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FACTS

&SEIZURES

TAKE TAKE CHARGE CHARGE

of the

An Epilepsy Awareness Program for Teens

Includes Facilitator’s Guide • PowerPoint Presentation • DVD • CD-ROM • and more TakeChargeTeens.org

© Copyright 2010 Epilepsy Foundation of America, Inc.2009,

Powe

2nd Edition

3 Rev 11/2010

An Epilepsy Amaeness Program for Teens FACTS &

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PHONE: 301-459-3700 800-332-1000 FAX: 301-577-2684 www.epilepsyfoundation.org

8301 Professional Place, Landover, MD 20785-2353

Dear Teacher or Trainer,

Enclosed is a Seizures and You: Take Charge of the Facts toolkit. This trainingproduct includes all the materials needed to successfully implement a 45-minuteseizure recognition and first-aid training for students in a classroom setting.Inside you will find a comprehensive facilitator s guide, handouts, evaluationinstruments, a CD-ROM with a PowerPoint presentation and fact sheets,and an award-winning DVD about the lives of teens with epilepsy.

An additional component, Building on Take Charge of the Facts, has beenincluded in your toolkit should you wish to extend the lesson beyond the initialprogram. Three lesson plans on issues specific to epilepsy, such as stigma,discrimination, and research, as well as an extended documentary style DVDcomprise this guide.

We are confident that you will find this toolkit to be a valuable trainingresource for years to come. If you have questions or would like assistance withimplementing this training in your school please contact your local EpilepsyFoundation affiliate. To locate the affiliate nearest you please call 1-8

or visit the Epilepsy Foundation s Web site at www.epilepsyfoundation.org

Sincerely,

The Epilepsy Foundation

00-332-1000

http://www.pdfcomplete.com/1002/2001/upgrade.htm

FACTS

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of the

≥ Includes• Facilitator’s Guide• Overhead Transparencies• Overhead Printouts with Presenter Notes• Matching Worksheet • Epilepsy Fact Sheet

• Student Quiz• DVD• CD-ROM

© Copyright 2010 Epilepsy Foundation of America, Inc.

This publication was made possible with funding from the Centers for Disease Control and Prevention (CDC) under cooperative agreement

number 5U58DP000606-05. Its content are solely the responsibility of the authors and do not necessarily represent the views of the CDC. official

Prev

Rev. 10/10

2009 ,

• Building on Take Charge Extension Lessons

Facilitator’s Guide

© Copyright 2009, 2010 Epilepsy Foundation of America, Inc.

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TAKE TAKE CHARGE CHARGE CHARGE

of theFACTSFACTSFACTS

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TAKE TAKE CHARGE CHARGE CHARGE of theFACTSFACTSFACTS

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Facilitator’s Guide

This publication was made possible with funding from the Centers for

Disease Control and Prevention (CDC) under cooperative agreement

number 5U58DP000606-05. Its content are solely the responsibility of

the authors and do not necessarily represent the official views of the CDC.


Facilitator’s Guide p.2

Seizures and You: Take Charge of the Facts Facilitator’s Guide

Introduction

This kit includes a core training module on basic seizure recognition and first aid that targets high school students, ages 14–18. This module can be completed in one 40–45-minute class period. The information is likely to link most appropriately with high school health education classes where it ties into several content areas including safety and injury prevention, personal and community health, and substance abuse. However, it may also be appropriate for other subject areas including biology and social studies. In addition, it can be easily adapted for use in non-school settings.

The student learning objectives for this training include the following:

• Toachieveabasicunderstandingofepilepsyasamedicalcondition.

• Toidentifyandlearnaboutdifferenttypesofseizures.

• Tolearnwhattodoandwhatnottodowhensomeoneishavingaseizure.

The program also address the following National Health Education standards:

Standard1:HealthPromotionandDiseasePrevention

Students will comprehend concepts related to health promotion and disease prevention--

-Analyze how the family, peers, and community influence the health of individuals.

-Analyze how public health policies and government regulations influence health promotion and disease prevention.

-Analyze how the prevention and control of health problems are influenced by research and medical advances.

Standard4:InfluencesonHealth

Students will analyze the influence of culture, media, technology, and other factors on health--

-Analyze how cultural diversity enriches and challenges health behaviors.

-Evaluate the effect of media and other factors on personal, family and community health.

Standard5:UsingCommunicationSkillstoPromoteHealth

Students will demonstrate the ability to use interpersonal communication skills to enhance health--

-Demonstrate ways to communicate care, consideration, and respect for self and others.

-Analyze the possible causes of conflict in schools, families and communities.

-Demonstrate strategies used to prevent conflict.

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Standard7:HealthAdvocacy

Students will demonstrate the ability to advocate for personal, family and community health--

-Express information and opinions about health issues.

-Demonstrate the ability to influence and support others in making positive health choices.

-Demonstrate the ability to adapt health messages and communication techniques to the characteristics of a particular audience.

UsingThisFacilitator’sGuide

This facilitator’s guide is designed to provide a quick overview of the training module and all the materials provided within this kit. A description of each kit component is provided along with a discussion of how this component is to be used within the training. A checklist provides step-by-step instructions for preparing to give this training. The end of the guide includes notes for teachers on how to extend and expand the learning and integrate it within broad national content standards.

The sections of this facilitator’s guide include the following:

• Training-at-a-Glance

• Materials&ResourcesChecklist

• DescriptionofMaterials

• PreparingfortheTraining

• AftertheTraining

• NotesforTeachersonExtendingtheLesson



Training-at-a-Glance

Time Section objectives and content overview Materials

2 min.

Motivatethestudentsforlearning

• Show the list of famous historical figures overhead as students enter the classroom.

• Ask what these individuals have in common.

