TY - JOUR
T1 - Knowledge about epilepsy and confidence in instructing students with epilepsy
T2 - Teachers' responses to a new scale
AU - Wodrich, David L.
AU - Jarrar, Randa
AU - Buchhalter, Jeffrey
AU - Levy, Roy
AU - Gay, Catherine
N1 - Funding Information:
This research was supported by a grant from the Epilepsy Foundation of America and the Patricia L. Nangle Fund.
PY - 2011/2
Y1 - 2011/2
N2 - Knowledgeable and confident teachers are crucial for students with epilepsy. In this study, 91 current teachers of a student with epilepsy (CTs) and 203 teachers in general (TiGs) were surveyed using a new scale. CTs knew more school-relevant epilepsy facts than TiGs, even after controlling for special education background, F(1, 293)=5.75, P=0.017, η2=0.02. Both groups of teachers, however, knew less than one-half of the facts (means=10.6 [CTs] 8.7 [TiGs] of 25 items). CTs also expressed greater confidence than TiGs in their ability to meet an array of instructional, safety, and psychosocial requirements, even when between-group differences in teachers' background in special education were controlled, F(1, 293)=34.97, P<0.001, η2=0.11. Still, neither group communicated a high absolute level of confidence. As expected, more knowledgeable teachers expressed greater confidence (r=0.43, P<0.001). Results suggest that some facts about epilepsy require additional dissemination to educators.
AB - Knowledgeable and confident teachers are crucial for students with epilepsy. In this study, 91 current teachers of a student with epilepsy (CTs) and 203 teachers in general (TiGs) were surveyed using a new scale. CTs knew more school-relevant epilepsy facts than TiGs, even after controlling for special education background, F(1, 293)=5.75, P=0.017, η2=0.02. Both groups of teachers, however, knew less than one-half of the facts (means=10.6 [CTs] 8.7 [TiGs] of 25 items). CTs also expressed greater confidence than TiGs in their ability to meet an array of instructional, safety, and psychosocial requirements, even when between-group differences in teachers' background in special education were controlled, F(1, 293)=34.97, P<0.001, η2=0.11. Still, neither group communicated a high absolute level of confidence. As expected, more knowledgeable teachers expressed greater confidence (r=0.43, P<0.001). Results suggest that some facts about epilepsy require additional dissemination to educators.
KW - Confidence
KW - Education
KW - Epilepsy
KW - Knowledge
KW - Teacher
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U2 - 10.1016/j.yebeh.2010.12.002
DO - 10.1016/j.yebeh.2010.12.002
M3 - Article
C2 - 21216203
AN - SCOPUS:79951677882
SN - 1525-5050
VL - 20
SP - 360
EP - 365
JO - Epilepsy and Behavior
JF - Epilepsy and Behavior
IS - 2
ER -