Children with epilepsy in school: Special service usage and assessment practices

被引：9

作者：

Wodrich, DL ^{[1
]}

Kaplan, AM ^{[1
]}

Deering, WM ^{[1
]}

机构：

[1] Arizona State Univ, Tempe, AZ 85287 USA

来源：

PSYCHOLOGY IN THE SCHOOLS | 2006年 / 43卷 / 02期

关键词：

D O I：

10.1002/pits.20123

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

Special services usage and related assessment procedures were investigated for 50 students with epilepsy. Fifty-six percent of students with epilepsy received special education services, with mental retardation designation and self-contained placement common, especially among individuals with epilepsy plus a coexisting neurological diagnosis. Sixteen pet-cent of participants had an "other health impairment" designation, and several of these were deemed eligible in at least one other special education category. The majority of students who had been evaluated were administered IQ, adaptive behavior, speech/language, and sensorimotor components, whereas few were assessed for executive or memory functions. Little information about antiepileptic drugs, their effects, or the actual manifestation of students' seizures appeared in special services school documents. Additional empirical information regarding services for children with chronic health conditions, such as epilepsy, is necessary to improve school psychologists' practice. (c) 2006 Wiley Periodicals, Inc.

引用

页码：169 / 181

页数：13

共 54 条

[11]

Bailey J.S., 2002, RES METHODS APPL BEH

[12]

Beery K.E., 1997, BEERY BUKTENICA DEV, V4th

[13] Epilepsy in the school aged child: Character-behavioral characteristics and effects on academic performance [J].