PANGASINAN STATE UNIVERISTY

LINGAYEN CAMPUS
COLLEGE OF EDUCATION
A.Y. 2021-2022

RESEARCH WORK
TOPIC: Learners with Chronic Illnesses

Presented to
Ma’am Jocelyn Abalos
FACULTY OF EDUCATION
Pangasinan State University – Lingayen Campus

In Partial Fulfillment of the Requirements

Prescribed for the Course:
PROF.ED. 105: Foundation of Special and Inclusive Education

Presented by
XANDRA M. RAMOS
III BSE ENG B

March 2022
Direction: Research on some information pertaining or relevant to the topic assigned to you following
the correct format below to be presented during our online meeting.

TITLE:
Learners with Chronic Illnesses
•Epilepsy
Learners with Chronic Illnesses
•Allergy
Learning Outcomes:
1. Demonstrate understanding of learner’s chronic illnesses, particularly epilepsy and
allergies

2. Relate and empathize with the learner’s situation

3. Exhibit competence in handling learners with chronic illnesses

INTRODUCTION:
Students may have medical conditions that are “invisible” (not easy to see), but cause serious problems in
an educational setting. Students can be disabled by chronic illnesses such as asthma, allergies, arthritis,
diabetes, ulcerative colitis, Crohn’s disease, Lyme disease, migraines, cardiac conditions, cancer, chronic
fatigue syndrome, lupus, seizure disorders, among many others.
Symptoms of all these conditions can be unpredictable and fluctuate. Students with chronic illnesses or
pain may have limited energy and difficulty walking, standing, or sitting for a long time. Some medical
conditions may cause students to become dizzy and disoriented, or they may lack physical stamina. Thus,
they may be unable to get quickly from one location on campus to another.
In addition, students may miss class occasionally due to exacerbations, flare-ups, or treatment schedules.
Medical conditions, including medication side effects, can cause problems with fatigue and stamina, which
can adversely affect attention and concentration.

CONTENT
What is chronic illness?
A chronic illness is a long-term health condition that may not have a cure. A chronic or long-term illness
means having to adjust to the demands of the illness and the therapy used to treat the condition. There
may be additional stresses, since chronic illness might change the way you live, see yourself and
relate to others. 
What are the characteristics of chronic illness?

Chronic illnesses are mostly characterised by:

 complex causes
 many risks factors
 long latency periods (time between onset of the illness and feeling its effects)
 a long illness
  functional impairment or disability.

Most chronic illnesses do not fix themselves and are generally not cured completely. Some
can be immediately life-threatening, such as heart disease and stroke. Others linger over time
and need intensive management, such as diabetes. Most chronic illnesses persist throughout a
person’s life, but are not always the cause of death, such as arthritis.

There are various types of chronic illnesses, but we are going to focus on epilepsy and allergies.
What is epilepsy?

Epilepsy is a common disorder of the brain that causes recurring seizures. Epilepsy
affects people of all ages, but children and older adults are more likely to have
epilepsy. Seizures are the main sign of epilepsy and most people can control this with
treatment. Some seizures can look like staring spells while other seizures can cause a
person to collapse, stiffen or shake, and become unaware of what’s going on around
them. Many times the cause is unknown.
Picture a school with 1,000 students—that means about 6 students would have
epilepsy.  For many children, epilepsy is easily controlled with medication and they
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can do what all the other kids can do, and perform as well academically. For others, it
can be more challenging.

Compared with students with other health concerns, a CDC(Centers for Disease
Control and Prevention) study shows that students aged 6–17 years with epilepsy were
more likely to miss 11 or more days of school in the past year.  Also, students with
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epilepsy were more likely to have difficulties in school, use special education services,
and have activity limitations such as less participation in sports or clubs compared
with students with other medical conditions.

Seizure triggers
Some things make seizures more likely for some people with epilepsy. These are often called
‘triggers’. Triggers don’t cause epilepsy, but they make seizures more likely.

