Perception and attitude to epilepsy among teachers in primary, secondary and tertiary educational institutions in middle belt Nigeria

Sanya, E O; Salami, T. A. T.; Goodman, Olayinka; Buhari, O. I. N.; Araoye, Margaret O.

doi:10.1258/0049475054620905

Cited by 56 publications

(54 citation statements)

References 8 publications

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“…Bajo esta mirada Sales, Moliner & Sanchiz (2001) afirman que la formación inicial de los profesores debe fomentar actitudes dirigidas a la atención y aceptación de la diversidad para integrar a los alumnos con necesidades educativas especiales. Igualmente Sanya et al (2005) reportan que las actitudes de los profesores hacia la diversidad se relacionan con su formación inicial, ya que experiencias formativas que sensibilicen sobre las necesidades educativas especiales permiten conformar una comunidad educativa bien informada y tolerante.…”

Section: Planteamiento Del Problemaunclassified

Modelo factorial de inclusión en estudiantes de pedagogía

Mellado¹,

Espejo²,

Parraguez³

et al. 2017

Cuad. Investig. Educ.

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La inclusión educativa y la atención a la diversidad estudiantil son actualmente un desafío en los centros educativos puesto que movilizan recursos exigiendo cambios culturales al interior de los mismos. Desde esta perspectiva, la formación de profesores inclusivos es una tarea fundamental en las universidades pues requiere actualizar programas educativos y sensibilizar a la comunidad. <br />El presente estudio analiza las propiedades psicométricas y la estructura factorial de un instrumento diseñado ad hoc en base a una escala Likert y que mide actitudes hacia la inclusión educativa. Se aplicó la escala a una muestra de 363 estudiantes universitarios de pedagogía chilenos, estableciéndose diferencias según el sexo, la edad y el semestre cursado.<br />Los resultados revelan que el instrumento presentó un alfa de Cronbach de 0.76 evidenciándose características psicométricas aceptables y una adecuada consistencia interna al tiempo que el AFC permitió correlacionar 5 dimensiones resultantes. Entre los principales hallazgos se encontró que las mujeres tienen actitudes más positivas que los varones en las dimensiones de práctica educativa inclusiva e inclusión en minorías.<br />También se observó que la edad se asocia positivamente con la práctica educativa inclusiva y el derecho a la inclusión al tiempo que el semestre cursado se relacionó positivamente con la práctica educativa inclusiva y la inclusión de minorías, y negativamente con la formación docente inclusiva. Estas evidencias sugieren que si bien los estudiantes poseen actitudes positivas hacia la inclusión educativa, éstas mejoran a medida que progresan en sus estudios adquiriendo mayor experiencia. No obstante, para que dichas actitudes perduren en el tiempo se requeriría del refuerzo social de pares y profesorado y, junto con ello, que los programas educativos de formación de profesores incorporasen aspectos técnicos que permitieran lograr una sociedad más inclusiva acorde a los requerimientos educativos actuales.

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Section: Planteamiento Del Problemaunclassified

Modelo factorial de inclusión en estudiantes de pedagogía

Mellado¹,

Espejo²,

Parraguez³

et al. 2017

Cuad. Investig. Educ.

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“…Prior knowledge, attitudes, beliefs, and practice surveys conducted in Africa have been directed at the general public, students, or teachers [8][9][10][11][12][13][14][15][16][17]. Undoubtedly, health care workers' perspectives of people with epilepsy impact their professional interactions with this patient population.…”

Section: Introductionmentioning

confidence: 99%

Zambian health care workers’ knowledge, attitudes, beliefs, and practices regarding epilepsy