• Reveal that many historians believe they each had epilepsy.

Slide 1

4 min.

Transitiontothefocusofthelesson

• Ask for show of hands of students who have some familiarity with epilepsy.

• Review the learning objectives.

• Ask for students’ “first thoughts” and “questions” about epilepsy and write them on the board or a flip chart.

Slides 2 & 3

9 min.

Achieveabasicunderstandingofepilepsyandrelatedissues

• Review and discuss the overhead transparencies with content on key facts, statistics, and myths about seizures and epilepsy.

Slides 4-13

15 min.

Identifyandlearnaboutdifferentseizurestypes

• Distribute the Matching Worksheet and review terms.

• Show the DVD and have students complete the Matching Worksheet.

• Discuss correct answers.

Slide 14

Matching Worksheet

DVD

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Time Section objectives and content overview Materials

7 min.

Learnwhattodoandwhatnottodowhensomeoneishavingaseizure

• Review seizure first aid steps for a generalized tonic-clonic seizure.

• Briefly discuss first aid for absence and simple partial seizures.

• Review what you should NEVER do.

• Review seizure first aid for a complex partial seizure.

• Review when to call an ambulance.

• Engage students in a demonstration if time allows. (See demonstration instructions in the Overhead Printouts with Presenter Notes section, Slide 18.)

Slides 15-18

2 min.

Bullying

• Discuss bullying associated with epilepsy.

• Review appropriate actions for what to do and what not ot do when dealing with bullying.

Slides 19-22

1 min.

Summarizethelearning

• Review the student-generated ”first thoughts” and “questions” to ensure that they have been addressed.

• Briefly review student learning by asking the questions provided on the overhead.

Slide 23

4 min.

Assessandreinforcestudentlearning

• Have students complete the Student Quiz.

• Remind students to pick up the Epilepsy Fact Sheet and any optional informational materials you wish to distribute.

Student Quiz

Epilepsy Fact Sheet

HomeworkAssignments Slide 24 or handout of the same content.

44 min TOTAL TIME



Materials & Resources ChecklistThe following materials are provided within this kit:

Facilitator’sGuide

PowerPointPrintoutswithPresenterNotes

MatchingWorksheet(includesanswerkey)

EpilepsyFactSheet (includesanswerkey)

StudentQuiz

DVD

CD-ROMincludingPowerPointpresentationandotherwrittenmaterialforeasyduplication

To facilitate this training you will need to provide the following:

LCDprojectorandcomputer

DVDplayerandtelevision

Chalkboardorflipchart

The following optional materials are not provided within this kit and may be ordered through the Epilepsy Foundation.

FirstAidBookmarks—GeneralizedTonic-Clonic(EFA268)

FirstAidBookmarks—ComplexPartial(EFA267)

SeizureFirstAidWalletCards(067FAC)

SeizureRecognitionandFirstAidBrochure/fold-outposter(300SFA)

OrderingInformation: Educational materials may be purchased through the Epilepsy Foundation’s Marketplace at www.epilepsyfoundation.org/marketplace/ or by calling (866) 330-2718. Sample copies of these materials may be requested by contacting the Epilepsy Foundation’s Answer Place at (800) 332-1000.

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Description of Materials

PowerPointPrintoutswithPresenterNotes

A paper copy of the printout of the PowerPoint slides with detailed presenter notes and instructions is included in the kit. This element is the primary guide for trainers implementing this module. Each trainer should review this section in detail prior to facilitating the presentation. Pay close attention to suggestions about what the facilitator might say. Following these instructions will make a difference in the messages that students take home. This section is valuable as a guide during the presentation itself.

MatchingWorksheet

The Matching Worksheet lists seizure types on the left and seizure descriptions on the right. Distribute it just prior to the start of the DVD and briefly review the seizure types, reading the name of each seizure type aloud. Ask students to complete the worksheet during the DVD. After the DVD have students pair up and take one minute to compare answers and complete the worksheet. Once this is complete, briefly review the correct answers. An answer key is provided.

EpilepsyFactSheet

The Fact Sheet is a give-away designed to reinforce and enhance learning. Copies should be made available to students at the end of the training. In addition to reviewing epilepsy medical information and first aid, it provides basic information on the diagnosis and treatment of epilepsy.

StudentQuiz

The Student Quiz is a simple tool to both assess and reinforce student learning. It is optional, of course, depending on teacher preference and time constraints. An answer key is provided.

DVD

The DVD provides additional information about seizures and epilepsy and shows footage of several seizure types. This DVD further enhances the learning gained from the overhead transparencies and is used in tandem with the Matching Worksheet.

CD-ROM

The CD-ROM includes digital copies of many of the materials provided in the kit. The PowerPoint slides are also provided in a handout format. The Matching Worksheet, Student Quiz, and Epilepsy Fact Sheet are provided in PDF format and will require Adobe Acrobat Reader to open them. If you do not have this computer program, free downloads of Adobe Acrobat Reader are available at http://www.adobe.com/products/acrobat/readermain.html.



Optional Educational MaterialsSeizureFirstAidBookmarks

A supply of two separate bookmarks is available as optional educational material. The bookmarks show appropriate first aid procedures for either generalized tonic-clonic seizures, or complex partial seizures. Descriptions of dangerous first aid and an explanation of when to call for medical assistance is also included.

SeizureFirstAidWalletCards

The wallet cards list appropriate seizure first aid procedures for both generalized tonic-clonic seizures and complex partials seizures. A description of when to call for medical help is also provided.

SeizureRecognitionandFirstAidBrochure/Poster

This brochure and fold-out poster is a presenter and classroom resource. Reviewing this document will enhance the presenter’s understanding of seizure types and appropriate first aid. The fold-out poster can be mounted in the classroom as a reference for students.

