View of Introduction: Lennox-Gastaut syndrome (LGS) is an epileptic encephalopathy characterized by recurrent seizures, cognitive impairment and electroencephalographic alterations. The education of children with this condition is a challenge, given their functional dependence and the lack of inclusive adaptations in the educational system. Aim: To analyze the educational situation of a child with SLG through a functional educational assessment, identifying their needs and possible inclusion strategies. Methodology: A qualitative and descriptive approach was used, based on direct observation, structured interviews with therapists and family members, and the application of the Individual Plan of Reasonable Adjustments (PIAR). Results: The child presents motor, cognitive and communicative limitations that hinder his school inclusion. Necessary supports were identified, such as a standing frame, multisensory therapy and alternative communication strategies.

Return to Article Details Introduction: Lennox-Gastaut syndrome (LGS) is an epileptic encephalopathy characterized by recurrent seizures, cognitive impairment and electroencephalographic alterations. The education of children with this condition is a challenge, given their functional dependence and the lack of inclusive adaptations in the educational system. Aim: To analyze the educational situation of a child with SLG through a functional educational assessment, identifying their needs and possible inclusion strategies. Methodology: A qualitative and descriptive approach was used, based on direct observation, structured interviews with therapists and family members, and the application of the Individual Plan of Reasonable Adjustments (PIAR). Results: The child presents motor, cognitive and communicative limitations that hinder his school inclusion. Necessary supports were identified, such as a standing frame, multisensory therapy and alternative communication strategies.