Potential for Increased Epilepsy Awareness: Impact of Health Education Program in School on Teachers and Children

Abstract

Background Although epilepsy is a common disorder, it is highly stigmatized. Not only public but even teachers are not free from stigmatization and cultural barriers. Under this condition, children with epilepsy are more vulnerable for stigmatization, social isolation, lack of support, and psychological and emotional problems. At the same time, there is an immediate need of literature focusing on intervention studies to change the attitudes of school teachers and children. Materials and Methods The study was conducted with the objectives to evaluate knowledge, attitude, and practices about epilepsy among school teachers and children; provide educational training program to teachers; and check the efficacy of training program imparted by teacher and trainer. Results Repeated measure of analysis of variance shows that knowledge ( F = 1134.875, p < 0.001), attitude ( F = 2429.909, p < 0.001), and practice ( F = 2205.122, p < 0.001) are significantly different between pre- and posttest indicated by Pillai’s trace test. Similarly, from the Pillai’s test knowledge ( F = 49.317, p < 0.001), attitude ( F = 125.304, p < 0.001) and practice ( F = 178.697, p < 0.001) are significantly different among the teachers, trainer imparted training group of children, and teachers imparted training group of children groups. It is seen that knowledge, attitude, and practice scores significantly differ between two time points and across three groups. Among all the groups, teachers imparted training group children had high level of practice. Conclusion Inclusion of health education programs in the textbooks and health education schemes for teachers and school children is a crucial way to bring a change in their attitude, behavior, and practices.

Does Professional Development Effectively Support the Implementation of Inclusive Education? A Meta-Analysis

“…As shown by previous reviews, these four categories are being studied in the context of implementing inclusive education (Van Mieghem et al, 2018;Waitoller & Artiles, 2016). Primary studies investigating the effectiveness of professional development in this context often assess several indicators alongside (see supplement C), and few studies even assess indicators from the four outcome categories described above (Murthy et al, 2019;Schmidt, 2019;Seibert, 2002). However, there is no meta-analysis that examines relevant outcomes of professional development at both the teacher and student levels.…”