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Preparing for the TrainingTwoweekspriortothetraining:

• Review the Facilitator’s Guide and familiarize yourself with the content and key terms.

• Carefully review the PowerPoint Printouts with Presenter Notes. This is your primary guide for implementing this training module.

• Practice the training module, preferably with a colleague or other person capable of providing you with candid feedback and advice. There is a lot of training material to be covered in one class period, so some practice is essential.

• Read the information in the Epilepsy Fact Sheet.

• Visit the Epilepsy Foundation’s Answer Place to clarify any questions you may have. You may access the Answer Place at www.epilepsyfoundation.org/answerplace or by calling (800) 332-1000.

• Contact the local Epilepsy Foundation affiliate sponsoring this training with any questions you have about the content of training or the materials provided in the kit. To locate your local Epilepsy Foundation affiliate, visit the following website: www.epilepsyfoundation.org/aboutus/affiliatelookup.cfm.

• Order any optional materials you may want to distribute. See ordering information on page 6 of this guide.

• If possible, AVOID TELLING STUDENTS AHEAD OF TIME THAT THIS LESSON WILL BE ABOUT EPILEPSY.

Oneweekpriortothetraining:

• Make photocopies of the Matching Worksheet for all students.

• Make photocopies of the Epilepsy Fact Sheet for all students. This item is a take-away for students as they leave the classroom. Do not distribute during the training.

• Make photocopies of the Student Quiz for all students.

• Determine the total number of students in the school prior to the presentation. Students should know this information, but if they don’t, you want to be prepared. During the training you will ask students to determine how many students in their school might have a seizure in their lifetime, and how many might have epilepsy.

The dayofthetraining:

• Insert DVD before the students arrive.

• Project PowerPoint slide #1 (Famous Historical Figures) on the screen.

• Have a towel, blanket or mat available for the student demonstration of correct first aid. This demonstration is optional, but if time allows, it can significantly enhance learning and retention.

• Remember to use the Powerpoint Printouts with Presenter Notes as a guide while doing the training.



After the Training• Have students complete the Student Quiz.

• Remind students to pick up the Epilepsy Fact Sheet and any other educational materials.

• Hang a Seizure Recognition and First Aid Poster in the classroom.

• Take some time during the next class period to review and discuss the correct answers for the Student Quiz.

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Notes for Teachers on Extending the LessonDepending on student interest and time available, consider augmenting student learning about seizures by tying the module to one or more of the following content areas:

Science

Life sciences, including biology, are part of the National Science Content Standards. At the high school level, units of study dealing with anatomy and physiology and human systems may be included in courses of study. For example, some content indicators relate to the structure of neurons, how ions and electrical signals affect neural activity, and the effect of drugs and the environment on neural function. Other content standards’ topics which could be related to the lesson are Science in Personal and Social Perspective and the History and Nature of Science.

SocialStudies

National Social Studies Standard V requires that schools provide educational experiences that provide insight into the interactions among individuals, groups, and institutions. Since one of the major goals of this training module on epilepsy is to help teens develop greater acceptance of their peers with epilepsy by understanding the nature of seizures, a lesson could focus on how groups deal with people who are different—race, gender, socio-economic, or disability. Exploring why the majority group is ill-at-ease with those who are different would be a way of extending the ideas only touched upon in the lesson.

Standard II requires experiences that you provide for the study of the ways human beings view themselves in and over time. Since this calls for studying issues in an historical perspective, a research project could have students trace various myths, perceptions, and beliefs that have existed over time or examine how the diagnosis and treatment of epilepsy have evolved.

Reading/EnglishLanguageArts

Standards published by the National Council of Teachers of English and the International Reading Association recommend reading a wide range of literature to build an understanding of the many dimensions of human experience. While there are a few books featuring people with epilepsy including “The Idiot” by Fyodor Dostoevsky, and the “Ragged Owlet” by Sue Goss, there are many short stories and nonfiction pieces written by and about those with various disabilities. Another standard involves using writing to communicate with different audiences for different purposes. Students could write letters or essays to express their thoughts about the issues raised by the lesson or research the way individuals with disabilities are sometimes discriminated against by society.

FineArts

Students can use literature, poetry, art, music, or dance to creatively express how teens with epilepsy may feel about their lives and their relationships with others. Also consider using Van Gogh to demonstrate that epilepsy is not a barrier to artistic success.

800.332.1000www.epilepsyfoundation.org

Rev 11/2010

Slide Printouts w

ith Presenter Notes

Please print out your copy of the Powerpoint presentation from the enclosed CD and insert here

Matching W

orksheet

≥ Instructions: Match the description with the correct seizure type.

SEIZURE TYPES

1. Generalized tonic-clonic ____

2. Complex partial ____

3. Absence ____

4. Simple partial ____

Matching Worksheet

DESCRIPTIONS

A. Typically characterized by:• Full consciousness• Jerking of one part of the body• Sensory experiences including sounds, smells,

feelings, and visual distortions• Possible feeling of fear or insecurity

B. Typically characterized by:• Loss of consciousness• Muscle rigidity• Convulsions• Usually lasts 1–3 minutes• Formerly called grand mal

C. Typically characterized by:• Altered consciousness• Being out of touch with surroundings• Random and purposeless activities which may

include picking at clothing and aimless walking• Usually lasts 1–3 minutes

D. Typically characterized by:• Blank dazed stare• Sometimes accompanied by blinking or chewing

motions• Formerly called petit mal• Lasts a few seconds

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≥ Instructions: Match the description with the correct seizure type.