Chomba

Haworth

Atadzhanov

et al. 2007

Epilepsy & Behavior

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Objective-Zambia suffers from a physician shortage, leaving the provision of care for those with epilepsy to nonphysician health care workers who may not be adequately trained for this task. These individuals are also important community opinion leaders. Our goal in this study was to determine the knowledge, attitudes, beliefs, and practices of these health care workers with respect to epilepsy.Methods-Health care workers in urban and rural districts of Zambia completed a selfadministered, 48-item questionnaire containing items addressing demographics, personal experience with epilepsy, social tolerance, willingness to provide care, epilepsy care knowledge, and estimates of others' attitudes. Analyses were conducted to assess characteristics associated with more epilepsy care knowledge and social tolerance.Results-The response rate was 92% (n = 276). Those who had received both didactic and bedside training (P = 0.02) and more recent graduates (P = 0.007) had greater knowledge. Greater knowledge was associated with more social tolerance (P = 0.005), but having a family member with epilepsy was not (P = 0.61). Health care workers were generally willing to provide care to this patient population, but ~25% would not allow their child to marry someone with epilepsy and 20% thought people with epilepsy should not marry or hold employment. Respondents reported that people with epilepsy are feared and/or rejected by both their families (75%) and their community (88.8%).Conclusions-Knowledge gaps exist particularly in acute management and recognition of partial epilepsy. More recent graduates were more knowledgeable, suggesting that curriculum changes instituted in 2000 may be improving care. Health care workers expressed both personal and professional reservations about people with epilepsy marrying. In addition to improving diagnosis

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“…In addition, some of them had stopped going to school, either on the advice of their teachers or the school authority, or because of a parental decision; 18.2% of the subjects had in fact been expelled from school because of recurrent seizures. Knowledge about epilepsy is still poor, 17,18 and this could be responsible for the attitudes of the teachers, school authorities and parents.…”

Section: Discussionmentioning

confidence: 99%

Poor academic performance among adolescents with epilepsy in Kaduna, Northern Nigeria: A case-control study

et al. 2012

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ARTICLEEpilepsy is the most common severe non-infectious neurological disorder affecting both children and adults, 1 and the majority of sufferers live in developing countries. 2 In children and adolescents epilepsy is associated with impairment in academic performance, 3-7 which may limit future employment opportunities. 8 In Nigeria, studies have linked epilepsy with missing school, dropping out of school and poor academic performance. 4-,11 Factors that predispose a child or adolescent with epilepsy to poor school performance include the age of the child, age of onset of seizures, seizure frequency, 12 type of seizure, IQ of the child, 4 poor memory, inattention, 13 low self-esteem, and psychosocial and sociodemographic factors. 9 The aims and objectives of this study were therefore to assess the academic performance of adolescents with epilepsy in Kaduna and identify factors that may be associated with poor performance in this population in a Northern Nigerian setting. MethodsThe study was carried out in the outpatient clinic of Federal Neuropsychiatric Hospital, Kaduna, North-West, Nigeria. The hospital is a tertiary health institution that receives referrals (mostly psychiatric, but also neurological) from virtually all the states in Northern Nigeria and the Federal Capital Territory Abuja. In this cross-sectional study, the socio-demographic/clinical characteristics of 77 consecutive adolescents (aged 12 -17 years) with epilepsy attending the Child and Adolescent Clinic of the hospital between March 2008 and September 2010 and the socio-demographic characteristics of 76 controls (matched for age and sex) were recorded. Information concerning school attendance (regularity of attendance at school) and academic performance (academic records for the three most recent consecutive terms) of the patients and the controls were obtained from the adolescents and their parents or caregivers. For the purposes of the study, poor academic performance was defined as persistent below-average performance as reported by the informants, or a decline from previous performance since the onset of the illness Results. The mean ages of the subjects and the controls were 15.1 (standard deviation (SD) 2.1) and 14.7 (SD 1.7) years, respectively (p>0.05), the mean duration of illness was 6.1 (SD 4.6) years, the mean seizure-free period was 16.8 (SD 15.6) weeks, and 64.9% of the subjects and 57.9% of the controls were males. Forty-six subjects (59.7%) and 12 controls (15.8%) had poor academic performance (p<0.001). Long duration of illness, short seizure-free periods and irregular school attendance were significantly associated with poor academic performance (p<0.05). Conclusions. Poor academic performance is common among adolescents with epilepsy and is associated with early onset, poor seizure control and missing school. Efforts should be made to control seizures and educate society about the illness.

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Perception and attitude to epilepsy among teachers in primary, secondary and tertiary educational institutions in middle belt Nigeria

Cited by 56 publications

References 8 publications

Modelo factorial de inclusión en estudiantes de pedagogía

Modelo factorial de inclusión en estudiantes de pedagogía

Zambian health care workers’ knowledge, attitudes, beliefs, and practices regarding epilepsy

Poor academic performance among adolescents with epilepsy in Kaduna, Northern Nigeria: A case-control study

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