摘 要
癲癇是常被社會所誤解的病症，罹患癲癇的國小學童在生理、心理社會與學習層面有許多的問題，在學校中需要教師的關心與協助，教師是學童身教與言教的模範，會影響罹患癲癇學童的學習與發展，因此教師在協助罹患癲癇學童學校生活的適應上扮演重要的角色。過去的調查著重在教師對癲癇的認知、態度與處置的面向，對於教導罹患癲癇學童的經驗較少著墨，並缺乏深入的探討，故本研究目的欲了解教師在教導罹患癲癇學童時的經驗與需求。
本研究運用焦點團體訪談法，針對過去或現在任職於國小的教師、實習教師和特教教師，曾經或現在至少有一學期教導過罹患癲癇的學生，採用方便取樣與滾雪球方式，進行三個焦點團體以收集資料，並以內容分析法分析訪談所得的資料。研究結果確認五個類別：教師教導罹患癲癇學童病情與學習經驗的想法、教師處置罹患癲癇學童病情與學習的經驗、教師對獲得癲癇知識之想法、教師與相關人員的互動與溝通和教師教導罹患癲癇學童之需求。每一個類別之下又有數個主題。結果發現教師教導的學生病況特質不同，經驗感受也不同；教師對癲癇的認知影響教師對癲癇學童的協助和看法；教師、家長和校護良好的互動與合作是成功照護的要件；教師之間主動性溝通和建立與醫師的溝通橋樑是持續性照護的重要關鍵。研究結果能提供醫護人員發展適當方法以協助教師幫助罹患癲癇學童學校生活的適應，及做為未來發展問卷的參考。

Abstract
Epilepsy is a common disorder that has been frequently misunderstood. Children with epilepsy usually combined physical, psychosocial, and learning problems, and often need additional concern and assistance from teachers. Serving as the role models for the children at school, teachers have great influence learning and development of a child with epilepsy. Consequently, the teachers play an important role to assist children with epilepsy at school. Current, the relevant studies focus on the cognition, attitude and practice of the teacher, and lack an adequate assessment for gaining a deep understanding to the actual experiences and needs in assisting an epileptic child. The purpose of this study was to gain a better knowledge into the experiences and needs of teachers who teach children with epilepsy.
This study use focus group method to collect data. Convenience and snowballing sampling for school teachers who work as an internship, special education or regular teachers, and are currently or have interacted with epileptic children at least one semester of teaching, were recruited into the study, categorizing participating teachers into three focus groups. Content analysis and WinMax98 pro was used for data analysis. Patterns identified from the interviews were (a) teachers’ opinions of teaching epileptic children with illnesses and learning experiences； (b) teachers’ experiences of handling epileptic children of their learning and illness； (c) teachers’ opinions on gaining epileptic information；(d) interaction and communication of teachers with associated personnel；and (e) the needs of teachers who teach children with epilepsy. Several themes were identified from each of the patterns.
The results reveal that the teachers gained different experiences when teaching epileptic children with varied characteristics in their illnesses；teachers’ perception on epilepsy will greatly affect how they assist and think of children with epilepsy；having a good interaction and cooperative relationship between teachers, family members, and school nurses is a successful core element for the care of epileptic children；an active communication between teachers and a suggested communicative bridge between teachers and doctors is a necessary key to the continuing care of children with epilepsy.
Through these findings, pediatric nurse practitioners and other health care providers can establish appropriate methods to help these children cope with epilepsy and seizures to successfully adapt to school life, as well as develop more adequate questionnaires for future reference.
Keywords：Children with epilepsy, Primary school teachers, Teaching experiences, Teaching needs, Focus group

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