SEIZURE TYPES

1. Generalized tonic-clonic ____

2. Complex partial ____

3. Absence ____

4. Simple partial ____

Matching Worksheet (Answer Key)

DESCRIPTIONS

A. Typically characterized by:• Full consciousness• Jerking of one part of the body• Sensory experiences including sounds, smells,

feelings, and visual distortions• Possible feeling of fear or insecurity

B. Typically characterized by:• Loss of consciousness• Muscle rigidity• Convulsions• Usually lasts 1–3 minutes• Formerly called grand mal

C. Typically characterized by:• Altered consciousness• Being out of touch with surroundings• Random and purposeless activities which may

include picking at clothing and aimless walking• Usually lasts 1–3 minutes

D. Typically characterized by:• Blank dazed stare• Sometimes accompanied by blinking or chewing

motions• Formerly called petit mal• Lasts a few seconds

A

D

C

B

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Epilepsy Fact Sheet

≥ What is Epilepsy?

Epilepsy is a neurological disorder that causes people to have recurrent seizures. A seizure is a brief disruption of electrical activity in the brain.

• Epilepsy is not contagious.• Epilepsy is not mental illness.• Epilepsy is not mental retardation.

Who has Epilepsy? million Americans have epilepsy, and

over 180,000 new cases are diagnosed in the United States each year. One in 10 people will have a seizure at some point in their lives. Three in 100 people will develop epilepsy by the age of 75.

Epilepsy doesn’t discriminate. It affects children and adults, men and women, and people of all races, religions, ethnic backgrounds, and social classes. While epilepsy is most often diagnosed either in childhood or after the age of 65, it can occur at any age.

How is Epilepsy Diagnosed?Patient history, neurological examination, blood work and other clinical tests are all important in diagnosing epilepsy. Eyewitness accounts of a patient’s seizures may also be important in helping the physician determine the type of seizures involved.

The electroencephalograph (EEG) is the most commonly used test in diagnosing epilepsy. An EEG provides a continuous recording of electrical activity in the brain during the test. Some patterns of activity are unique to particular forms of seizures.

In some situations, physicians may also use CT scans, MRIs, and PET scans to look at the internal structure and function of the brain. These tests may help pinpoint causes of seizures.

What Causes Epilepsy?More than half the time, the cause is unknown. Where a cause can be determined, it is most often one of these:• head injury• infections that affect the brain• stroke• brain tumor• Alzheimer’s disease• genetic factors

Fact Sheet &SEIZURES


Nearly 3


How to Handle a Seizure• Don’t panic!• Note time when the seizure

starts.• Direct the person away from

hazards or remove objects that may present a danger.

• If the person is having a convulsive seizure, turn him on his side and cushion his head.

• Remove glasses and loosen tight clothing.

• Do NOT put anything in the mouth.

• Do NOT give liquids or medication.

• Do NOT restrain.• Remain present until the

person regains conscious awareness of his surroundings.

How Is Epilepsy Treated?• Medication Most people achieve good seizure control on one

or more of the variety of medications currently approved for the treatment of epilepsy.

• Surgery Several types of surgery may be used for patients whose seizures do not respond to medication. The most common are lobectomy and cortical resection. These may be used when a seizure focus can be determined and removal of all or part of the affected lobe of the brain can be performed without damage to vital functions.

• Vagus Nerve Stimulation A small pacemaker-like device is implanted in the left chest wall with a lead attached to the vagus nerve. The device is then programmed to deliver electrical stimulation to the brain at regular intervals. Up to two-thirds of patients whose seizures do not respond adequately to medication see improvement with this method.

• Ketogenic Diet Used primarily in children, this medically supervised high fat, low carbohydrate, low protein diet has been shown to benefit as many as two-thirds of the children who can maintain it.

When to Call 911Most seizures are not medical emergencies, but an ambulance should be called if:• The seizure lasts longer than

5 minutes or one seizure immediately follows another.

• The person does not resume normal breathing after the seizure ends.

• There is no medical ID and no known history of seizures.

• There is an obvious injury.• The person is pregnant or has

diabetes.• The seizure happens in water.• The person requests an

ambulance.

This publication was made possible with funding from the Centers for

Types of SeizuresSeizures can take many different forms, often not resembling the convulsions that most people associate with epilepsy. Common types of seizures include:

• Generalized Tonic Clonic (Grand Mal) Convulsions, muscle rigidity, jerking.

• Absence (Petit Mal) Blank stare lasting only a few seconds, sometimes accompanied by blinking or chewing motions.

• Complex Partial (Psychomotor/Temporal Lobe) Random activity where the person is out of touch with his surroundings.

• Simple Partial Jerking in one or more parts of the body or sensory distortions that may or may not be obvious to onlookers.

• Atonic (Drop Attacks) Sudden collapse with recovery within a minute.

• Myoclonic Sudden, brief, massive jerks involving all or part of the body.

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For more information contact the Epilepsy Foundation

1.800.332.1000

www.epilepsyfoundation.org5U58DP000606-05. Its content are solely the responsibility of the authors

and do not necessarily represent the official views of the CDC.

Disease Control and Prevention (CC) under cooperative agreement number

Student Quiz

Name _________________________________________ Date _________________

≥ Please mark the following statements as either True or False.

True False

1. People often die from having seizures. ❏ ❏

2. Seizures always cause the person to lose consciousness. ❏ ❏

3. Most seizures last a few seconds to a few minutes. ❏ ❏

4. If a person is having a seizure with convulsions (shaking), ❏ ❏

you should turn him/her on one side.

5. You should never place an object in a person’s mouth during ❏ ❏

a tonic-clonic seizure.

6. You should restrain someone who is having a seizure. ❏ ❏

7. Epilepsy can affect anyone, at any age. ❏ ❏

8. Epilepsy is contagious and you can catch it. ❏ ❏

9. Sometimes seizures look like daydreaming. ❏ ❏

10. Epilepsy is a form of mental illness. ❏ ❏

Student Quiz

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❏ ❏ 11. You should always talk to an adult if a bully is bothering you or a friend with epilepsy.

