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Published on: June 13, 2016
Increasing self-efficacy and knowledge through a seizure education program for special education teachers
Valerie Price1, Susan O Murphy, Virginia Young Cureton
1Early Start Program of the Santa Clara County Office of Education, San Jose, CA, USA.
Summary
Early intervention educators showed improved seizure management knowledge and confidence after an educational program. This training enhances their ability to support children with special health care needs and their families.
Area of Science:
- Pediatrics
- Special Education
- Neuroscience
Background:
- Early intervention programs serve children aged birth to 3 years with special health care needs.
- Educators in these programs require specialized knowledge for managing medical emergencies, including seizures.
- Existing gaps in knowledge and self-efficacy can impact the quality of care provided.
Purpose of the Study:
- To assess the impact of an intervention on the knowledge and self-efficacy of special needs educators regarding seizure management.
- To enhance educators' confidence in responding to seizure activity and medical emergencies in early intervention settings.
Main Methods:
- An intervention study involving 28 special needs educators.
- Pre- and post-intervention assessments of knowledge and self-efficacy.
- Focus on seizure management and supportive family interaction.
Main Results:
- Significant increases in educators' knowledge of seizure management.
- Enhanced self-efficacy in managing seizures and medical emergencies.
- Improved ability to provide supportive interactions with families of children with special needs.
Conclusions:
- The educational intervention effectively improved special needs educators' competence in seizure management.
- Increased knowledge and self-efficacy empower educators to better serve children with special health care needs.
- Strengthening educator preparedness is crucial for early intervention services.
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