Savarese Giulia, Carpinelli Luna, D'Elia Daniela, Coppola Giangennaro
Department of Medicine and Surgery, University of Salerno, via Allende, 84081, Baronissi, Italy.
Centre of Psychological Counseling "Michele Cesaro", University of Salerno, Baronissi, Italy.
Ital J Pediatr. 2015 Oct 5;41:70. doi: 10.1186/s13052-015-0177-8.
The analysis of the representations of the health of their students by teachers is key to the understanding of the attitudes and behaviors that, in general, take place inside the school community and the educational processes. In fact, social attitudes by teachers and individual within the school environment are often the result of simple categorization and stereotypes, which hinder the process of evolutionary change.
On these premises it was necessary to investigate the level of knowledge of the epilepsy syndrome, the representations by a group of teachers of the quality of life of people with epilepsy and the representations of the interpersonal relationships between students with epilepsy and their classmates.
We used an ad hoc questionnaire, with 33 multiple choice answers, focusing on these variables: work seniority, experience with epileptic students, special education or main teacher.
The sample consisted of 113 female teachers with a mean age of 44.4.
There aren't significant differences between the answers of special education and main teachers: a) teachers with work seniority > 11 years showed a more than adequate knowledge of information about epilepsy. Moreover, in case of seizure in the classroom, first aid is to call an ambulance rather than administering rescue drugs; b) teachers, who have had a real experience, represent the epileptic student as more limited in the possibilities of getting married, having children, finding a job, and practising a sport; c) teachers, who have had a student with epilepsy don't report interpersonal relationships with his/her classmates as being difficult. Moreover, they claim to have inadequate knowledge of the educational strategies needed to integrate the epileptic student with his/her classmates; d) there are some different answers for primary school teachers and for secondary school teachers.
Teachers demonstrate inaccurate information about epilepsy, its impact in educational contexts and management of seizures in the classroom. Also, critical areas have emerged indicating efforts should focus on education, sharing the role of teacher, awareness and integration in the class group.
分析教师对学生健康状况的认知，对于理解学校社区内普遍存在的态度和行为以及教育过程至关重要。事实上，教师和学校环境中的个人的社会态度往往是简单分类和刻板印象的结果，这阻碍了进化变革的进程。
基于这些前提，有必要调查教师对癫痫综合征的了解程度、一组教师对癫痫患者生活质量的认知以及癫痫学生与同学之间人际关系的认知。
我们使用了一份专门设计的问卷，有33个多项选择题，重点关注这些变量：工作年限、与癫痫学生的接触经验、特殊教育教师或主课教师。
样本由113名女教师组成，平均年龄为44.4岁。
特殊教育教师和主课教师的答案之间没有显著差异：a）工作年限超过11年的教师对癫痫信息的了解较为充分。此外，在课堂上发生癫痫发作时，急救措施是呼叫救护车而不是施用急救药物；b）有实际经验的教师认为癫痫学生在结婚、生育、找工作和从事体育运动方面的可能性更有限；c）有癫痫学生的教师并未报告该学生与同学的人际关系存在困难。此外，他们声称对将癫痫学生融入其同学所需的教育策略了解不足；d）小学教师和中学教师的答案存在一些差异。
教师对癫痫、其在教育环境中的影响以及课堂上癫痫发作的管理表现出不准确的信息。此外，已出现关键领域，表明应将努力重点放在教育、教师角色的分担、意识以及在班级群体中的融合上。
