Abstracts

Teachers[apos] knowledge and attitudes toward students with epilepsy can have direct implications for school performance, social skill development, and post-school success in the areas of employment, social skills, and social network development. However, although school-related experiences have consistently been identified as a critical component of quality of life among children with epilepsy, very little research has been conducted in terms of assessing (1) the extent to which teachers have accurate knowledge and information about epilepsy, (2) teachers[apos] attitudes toward students with epilepsy, (3) the relationship between teacher knowledge and teacher attitudes, (4) the effect of teacher attitudes on students[apos] school performance, or (5) the specific areas of information and understanding that teachers are lacking or need most. This presentation details initial results of a project aimed at evaluating these questions on a national scale, and developing an educational and informational training program for teachers. 2000 elementary and middle-school level teachers in a total of 10 states- two states in each of five regions of the United States: the Northwest, Southwest, Midwest, Southeast, and Northeast- were randomly selected for participation in this cross-sectional survey-based research. The survey instrument included the Scale of Attitudes Toward Persons with Epilepsy (ATPE; Antonak, 1990), and a number of additional questions concerning demographic data, and knowledge about epilepsy and its educational effects. Preliminary results from ongoing data analysis will be presented. In this presentation we will present results concerning (1) the current status of elementary and middle school teacher attitudes about epilepsy, (2) the extent of the relationship between teacher attitudes and teachers[apos] level of knowledge and information about epilepsy, and (3) areas we have identified in which further teacher training and education are required. The impact of the attitudes of elementary and middle school teachers on the current educational experience, or on the future academic, social, and vocational experiences of students with epilepsy is not currently well understood. Neither are the relationships between teacher attitudes and teacher demographic and experiential variables. This study represents an effort to increase and expand the current understanding so that effective teacher training and educational programs may be developed. (Supported by The Epilepsy Foundation is providing financial support and materials for this study, through the generous support of Shire U.S., Inc.)