Not all people with epilepsy have seizure triggers. And the things that trigger one person’s
seizures might not affect other people with epilepsy in the same way.

Here are some of the seizure triggers that have been reported by people with epilepsy:  

 Not taking epilepsy medicine as prescribed

Taking epilepsy medicines regularly, as prescribed by the doctor, will help to keep a steady
level of the medicine in your blood. Several studies have shown that missing a dose of your
epilepsy medicine increases the risk of you having a seizure.
 Feeling tired and not sleeping well
Many people with epilepsy say that feeling tired or not sleeping well can trigger seizures.
 Stress
It’s not known exactly why stress might trigger seizures. But many people with epilepsy say
that if they are feeling stressed, they are more likely to have a seizure. For some people,
feeling stressed can lead to other things, such as changing sleeping or eating habits, drinking
 more alcohol, and feeling anxious or depressed. All of these can also increase your risk of
having a seizure.  
 Alcohol and recreational drugs
Around 3 in 100 people with epilepsy have seizures that are triggered by flashing or flickering
lights, or some patterns. This is called photosensitive epilepsy. If you have photosensitive
epilepsy, both natural and artificial light may trigger seizures. Some patterns, like stripes or
checks, can also trigger seizures for some people with photosensitive epilepsy. You would
usually have a seizure when you are looking at the trigger, or shortly after.
 Flashing or flickering lights
Around 3 in 100 people with epilepsy have seizures that are triggered by flashing or flickering
lights, or some patterns. This is called photosensitive epilepsy. If you have photosensitive
epilepsy, both natural and artificial light may trigger seizures. Some patterns, like stripes or
checks, can also trigger seizures for some people with photosensitive epilepsy. You would
usually have a seizure when you are looking at the trigger, or shortly after.
 Monthly periods
Some women with epilepsy find that they are more likely to have seizures at certain times of
their menstrual cycle (periods).
 Missing meals
Some people with epilepsy say that if they skip meals, they are more likely to have a seizure.
 Having an illness which causes a high temperature
Some people say that they are more likely to have seizures when they have an illness, such as
an infection that causes a high temperature.

Seizures take many forms

Focal
Focal epilepsy is a neurological condition in which the predominant symptom is
recurring seizures that affect one hemisphere (half) of the brain.
 Purposeless actions such as lip smacking, chewing, fiddling at clothes
 Wandering off without apparent awareness
 Repeated unnatural movements, e.g. cycling action
 Sudden stomach pain or feeling unwell
 Smell/taste/visual/sound disturbances
 Sudden fear/anxiety /anger or panic attacks
 Loss of awareness
 Experiencing déjà vu, hallucination
Generalised
A generalized seizure occurs when the abnormal electrical activity causing a seizure
begins in both halves (hemispheres) of the brain at the same time.
 Blank stare lasting seconds. It looks like a daydream
 Rapid eye blinking
 Rhythmic head nodding
 A sudden fall without a reason
  Repeated jerking movements of the arm, legs and/or body
 Convulsing
 Incontinence

If you notice any unusual behaviour in a student, record your observations and report them
to your school nurse or school principal. Follow the school procedures for reporting to
parents.
 

To help a student with epilepsy, a teacher should know how to make them safe
during a:
Convulsive seizure
 Keep calm
 Note time
 Make area safe
 Support head
 Do not put anything in the mouth
 Do not restrain the person
 Put person in recovery position after seizure finishes
 Stay with the person until she/he recovers
Non-convulsive seizure
 Act calmly
 Reassure the person
 Stay with him/her until he/she recovers
 
