Generally speaking, things will be remembered more easily if they are well-organized and separated into logical groups or categories. In other words, it is easier to remember a list of words if one separates them into, for example, fruits, vegetables, items of clothing, colours, etc.

To remember daily activities and appointments, simple aids can be used such as diaries, post-it notes, calendars, or computer-based aids such as a Palm Pilot.

2. Organization and Planning.

For individuals with frontal lobe epilepsy and sometimes generalized epilepsy, planning and organization can present problems. Some strategies to improve these abilities include:

• Establishing a routine.
  
• Using reminders and diaries to organize their day.
  
• Developing time management strategies, and schedules.

3. Attention.

In all forms of epilepsy, maintaining attention and concentration can be challenging. Regardless of whether this is due to the epilepsy medications or due to the seizures, it does present a barrier to learning.

Some strategies to improve attention include:

• Removing potential distractions from the surrounding environment (for example, avoid placing a child in a seat located close to a doorway, window, clock, or too far back in the classroom).
  
• Use material that the individual is interested in.
  
• Encourage goal-directed. behaviour. This can be done by using reinforcements and rewards.

4. Stress Management.

Stress management techniques may help students of all ages. Seizures are often aggravated by stress, and school is inevitably a stressful experience. We can reduce the effects of stress on seizures by supplying the individual with relaxation techniques and stress outlets like exercise and music. We can also emphasize the importance of regular sleeping patterns, nutrition, and positive attitudes. Test-taking behaviour will be improved and test-anxiety will be lessened, with a positive impact on the individual’s education.

Educators and parents must realize the extent to which epilepsy can affect learning and cognitive functioning. With their support, flexibility and creativity, people with epilepsy can thrive academically. Epilepsy may create obstacles, but they are not insurmountable.

Conclusion:

A number of factors can have a negative impact on learning and behaviour in those with epilepsy. The cause of the epilepsy is the primary factor; however, the type of epilepsy, area of the brain, severity and frequency of seizures, anti-epileptic medications, and psychosocial factors all play a role. Arguably, the influence of society on adjustment may play a more important role than previously thought. Perhaps simple awareness of the effect epilepsy can have on learning and functioning will help reduce the influence of these psychosocial factors in the future.

Though the information presented here may seem overwhelming and discouraging, we must remember the reality of the situation: most people with epilepsy are academically, intellectually, and socially average or above-average. Over 80 per cent of those with epilepsy function effectively in society, have their seizures completely controlled, and eventually come off treatment, suffering very few learning or behaviour problems. For those who face learning challenges, the burden can be reduced through proper assessment and creation of appropriate learning strategies. With the support of others, these challenges associated with epilepsy can become strengths.