Barnett, J. E. H., & Gay, C. (2015). Accommodating students with epilepsy or seizure disorders: Effective strategies for teachers . Physical Disabilities: Education and Related Services , 34 (1), 1–13. https://doi.org/10.14434/pders.v34i1.13258

Also downloadable from ERIC online database: https://eric.ed.gov/?id=EJ1070156 

Also downloadable from ScholarWorks online database: http://scholarworks.iu.edu/journals/index.php/pders/article/view/13258

This literature review provides an overview of all accommodations for students with epilepsy and seizure disorders; this summary emphasizes assessment accommodations attending to possible fatigue and cognitive load, and were reported as part of the study findings. Accordingly, assessment accommodations included "flexible timing and setting" (p. 7), such as best time of day, alternate setting, frequent breaks, and multiple days.

This is a literature review of several studies, with at least six bearing on the researchers' recommendations pertaining to academic accommodations. These six studies were published between 2003 and 2013. Participants ranged from elementary through secondary levels. The studies all included students with epilepsy or seizure disorders.

This is a review of empirical literature about the needs of students with epilepsy and seizure disorders; the review follows a qualitative and expository descriptive structure. As such, the primary relevance is as an evidence-based reporting of accommodations use for this population of students with disabilities.

The researchers summarized the research literature about the impacts of this medical condition on academic challenges, and offered recommendations about instructional and assessment accessibility matters; this summary emphasizes results concerning assessment accommodations. They reported assessment practices which are responsive to the possible incidence of seizure events while students are at school—including flexible scheduling and timing, such as testing over multiple days, and at best time of day for individual students. They also noted that the medical condition, and medications provided to treat the condition, can have an impact on students' memory and attention, indicating use of test instructions that are simple, paced to individual students, and provided in multiple formats and repeated as needed. The researchers indicated that assessing "recognition rather than recall . . . may provide a more accurate representation of overall understanding" (p. 7).