Name _________________________________________ Date _________________

≥ Please mark the following statements as either True or False.

True False

1. People often die from having seizures. ❏ ❏

2. Seizures always cause the person to lose consciousness. ❏ ❏

3. Most seizures last a few seconds to a few minutes. ❏ ❏

4. If a person is having a seizure with convulsions (shaking), ❏ ❏

you should turn him/her on one side.

5. You should never place an object in a person’s mouth during ❏ ❏

a tonic-clonic seizure.

6. You should restrain someone who is having a seizure. ❏ ❏

7. Epilepsy can affect anyone, at any age. ❏ ❏

8. Epilepsy is contagious and you can catch it. ❏ ❏

9. Sometimes seizures look like daydreaming. ❏ ❏

10. Epilepsy is a form of mental illness. ❏ ❏

Student Quiz (Answer Key)

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XX

X

X

X

XX

XX

X


❏ ❏ 11. You should always talk to an adult if a bully is bothering you or Xfriend with epilepsy.

a

Building on Take Charge

EFA332

Building on

A Guide for Extending Learning and Deepening

Awareness about EpilepsyIncludes: • Out of the Shadows: Teens with Epilepsy Take Charge DVD • Three Interdisciplinary Lesson Plans• Frequently Asked Questions about Epilepsy

© Copright 200 Epilepsy Foundation of America, Inc.

This publication was made possible with funding from the Centers for Disease Control and Prevention (CDC)

do not necessarily represent the official views of the CDC.

w w w . T a k e C h a r g e T e e n s .

under cooperative agreement number 5U58DP000606-05. Its content are solely the responsibility of the authors and

9, 2010

o r g

Rev 11/2010

This publication is protected by copyright. Unless specifically noted, no part of it may be reproduced, stored or maintained in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying,

recording or otherwise, without the prior written permission of the Epilepsy Foundation. Printed in the United States of America.

Epilepsy Foundation8301 Professional Place

Landover, MD 20785800-332-1000

www.epilepsyfoundation.org

©

20640_Part7_EFA_332.indd 1 12/14/2009 7:57:56 AM

Copyright 2007, 2010 by the Epilepsy Foundation of America, Inc. All rights reserved.©

T a b l e o f C o n t e n t s

I n t r o d u c t i o n . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

A b o u t t h e O u t o f t h e S h a d o w s : T e e n s w i t h E p i l e p s y T a k e C h a r g e D V D . . . . . . . . . . . . . . . . . . . . . . 3

L e s s o n P l a n I : E p i l e p s y , S t i g m a a n d T e e n s . . . . . . . . . 4

L e s s o n P l a n I I : E p i l e p s y a n d D i s c r i m i n a t i o n . . . . . . . . . 6

L e s s o n P l a n I I I : R e s e a r c h R e l a t e d t o E p i l e p s y . . . . . . . 8

F r e q u e n t l y A s k e d Q u e s t i o n s . . . . . . . . . . . . . . . . . . . 1 0

3Building on Take Charge of the Facts: A Guide for Extending Learning and Deepening Awareness about Epilepsy

I n t r o d u c t i o n

In 2004, the Epilepsy Foundation and its affiliates began implementing an epilepsy awareness program for teens called Seizures and You: Take Charge of the Facts. At the core of this program is a lesson plan designed to be implemented in one 45-minute class period in middle or high school. This lesson is usually taught in health education classes, but may also be taught in science, English or social studies classes.

Building on Take Charge of the Facts: A Guide for Extending Learning and Deepening Awareness about Epilepsy provides three additional lesson plans that educators may choose to implement. Each of these lessons builds on the learning gained from the initial epilepsy awareness lesson. Additional supporting resources provided in the guide include a DVD titled, Out of the Shadows: Teens with Epilepsy Take Charge and a Frequently Asked Questions section with clear answers to epilepsy-related questions teachers and trainers may get from students.

About the Out of the Shadows: Teens with Epilepsy Take Charge DVD

The Out of the Shadows: Teens with Epilepsy Take Charge DVD is a fast-paced, documentary-style program that shares the stories of four teens living with epilepsy—Katie, Sterlynn, Bayron and Sara. It begins by reinforcing accurate information about epilepsy and reviewing the most common epilepsy myths. Throughout the program, each teen shares his or her passions, frustrations, hopes and dreams. In the end, the teens in the DVD offer clear and straightforward messages for other teens. A few of those messages are provided below:

“Just because you have epilepsy doesn’t mean you can’t follow your dreams or do what you want to do.”

Sara, Age 18

“We laugh. We feel pain. We fall in love. We get heartbroken. We joke around. We hang out with friends. We do everything that the people without epilepsy do.”

Katie, Age 16

“I feel that I can pretty much do anything, as long as I am willing to put in the time and effort.”

Sterlynn, Age 19

4

L e s s o n P l a n I : E p i l e p s y , S t i g m a a n d T e e n s

The lesson plan provided below is designed to extend the learning gained from the basic epilepsy awareness program. It is recommended that this lesson plan be used within one week of presenting the Seizures and You: Take Charge of the Facts program.

Relationship to National Education Standards: This lesson plan addresses the National Education Standards for Health Education (health advocacy): Students will be better able to utilize strategies to overcome barriers when communicating information, ideas, feelings and opinions about health issues.

Lesson Objective: Students will identify and discuss common issues/concerns facing teens with epilepsy.

Materials of Instruction: Out of the Shadows: Teens with Epilepsy Take Charge DVD

Motivation/Warm-up: “Write down 2 facts about epilepsy that you learned from the previous lesson and 1–2 questions about epilepsy that you have that have not yet been answered.”

