A long-term illness, due to the consequences of the disease itself and its treatment, affects the
functioning and performance of the individual, which is why individuals with a chronic disease
often need help, support and additional adaptations. Among chronic illnesses, epilepsy is very
common in children and adolescents. As a neurological disorder with its own characteristics, it
significantly affects the individual's cognitive, neurological, social and psychological
functioning, as well as an individual's ability to cope with developmental and educational
demands. In children and adolescents with epilepsy, deficits in executive functions are
particularly common. They manifest in difficulties with working memory, organisation, selfregulation, planning and problem solving, which can lead to learning difficulties, problematic
behaviour and a reduced quality of life. Appropriately developed executive functions and
organisational skills are very important for successful and independent functioning in the
process of secondary education, as they are essential for planning and carrying out school
activities, organisation, time management, appropriately developed working memory and
maintaining attention. In the theoretical part of the master's thesis, we defined executive
functions and organisational skills, their development and their importance in the secondary
school period. We have also defined and presented a chronic illness and epilepsy and its
influence on the functioning of an individual during the period of adolescence.
The main objective of the master's thesis was to develop, test and evaluate the effectiveness of
a support programme for the development of executive functions, organisational skills and
effective independent learning strategies and note-taking in a chronically ill student with
epilepsy. Data were collected using four questionnaires – for students: The Executive Skills
Questionnaire for Students, written by Dawson and Guare (2012); Self-Assessment
Questionnaire on Learning (VPNZ, b. d.), and the Organisation Skills Test (PsychTest AIM,
Inc, 2011a), and for parents: The Executive Skills Questionnaire for Parents, written by Dawson
and Guare (2012). The data obtained were analysed quantitatively and qualitatively and the
results were presented in tabular and descriptive form. The comparison of the initial and final
results before and after the implementation of the support programme showed progress in
individual dimensions of executive functioning and in the areas of organisational skills. The
student became more independent in organising and planning learning and in using different
strategies.
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