Academic competence and special educational needs as outcomes of early onset epilepsy: A population-based prospective follow-up study

Abstract

Epilepsy in children is associated with significant academic challenges, particularly among those with early-onset seizures and comorbid intellectual disabilities (ID). This study aims to bridge gaps in existing research by examining long-term academic outcomes and special educational needs (SEN) in a cohort of children with early-onset epilepsy, including those with complicated epilepsy (CE) and major comorbidities. The study followed a population-based cohort of 64 children with epilepsy (CWE) aged 3–6 years, identified from the Pediatric Neurology Unit at Tampere University Hospital. Six years later, 43 children (67 %) participated in the follow-up. Academic competence was assessed using the Teacher Report Form (TRF), which also provided data on SEN. The findings revealed that 67 % of participants had low academic competence, with a significant proportion requiring special educational support. Children with CE had notably lower academic performance compared to those with uncomplicated epilepsy (UE). The need for SEN was higher among children with CE (81 %) than those with UE (24 %), with epilepsy type emerging as a significant predictor for SEN. Despite the small sample size and limitations in generalizability, the study underscores the pervasive impact of early-onset epilepsy on academic outcomes and highlights the necessity for ongoing educational support. Future research should focus on larger cohorts and explore the efficacy of tailored educational interventions to improve the academic performance and quality of life for CWE. Regular screening and collaboration with educators are essential to address the unique needs of these children effectively.