If a person recovers from the seizure:
 Stay with him/her until full consciousness returns
 Offer reassurance, comfort and support. He/she may be confused and tired
 He/she may need to go to the toilet or have a change of clothing should he/she
have become incontinent
 Allow him/her to rest or have a sleep. He/she may wish to go home to recover
 Calmly explain to the class what has happened
 Resume class work. The person who had the seizure will need to be re-instructed
Bring to the clinic or send to the hospital if the seizure:
 Lasts more than 5 minutes
 Follows one after another without full recovery
 Is in water
 Is the first one
 If the person is pregnant or has diabetes
 If a person has been injured
 If consciousness or breathing do not return to normal
Students with epilepsy have a wide range of learning abilities. Epilepsy does not necessarily
hinder learning and skill development but many with the condition do experience learning
issues which may include motor skills or cognitive functions, as well as a difficulty acquiring
new skills or knowledge.
Anti-epileptic drugs (AEDs) are commonly used for treating epilepsy and for most people
they are generally well tolerated. However, all AEDs have a list of possible unwanted side
effects. These include, for example, rashes, behavioural changes, swollen gums, acne, feeling
drowsy/tired/fatigued, experiencing weight changes, feeling moody, nauseous or having
problems with how the brain works. These side effects can be minor or severe, or long lasting
and potentially irreversible. As a result of taking AEDs some people experience issues with
memory and concentration and they can find it difficult to learn and store new information.
This is because AEDs can interfere with the speed in which the brain can process
information.
The seizures themselves may also have an effect on a person’s ability to learn. People with
the condition are often tired after a seizure, which in turn affects memory and concentration.
A seizure also disrupts memory functioning processes. Memories before a seizure can be lost,
because they are not fully incorporated into the memory system, and then the loss of
consciousness further disrupts the encoding and storage of information. On recovery from a
seizure, the confusion that follows further prevents memory from working properly. The type
of memory impairment depends on where the seizures originate in the brain.

To help a student with epilepsy the teacher should consider the social and
emotional needs as follows:

1. Seek Guidance. “The first thing the teacher needs to do is seek guidance and support
if a student is having trouble in the classroom because of a chronic illness or
condition,” says Eredics. Talk to the family about their needs and the needs of their
child; then connect with the learning support staff at the school. Meeting with the
student and parent to discuss, in detail, the student’s epilepsy, i.e. seizure
description, first aid instructions, medication, and triggers. Ensure that the
student is in partnership in the management of their epilepsy and that he/she
takes responsibility for it. In many cases, seizures are only a temporary
interruption in a student’s life, and so positive interactions are important. It is
entirely up to the student and parents to decide whether or not to disclose the
student’s epilepsy condition to classmates.
2. Encouraging a ‘buddy’ system to operate within the classroom/school to prevent the
student with epilepsy from feeling socially isolated. He/she should be encouraged to fully
participate in all school activities, including most sports. A risk management plan is
necessary to give confidence to the teacher and classmates in supporting the person with
epilepsy.
Treat the student as the same as everyone else and avoid negative comments and actions
that would discourage generally full participation at school. Overprotecting a student is
unhelpful and it may lead to unnecessarily denying a person the opportunities that would
normally be afforded to him/her.
 3. Educating the classmates about the epilepsy condition and explain how to help
someone during a seizure. Epilepsy is still a misunderstood condition, and stigmas
and prejudice are still present in schools and communities at large. This negative
perception is detrimental to the psychological wellbeing of students with epilepsy and
can have life-long psychological ramifications for them. Any emotional stress can
lead to more seizures, which could mean absenteeism from school.
4. Identifying behavioural changes that could indicate a side effect from AEDs or a
mood change leading to depression, poor self-esteem, and anxiety. Since epilepsy is
an unpredictable episodic event, many students may feel embarrassed, angry, or
anxious about having epilepsy and these emotions need to be addressed in order to
avoid developing mental health issues.

Teachers could help students with epilepsy by recognizing and understanding

learning challenges by:
1. Understanding that stress is a well-known seizure trigger. Exams, tests, and deadlines may
precipitate more seizures in a student with epilepsy. Please allow extra time for the student to
finish an exam or test and, if necessary, provide a separate room for him/her to use. A reader/
writer should be offered for those with processing difficulties.

