
reference
Writing is of poor quality and may
contain a pattern of grammatical errors.
Presentation shows minimal organization
and/or lack of planning, execution and
selection. Reference contains more than
4 errors (1)
Writing is of adequate quality with
4 or fewer minor grammatical
errors. Review shows some
planning, organization, and
adequate selection. Reference
contains no more than 3 minor
errors
(1.5)
Writing is of high quality with
no grammatical errors. Review
shows good planning,
organization and selection.
Reference is correct.
(2)
Total
10.25
11.75
15