Learning disorders in children with epilepsy

• Published in: Child's nervous system Vol. 27; no. 3; pp. 373 - 379
• Main Authors: Pavlou, Evangelos, Gkampeta, Anastasia
• Format: Journal Article
• Language: English
• Published: Berlin/Heidelberg Springer-Verlag 01.03.2011
• Subjects: Child; children; epilepsy; Epilepsy - epidemiology; Humans; Intelligence Tests; Learning Disorders - epidemiology; Medicine; Medicine & Public Health; Neurosciences; Neurosurgery; Prevalence; Review Paper; Epilepsy; Learning disorders; Children
• ISSN: 0256-7040; 1433-0350; 1433-0350
• DOI: 10.1007/s00381-010-1321-9

Introduction Learning Disorders (LD) are defined as disorders that interfere with academic performance or with daily activities that require reading, writing or mathematical skills in subjects with a normal intelligence quotient (IQ). The prevalence of LD in the general population has been found to be 2–10%, and reading disorders are the most frequent subtype. Epilepsy is one of the most common serious neurological disorders in childhood. LD are more common in children with epilepsy than in the general population. As a consequence, the risk of cognitive impairment in children with epilepsy is high, and a review of the literature needs to be fully presented. Methods Narrative review including articles regarding LD in children with various epileptic syndromes published in the international medical literature. Results LD are more frequent among children with epilepsy. The etiology is multifactorial, being affected by the type of epileptic syndrome, the age of onset and the antiepileptic treatment being selected. LD can be either permanent or state-dependent. Each category has different treatment protocols and prognosis. Conclusions Despite the fact that the findings of the studies discussed in our article support the evidence that epilepsy in childhood impairs the cognitive function, we should not underestimate the role of demographic and psychosocial factors on academic performance of children with epilepsy. Despite the high prevalence of LD, a healthy family and school environment can help reduce its impact on the patient's quality of life.