Procedure:

1. Go over the warm-up activity to review material covered in the core lesson and to generate a list of student questions. Jot the questions on the board for later reference.

2. Transition to today’s lesson by saying, “We learned a lot of factual information about epilepsy yesterday. In today’s lesson, we are going to learn more about epilepsy so that we can answer some of the questions you have raised.” Show objective for lesson and have a student read it aloud: Students will identify and discuss common issues/concerns facing teens with epilepsy.

3. Have students engage in a think-pair-share activity. “Let’s pretend for a few minutes that you and your family have just been told by your doctor that you have epilepsy. Think about how you would be feeling and what thoughts and questions you might have. (Give students 30–45 seconds of quiet reflection). Now think about this question: Would you tell your friends that you have epilepsy? (Give another 30 seconds to quietly think.) Now turn to the person sitting next to you and share your thoughts with each other.”

4. After students have had a minute or two to talk, ask for 2–3 volunteers to share their ideas. Try to get some variety of response by saying, “Did anyone feel differently than the thoughts that have been shared?” Ask, “Why did many of you feel that you would not or could not tell your friends that you had epilepsy?” Summarize the main points shared.

5. Use this discussion to introduce the DVD. “Many of the ideas you have shared are typical of the way people feel. We are going to watch a short DVD that shows how some teens with epilepsy feel and how they are dealing with some of the issues you have raised. All of the teens on this DVD are real people—not actors.”

6. After watching the DVD, conduct an open discussion about how the DVD may have changed some of their perceptions, beliefs, etc., about people who have epilepsy. Begin by asking the question, “Why do you think this program is entitled Out of the Shadows and what does that suggest about the way teens with epilepsy may be feeling?” Go back to the questions generated at the beginning of the period to see if any of those questions have been answered by watching the DVD.

Lesson Plan I

�Building on Take Charge of the Facts: A Guide for Extending Learning and Deepening Awareness about Epilepsy

Summary/Assessment: Give each student a 3x5 note card. Project the following on the overhead or write on the chalkboard: The biggest challenge facing a teen with epilepsy is________________________.

Have students complete the statement and give a reason for their answer. If time permits, share some of the answers. Collect the note cards as an “exit ticket” when the students are leaving. The teacher should review the note cards to be sure the students have accomplished the objective of identifying issues facing teens with epilepsy and that negative stereotypes and misinformation have been eliminated.

Homework: Have students write a journal entry on the following topic:

Imagine that in the cafeteria today, a student with epilepsy had a seizure. Describe how you would react/respond to that student the next time you saw him (or her) and explain if your response would be any different as a result of what you have learned today about epilepsy. When the homework is collected the following day, use this opportunity to review or present seizure first-aid procedures (if not done during the initial “Take Charge” lesson).

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L e s s o n P l a n I I : E p i l e p s y a n d D i s c r i m i n a t i o n

The lesson plan provided below is designed to extend the learning gained from the basic epilepsy awareness lesson provided in the Seizures and You: Take Charge of the Facts program. It is recommended that this lesson plan be used within one week of completing the basic lesson plan.

Relationship to National Education Standards: This lesson plan addresses the National Education Standards in the following categories:

• English Language Arts: Students participate as knowledgeable, reflective, creative and critical members of a variety of literacy communities.

• Social Studies: Students demonstrate an understanding of concepts such as role, status and social class in describing the interactions of individuals and social groups.

Lesson Objective: Students will identify the causes and effects of discrimination and offer suggestions for helping to eliminate it in the future.

Materials of Instruction: Out of the Shadows: Teens with Epilepsy Take Charge DVD

Motivation/Warm-up: Give students a list of characters from literature with which they are familiar and have them identify what the characters have in common. This same activity could be done in a social studies class by giving students a list of individuals from history.

Possible Examples from Literature:• Lenny in Of Mice and Men: seen by others as “dumb” or intellectually limited

• Holden Caulfield in The Catcher in the Rye: experiences a mental breakdown

• Laura in The Glass Menagerie: very shy, walks with a limp

• Huck Finn in The Adventures of Tom Sawyer: poor, uneducated, father is the town drunk

• Tom Robinson in To Kill a Mockingbird: African-American in a white-dominated society

• Anne Frank in Anne Frank: The Diary of a Young Girl: Jewish girl persecuted by the Nazis

• Kit in The Witch of Blackbird Pond: from a foreign country with different styles and traditions

• Jerry in The Chocolate War: refuses to do what the school hierarchy and the bullying mob tell him to do

Lead students to identify that the characters are all isolated or seen as different from the rest of the culture or society. Have students identify what it is about the character that sets them apart—see notes above.

Possible Examples from History:Copernicus—formulated a modern heliocentric theory of the solar system

Galileo—defended heliocentric theory against the church

Rosa Parks—refused to sit in the back of the bus and accept the Jim Crow system

Susan B. Anthony—fought for women’s suffrage

Helen Keller—multiple disabilities

Monet—founded French Impressionism and went against the prevailing view of art

Lesson Plan II


Procedure:

1. Transition to the lesson by saying that although these are fictional characters, discrimination exists in the real world and affects real people—even today. Share the objective and have a student read it aloud. In social studies say, “Although these are people from the past, discrimination continues.”

2. Ask, “What are some of the reasons throughout history and today for which people have been discriminated against?” Have students work in pairs to generate lists. Their lists should include race, gender, religion, age, socioeconomic status, education, etc. If students do not come up with medical reasons, disabilities or handicapping conditions, give an example to help them add to their lists.

3. Ask, “Why do you think people discriminate against other people or groups of people?” (Because of ignorance, fear, a need to feel superior or important, to exercise control, or because that is the way they are taught by their parents or the culture they live in.)