2. Recognize that seizures and medications can cause memory and concentration issues. Put in
place strategies to help aid in encoding, storing, and retrieving information.

 Eliminate distractions
 Give a short set of instructions that are clearly understood by the student
 Be prepared to re-instruct during a lesson
 Allow for processing time
 Give the student notes to use instead of having him/her copy from a whiteboard
 Revise new information daily
 Teach basic study skills such as highlighting, paraphrasing, outlining, and
summarizing
 Encourage the use of organizational aids such as preparing lists, timetables,
diaries
 Simplify tasks
 Use diagrams, graphs, and pictures
 Provide frequent feedback
 Provide additional time to complete work
 One-on-one instruction
 Provide extra tuition
 Create a supportive environment to enhance the student’s learning potential
 Positively help a child, absent with seizures, by providing notes for him/her
Considering all these considerations, it is important to treat these students like any other student. The
impulse to give students with chronic conditions special treatment may do more harm than good.
That’s because they just want to be accepted by their peers. Make sure the student doesn’t feel
alienated, while also tending to their needs. Being a role model is the first step, Eredics says: “The
teacher needs to lead by example and create a climate of acceptance.”

What is allergy?

Allergy occurs when a person reacts to substances in the environment that are harmless to
most people. These substances are known as allergens and are found in dust mites, pets,
pollen, insects, ticks, molds, foods and some medications.

Atopy is the genetic tendency to develop allergic diseases. When atopic people are exposed
to allergens, they can develop an immune reaction that leads to allergic inflammation. This
can cause symptoms in the:

 Nose and/or eyes, resulting in allergic rhinitis (hay fever) and/or conjunctivitis.
 Skin resulting in eczema, or hives (urticaria).
 Lungs resulting in asthma.

What happens when you have an allergy reaction?

When a person who is allergic to a particular allergen comes into contact with it, an allergic
reaction occurs:

 When the allergen (such as pollen) enters the body, it triggers an antibody response.
 The antibodies attach themselves to mast cells.
 When the pollen comes into contact with the antibodies, the mast cells respond by
releasing histamine.
 When the release of histamine is due to an allergen, the resulting inflammation
(redness and swelling) is irritating and uncomfortable.

Similar reactions can occur to some chemicals and food additives. However, if they do not
involve the immune system, they are known as adverse reactions, not allergy.

Types of Allergies
Drug Allergy-True allergies to drugs (medicines) occur in only a small number of people. Most drug
reactions are not allergic but are side effects of the properties of the medicine. A diagnosis of the cause of
the drug reaction is usually based only upon the patient’s history and symptoms. Sometimes skin testing
for drug allergy is also done.

Food Allergy-There are different types of allergic reactions to foods. There are differences between IgE-
mediated allergies, non-IgE mediated allergies and food intolerances.

Insect Allergy-Bees, wasps, hornets, yellow jackets and fire ants are the most common stinging insects
that cause an allergic reaction.

Non-stinging insects can also cause allergic reactions. The most common are cockroaches and the insect-
like dust mite. Allergies to these two insects may be the most common cause of year-round allergy and
asthma.
Latex Allergy-A latex allergy is an allergic reaction to natural rubber latex. Natural rubber latex gloves,
balloons, condoms and other natural rubber products contain latex. An allergy to latex can be a serious
health risk.

Mold Allergy-Mold and mildew are fungi. Since fungi grow in so many places, both indoors and outdoors,
allergic reactions can occur year-round.

Pet Allergy-Allergies to pets with fur are common. It is important to know that an allergy-free
(hypoallergenic) breed of dog or cat does not exist.

Pollen Allergy-Allergies to pets with fur are common. It is important to know that an allergy-free
(hypoallergenic) breed of dog or cat does not exist.

Anaphylaxis

Anaphylaxis is a severe, potentially life-threatening allergic reaction. It can occur within

seconds or minutes of exposure to something you're allergic to, such as peanuts or bee stings.