4. Ask, “What are the effects of discrimination on the person or group being discriminated against? How does discrimination make a person feel? How might discrimination make a person act?” (A person could withdraw, be afraid, become angry, or even seek revenge.)

5. Ask, “What are some actions that a person could take to help eliminate discrimination?”

6. Say, “Today we are going to watch a DVD that features some young people who have experienced discrimination because they have the medical condition epilepsy. As you watch, listen for how these young people feel and how they have chosen to respond to the discrimination they have experienced.”

7. Show the DVD Out of the Shadows: Teens with Epilepsy Take Charge and discuss the two questions assigned for viewing. If possible, answer any questions that students may raise about epilepsy or refer them to the Take Charge Program Web site www.TakeChargeTeens.com or the Epilepsy Foundation’s Web site www.epilepsyfoundation.org.

Homework: Have students write a journal entry about a time they experienced or witnessed discrimination. Have them explain how it made them feel and what actions, if any, they took at the time and if they would respond differently after today’s lesson.

8

L e s s o n P l a n I I I : R e s e a r c h R e l a t e d t o E p i l e p s y

Unlike the other lessons, this lesson may be implemented without completing the basic epilepsy awareness lesson provided with the Seizures and You: Take Charge of the Facts program. Prior to implementing this lesson have students complete a short research activity about epilepsy for homework. This should include having students answer the following questions:

• What is epilepsy?

• What is a seizure?

• Who can be diagnosed with epilepsy?

• Can epilepsy be cured?

• How is epilepsy treated?

Relationship to National Education Standards: This lesson is not tied to a particular standard because research skills are taught in a variety of subjects. The research could be conducted as a home assignment or in the computer lab under teacher direction. It could also be a shared assignment between two or more departments such as health education and science.

Lesson Objective: Students will identify and use resources to develop a 1–3 page research paper.

Motivation/Warm-up: “Last night you were given questions to answer about a topic basically unfamiliar to you—epilepsy. Let’s see what information you were able to find.”

Procedure:

1. Go over warm-up activity and have students answer the five questions by sharing the information they found about epilepsy.

2. Ask, “What resources did you use to find information about this topic?” Have students generate a list of online and other resources—encyclopedias, magazines, books, etc., to develop a class list. Have students copy the list of resources into their notes.

3. Ask students to think about research assignments they have previously completed in school. Ask, “What is the first step in beginning a research project?” (Select a topic.) Next, have them work with a partner to develop a list of the steps in the research process. As a class, develop a working list of steps. (See example below.)

Step 1: Decide on a topic

Step 2: Develop a general understanding/background of the topic

Step 3: Locate more specific information and narrow/broaden the topic as needed

Step 4: Analyze and evaluate the information to determine if additional research is needed

Step 5: Organize the information in a logical way

Step 6: Synthesize the information

Step 7: Write the paper to meet requirements

Lesson Plan III


4. Tell students they will be completing a research paper on the topics related to epilepsy. Present the assignment: Use a minimum of three print and/or online resources to develop a 1–3 page research paper on one of the following topics related to epilepsy:

• Beliefs and myths about epilepsy throughout history

• Recent medical advances in the treatment of epilepsy

• A contemporary or historical person with epilepsy who achieved significant success in his/her field

• Legal issues, such as driving legislation, Least Restrictive Environment in education, and discriminatory employment practices

• Causes of epilepsy—genetic, disease, accident/trauma

• Correlation between epilepsy and other conditions such as cerebral palsy or migraine headaches

5. Look at each topic and discuss the type of research they would be doing and how the paper would be organized. For example, the first topic would probably adopt a chronological approach while the second topic might be divided into categories such as surgery, drugs, diet, etc.

6. Have students generate key words for researching each topic. Help students move from the general to the specific in crafting their approach to the research.

7. Depending on the grade level, use this assignment to review or teach bibliographic format, note taking and citation requirements as appropriate.

8. After students have completed writing their research papers, have them prepare oral reports, either individually or in small groups, to present the information they have found about their chosen topic.

10

F r e q u e n t l y A s k e d Q u e s t i o n s

One of the biggest challenges teens with epilepsy face is that other teens—including friends and classmates—may not know much about epilepsy. Seizures can look strange sometimes. That can be a problem, too.

The teens in your classes will probably have lots of questions about epilepsy. Therefore we have provided you with a fairly comprehensive FAQ section. Review these questions prior to teaching any of the lessons provided in this booklet so you are prepared when the questions come.

Q. What is epilepsy? A. Epilepsy is a disorder of the brain that sometimes makes people have seizures. The seizures can cause a temporary change in the electrical function of the brain, which can affect a person’s awareness, movement or sensations.

Q. What is a seizure? A. Brain cells are constantly communicating with each other using tiny electrical signals. When there is a glitch in this electrical activity, it can cause a seizure. There are many different types of seizures. Some can make you fall and shake. Others make you stare into space, act confused, or have convulsions. Seizures can affect the entire brain or just a small part of it.

Q. What causes epilepsy?A. That’s hard to say. In most cases (about 70 percent), doctors know why a person has epilepsy. However, there are many things that can lead to epilepsy, including problems in development before birth, severe infections that involve the brain, a severe head injury, poisoning, or certain genetic factors.

Q. Is epilepsy hereditary?A. The role of genes or heredity in epilepsy is quite small. If one parent has epilepsy that has no known cause, then the risk is about four percent that one of his or her children will have epilepsy. If both parents have epilepsy, that percentage goes up slightly.

Q. Will someone with epilepsy always have it?That depends. Some people’s epilepsy goes into remission after a few years. Others will always have seizures unless they take medication to prevent them.