Anaphylaxis causes the immune system to release a flood of chemicals that can cause you to
go into shock — blood pressure drops suddenly and the airways narrow, blocking breathing.
Common triggers include certain foods, some medications, insect venom and latex.

Anaphylaxis requires an injection of epinephrine and a follow-up trip to an emergency room.

If you don't have epinephrine, you need to go to an emergency room immediately. If
anaphylaxis isn't treated right away, it can be fatal.

Symptoms

Anaphylaxis symptoms usually occur within minutes of exposure to an allergen. Sometimes,

however, anaphylaxis can occur a half-hour or longer after exposure. In rare cases,
anaphylaxis may be delayed for hours. Signs and symptoms include:

 Skin reactions, including hives and itching and flushed or pale skin

 Low blood pressure (hypotension)

 Constriction of the airways and a swollen tongue or throat, which can cause
wheezing and trouble breathing

 A weak and rapid pulse

 Nausea, vomiting or diarrhea

 Dizziness or fainting
The most common anaphylaxis triggers in children are food allergies, such as to peanuts and
tree nuts, fish, shellfish, wheat, soy, sesame and milk. Besides allergy to peanuts, nuts, fish,
sesame and shellfish, anaphylaxis triggers in adults include:

 Certain medications, including antibiotics, aspirin and other pain relievers

available without a prescription, and the intravenous (IV) contrast used in some
imaging tests

 Stings from bees, yellow jackets, wasps, hornets and fire ants

 Latex

Symptoms of a severe allergic reaction include:

 difficult or noisy breathing

 swelling of the tongue
 swelling or tightness in the throat
 wheeze or persistent cough
 difficulty talking or hoarse voice
 persistent dizziness or collapse
 pale and floppy (young children)
 abdominal pain, vomiting – these are signs of anaphylaxis for insect allergy.

Signs of mild to moderate allergic reaction include:

 swelling of the lips, face and eyes

 hives or welts
 tingling mouth
 abdominal pain, vomiting – these are signs of anaphylaxis for insect allergy.

Learn to recognize food allergy symptoms in children

Food allergy symptoms can include:

 swollen lips, tongue, or eyes; h

 itchiness, rash, or hives;
 nausea, vomiting, or diarrhea;
 congestion, hoarse voice, or trouble swallowing;
 wheezing or difficulty breathing; dizziness, fainting, or loss of consciousness;
 and mood change or confusion.
Children with food allergies might communicate their symptoms in the
following ways:
 It feels like something is poking my tongue.
 My tongue (or mouth) is tingling (or burning).
 My tongue (or mouth) itches. h My tongue feels like there is hair on it.
 My mouth feels funny. h There’s a frog in my throat; there’s something stuck in my
throat.
 My tongue feels full (or heavy). h My lips feel tight. h It feels like there are bugs in
there (to describe itchy ears).
 It (my throat) feels thick. h It feels like a bump is on the back of my tongue or throat.

Emergency first aid for severe allergic reactions

1. Lay the person flat – do not allow them to stand or walk.
2. Give adrenaline injector (such as EpiPen® or Anapen®).
3. Phone an ambulance
4. Phone family or emergency contact.
5. Further adrenaline may be given if there is no response after 5 minutes.
6. Transfer person to hospital for at least 4 hours of observation. 

Your illness does not define you.

Your strength and courage DOES.
ADDITIONAL READINGS
  Causes
A drug allergy occurs when your immune system mistakenly identifies a drug as a harmful
substance, such as a virus or bacterium. Once your immune system detects a drug as a
harmful substance, it will develop an antibody specific to that drug. This can happen the first
time you take a drug, but sometimes an allergy doesn't develop until there have been repeated
exposures.

The next time you take the drug, these specific antibodies flag the drug and direct immune
system attacks on the substance. Chemicals released by this activity cause the signs and
symptoms associated with an allergic reaction.
You may not be aware of your first exposure to a drug, however. Some evidence suggests
that trace amounts of a drug in the food supply, such as an antibiotic, may be sufficient for
the immune system to create an antibody to it.

Some allergic reactions may result from a somewhat different process. Researchers believe
that some drugs can bind directly to a certain type of immune system white blood cell called
a T cell. This event sets in motion the release of chemicals that can cause an allergic reaction
the first time you take the drug.

Drugs commonly linked to allergies

Although any drug can cause an allergic reaction, some drugs are more commonly associated
with allergies. These include:

 Antibiotics, such as penicillin

 Pain-relievers, such as aspirin, ibuprofen (Advil, Motrin IB) and naproxen

sodium (Aleve)

 Chemotherapy drugs for treating cancer

 Medications for autoimmune diseases, such as rheumatoid arthritis

Nonallergic drug reactions

Sometimes a reaction to a drug can produce signs and symptoms virtually the same as those
of a drug allergy, but a drug reaction isn't triggered by immune system activity. This
condition is called a nonallergic hypersensitivity reaction or pseudoallergic drug reaction.

Drugs that are more commonly associated with this condition include:

 Aspirin

 Dyes used in imaging tests (radiocontrast media)

 Opiates for treating pain

 Local anesthetics

Risk factors
While anyone can have an allergic reaction to a drug, a few factors can increase your risk.
These include:

 A history of other allergies, such as food allergy or hay fever

 A personal or family history of drug allergy

 Increased exposure to a drug, because of high doses, repetitive use or prolonged

use

 Certain illnesses commonly associated with allergic drug reactions, such as

infection with HIV or the Epstein-Barr virus

Prevention

If you have a drug allergy, the best prevention is to avoid the problem drug. Steps you can
take to protect yourself include the following:

 Inform health care workers. Be sure that your drug allergy is clearly identified
in your medical records. Inform other health care providers, such as your dentist
or any medical specialist.

 Wear a bracelet. Wear a medical alert bracelet that identifies your drug allergy.
This information can ensure proper treatment in an emergency.

Causes

Epilepsy has no identifiable cause in about half the people with the condition. In the other
half, the condition may be traced to various factors, including:

 Genetic influence. Some types of epilepsy, which are categorized by the type of

seizure you experience or the part of the brain that is affected, run in families. In
these cases, it's likely that there's a genetic influence.

Researchers have linked some types of epilepsy to specific genes, but for most
people, genes are only part of the cause of epilepsy. Certain genes may make a
person more sensitive to environmental conditions that trigger seizures.

 Head trauma. Head trauma as a result of a car accident or other traumatic

injury can cause epilepsy.

 Brain abnormalities. Abnormalities in the brain, including brain tumors or

vascular malformations such as arteriovenous malformations (AVMs) and
 cavernous malformations, can cause epilepsy. Stroke is a leading cause of
epilepsy in adults older than age 35.

 Infections. Meningitis, HIV, viral encephalitis and some parasitic infections can

cause epilepsy.

 Prenatal injury. Before birth, babies are sensitive to brain damage that could be
caused by several factors, such as an infection in the mother, poor nutrition or
oxygen deficiencies. This brain damage can result in epilepsy or cerebral palsy.

 Developmental disorders. Epilepsy can sometimes be associated with

developmental disorders, such as autism.

Risk factors
Certain factors may increase your risk of epilepsy:

 Age. The onset of epilepsy is most common in children and older adults, but the
condition can occur at any age.

 Family history. If you have a family history of epilepsy, you may be at an

increased risk of developing a seizure disorder.

 Head injuries. Head injuries are responsible for some cases of epilepsy. You
can reduce your risk by wearing a seat belt while riding in a car and by wearing
a helmet while bicycling, skiing, riding a motorcycle or engaging in other
activities with a high risk of head injury.