Q. Is there a cure for epilepsy?A. No, not yet. Medications don’t cure epilepsy the way an antibiotic can cure an infection. Medications can get seizures under control, but they only work if taken regularly. But that doesn’t mean that a person will have to take them for the rest of his or her life. If a person goes for a long time without a seizure, his or her doctor may experiment with slowly discontinuing medications to see if the seizures return. But that’s something only a doctor can advise you about.

Q. How many people have epilepsy?A. About one teen in 100 has epilepsy. Nearly 3 million people in the United States have some form of epilepsy. Thirty percent of them are children under the age of 18. A large number of children and adults have undetected or untreated epilepsy.

Frequently Asked Questions

11Building on Take Charge of the Facts: A Guide for Extending Learning and Deepening Awareness about Epilepsy

Q. What are the medical treatments for epilepsy?People with epilepsy take daily medication to control their seizures. In addition, there are other treatments that can be used successfully with some people. These include the following:

• Brain stimulation via a large nerve in the neck called the vagus nerve. This procedure involves surgically implanting a small device in the person’s upper left chest and attaching it to the vagus nerve. Regular electrical impulses are then sent to the brain.

• A diet called the ketogenic diet. This diet includes lots of fat and hardly any carbohydrates. This diet is mostly used with young children and is not a do-it-yourself diet. It is serious medicine, and you have to be really disciplined to make it work.

• Surgery to remove a small area of the brain may work for some people, but is always a treatment of last resort.

Q. Can a teen with epilepsy drive? A. That’s the big question, and it’s a big deal to most teens. The hard truth is if a teen is still having seizures, he or she can’t drive a car. Each state has its own rules about how long a person with epilepsy must be seizure free before getting a driver’s license. These laws require that a person be seizure free for between three months and one year. If a teen is taking medication and hasn’t been having seizures, chances are he or she can get a driver’s license.

Q. Can a teen with epilepsy go to college?A. Of course. They’ll need good grades and good SAT or ACT scores just like everyone else, but there’s no reason that epilepsy should be a barrier to college. In some cases, medication can affect how quickly a person with epilepsy can complete tests and other projects. Therefore, a student might need to work with the college administration to work out some type of accommodation, like taking a lighter credit load, or possibly having extra time to complete tests and homework assignments.

Q. Can people with epilepsy get a job?A. Yes. People with epilepsy are successful doctors, lawyers, actors, bankers and businessmen. Just like with everyone else, for someone with epilepsy entering the workforce, the key is to have a well-written resume that describes your marketable skills and details your work experience. Work experience can include part-time jobs, volunteer work or community service. Sometimes, a volunteer job can become a permanent one.

Q. Is it safe for a teen with epilepsy to play sports?A. Most teens with epilepsy can safely play a wide variety of sports. But their ability to participate depends somewhat on the specific sport, the type of seizures the teen has, and how often the seizures occur. Sports like track, basketball, tennis and field sports are generally not a problem. Swimming alone is not a good idea, at any time for anyone with a seizure disorder. Teens with epilepsy should always swim with someone who knows about their epilepsy and is a good enough swimmer to help if a seizure occurs. Wearing protective helmets is important for anyone who is cycling or playing football or baseball.

Q. Can flashing lights or video games cause seizures?A. Some people are photosensitive, which means they may have seizures if a light flashing at a certain rate shines in their eyes, or if they look at flashing images of light and dark. If you’ve had an EEG test, they probably did a photosensitivity test as well. If you didn’t have a seizure, or there were no telltale signs on your EEG, then flashing lights or flashing video game images may not be a problem for you.

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Q. When I asked the doctor about the kind of epilepsy I had, she told me a lot of long words. How can I find out more about it?A. The Epilepsy Foundation’s Web site, www.epilepsyfoundation.org, has a lot of information about types of epilepsy and types of seizures. has additional information. There’s also a teen discussion group under the heading, “eCommunities,” where you can interact with other teens. Some local Epilepsy Foundations have teen groups where you can get to know others who are living with seizures.

Q. If a friend with epilepsy falls down and begins to shake during a seizure, how can I help?A. Here’s what you should do:

• Stay calm … don’t freak out.

• Move things out of the way

• Put something soft under his or her head

• Loosen anything tight around his or her neck

• Turn him or her gently to one side

• Don’t put anything in his or her mouth

• Don’t try to hold him or her down

Q. If a friend has a seizure that looks like blank staring, loss of awareness, blinking, chewing, or other movements, how can I help?A. Here’s what you should do:

• Stay calm and be reassuring

• Guide him or her away from hazards like streets, stairs and furniture

• Don’t grab or try to restrain the person

• Stay nearby until he or she is fully aware again

Q. Should you call an ambulance when someone has a seizure? A. Most of the time you don’t need to call an ambulance. But, you do need to call an ambulance in the following situations:

• If the person is injured

• If the seizure lasts longer than five minutes

• If another seizure begins soon after the first one stops

• If the person has diabetes or is pregnant

• If the person requests an ambulance

• Remember … a seizure almost always ends naturally by itself

Q. Can a person die from epilepsy?A. It is very rare for a person to die from having a seizure. Most seizures end naturally on their own after a few seconds or minutes. There is a greater risk of injury or death if the person has a seizure in water, near heights or while driving a car. Rarely, a person may fall in such a way that his or her breathing is blocked, or he or she may suffer a heart attack as a result of the stress of the seizure. In very rare cases, a person with epilepsy dies suddenly for no apparent reason. Most cases of death involving epilepsy happen as a result of a series of untreated nonstop seizures. People suffering repeated convulsive seizures over a short period of time should receive immediate medical care.

Frequently Asked Questions

GoEYC.org, a Web site designed specifically for teens with epilepsy,

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