 Stroke and other vascular diseases. Stroke and other blood vessel (vascular)
diseases can lead to brain damage that may trigger epilepsy. You can take a
number of steps to reduce your risk of these diseases, including limiting your
intake of alcohol and avoiding cigarettes, eating a healthy diet, and exercising
regularly.

 Dementia. Dementia can increase the risk of epilepsy in older adults.

 Brain infections. Infections such as meningitis, which causes inflammation in

your brain or spinal cord, can increase your risk.

 Seizures in childhood. High fevers in childhood can sometimes be associated

with seizures. Children who have seizures due to high fevers generally won't
develop epilepsy. The risk of epilepsy increases if a child has a long fever-
associated seizure, another nervous system condition or a family history of
epilepsy.

Complications
Having a seizure at certain times can lead to circumstances that are dangerous to yourself or
others.

 Falling. If you fall during a seizure, you can injure your head or break a bone.

 Drowning. If you have epilepsy, you're 13-19 times more likely to drown while
swimming or bathing than the rest of the population because of the possibility of
having a seizure while in the water.

 Car accidents. A seizure that causes either loss of awareness or control can be
dangerous if you're driving a car or operating other equipment.

Many states have driver's license restrictions related to a driver's ability to

control seizures and impose a minimum amount of time that a driver be seizure-
free, ranging from months to years, before being allowed to drive.

 Pregnancy complications. Seizures during pregnancy pose dangers to both

mother and baby, and certain anti-epileptic medications increase the risk of birth
defects. If you have epilepsy and you're considering becoming pregnant, talk to
your doctor as you plan your pregnancy.

Most women with epilepsy can become pregnant and have healthy babies.
You'll need to be carefully monitored throughout pregnancy, and medications
may need to be adjusted. It's very important that you work with your doctor to
plan your pregnancy.

 Emotional health issues. People with epilepsy are more likely to have

psychological problems, especially depression, anxiety, and suicidal thoughts
and behaviors. Problems may be a result of difficulties dealing with the
condition itself as well as medication side effects, but even people with well-
controlled epilepsy are at increased risk.

Other life-threatening complications of epilepsy are uncommon, but may happen, such as:

 Status epilepticus. This condition occurs if you're in a state of continuous

seizure activity lasting more than five minutes or if you have frequent recurrent
seizures without regaining full consciousness in between them. People with
status epilepticus have an increased risk of permanent brain damage and death.

 Sudden unexpected death in epilepsy (SUDEP). People with epilepsy also

have a small risk of sudden unexpected death. The cause is unknown, but some
research shows it may occur due to heart or respiratory conditions.
 People with frequent tonic-clonic seizures or people whose seizures aren't
controlled by medications may be at higher risk of SUDEP. Overall, about 1%
of people with epilepsy die of SUDEP. It's most common in those with severe
epilepsy that doesn't respond to treatment.
REFERENCES:
https://csd.uconn.edu/chronic-health/#
https://www.betterhealth.vic.gov.au/health/healthyliving/chronic-illness
https://www.cdc.gov/healthyschools/npao/epilepsy.htm
https://ewct.org.nz/help-students-epilepsy/
https://www.epilepsyadvocate.com/blog/how-teachers-can-help-students-chronic-conditions
https://www.allergy.org.au/patients/about-allergy/what-is-allergy
https://www.aafa.org/types-of-allergies/
https://www.betterhealth.vic.gov.au/health/conditionsandtreatments/allergic-reactions-
emergency-first-aid
https://www.cdc.gov/healthyschools/foodallergies/pdf/teachers_508_tagged.pdf
https://www.mayoclinic.org/diseases-conditions/anaphylaxis/symptoms-causes/
https://www.mayoclinic.org/diseases-conditions/drug-allergy/symptoms-causes/syc-
20371835
https://www.epilepsy.org.uk/info/triggers
https://www.mayoclinic.org/diseases-conditions/epilepsy/symptoms-causes/syc-20350093