Helpful strategies and methods
It is important for an educator to establish a positive and welcoming environment for his or her group of students who has Tourette Syndrome and for those who don't. Considering students spend a majority of their time in school, the teacher, as well as other authoritative figures in school, are the ones who are most involved in a child's life with Tourette Syndrome. One of the main characteristics of Tourette's that will be most evident in a student is his or her tics. The students' and teacher's responses and reactions to an individual's tics makes a lasting impression. Ergo, they should certainly work toward developing an optimistic environment for an individual with TS to feel comfortable and assured so they can adjust and aim to strive in the classroom (Bronheim, 1991).
There are several strategies, techniques, and methods educators can use to deal with Tourette's in their classroom. To begin, it would be a good idea to let the student with TS openly discuss their condition to the class within the first week of school with the parents' consent. Often times, children with TS feel embarrassed about their condition, so talking about it will educate the other students in the classroom and help them understand why their peer often behaves the way that they do. Speaking out ultimately promotes acceptance in the classroom and potentially eliminates bullying and teasing. If tics become evident, it is important that the teacher does not react negatively or punish the student with TS. The educator serves as a role model for her students so if he or she expresses concern or disappointment, it is likely that other students will too. In the article "An Educator's Guide to Tourette Syndrome," Suzanne Bronheim explains that is a child is blamed or punished for the tics, they can develop a fear toward school and act spiteful toward their teacher. Dealing with tics in a classroom setting can be quite challenging but with a significant amount of patience, both students and educators can make a pleasurable schooling experience for individuals with Tourette Syndrome.
Several practical classroom etiquette and accommodations can be taken into consideration when managing a classroom with a student with TS. For example, teachers can have the child sit near the front of the classroom so supervision and the opportunity for the child to be more fully engaged in the activities and assignments is provided (Chowdhurry & Zaman, 2011). The child will be less distracted since he or she won't be sitting by a window, door, or other things that could divert their attention. Providing the student with his or her own personal space is also beneficial. This can be a particular spot in the room, out in the hall, or a separate room where the student can go to relieve their tics. According to Bronheim, it is fairly common that many children with TS want to hold in their tics for as long as they possibly can. Having the opportunity to take a break for a few minutes allows them to release some of the tension that holding in a tic causes, as well as to focus on their work because their mind is not fixated on holding back their tics. Granting the student permission to take a test in such areas also serves the same function.
When planning a lesson plan and curriculum, it is crucial that an educator keeps in mind the information they wish to present. It is clear that every student shares a different way of learning, especially those with a learning disability. Thus, devising accommodations and modifications in the curriculum and classroom are possible options "that allow students of a range of ability levels to engage in classroom instruction in meaningful and productive ways" (Forgan et al., 1998) For starters, if an educator's teaching seems to be going at a fast pace, it can be reduced to a rather slower pace so students can keep up with and follow the information. Similarly, directions can be broken down into sections or steps. This can keep the student with TS busy for a longer period of time (Bronheim, 1991). The student can also recite the directions back to the teacher to show attentiveness. It is also suggested that educators switch classwork assignments regularly to provide a break for the student with TS. For instance, the student can work diligently on mathematical equations for 20 minutes and then move on to define some vocabulary words. In between these assignments, the student can complete a personal task for his or her teacher so they can have time to release a tic or to simply have a moment to themselves (Bronheim, 1991).
If the student with TS is more of an oral learner, reading out loud in a group setting could be beneficial. One student can read while the others follow along and listen. On the other hand, it is possible that students with TS may be more visual or auditory learners. Thus, reading assignments can be broken down by marking certain words and phrases with a colored marker to highlight key themes and points. If the reading seems too difficult, video clips and other resources can be used to complement the readings for a better understanding (Forgan et al., 1998).
Many students with Tourette Syndrome exemplify problems with their writing. When notes are provided by the educator on a whiteboard or overheard, Bronheim suggests to let the student only copy a portion of the notes, or assign another responsible student to take notes. She also proposes that teachers should allow students with TS enough or even extra time on tests. This could eliminate any possible pressure and enhances the child's focus. The student can also be permitted to use a calculator on a mathematics tests. They can perform the calculations using that tool instead of showing their work on paper which could possibly consist of scratch outs. Lastly, a student with TS should never be punished for their handwriting. Instead, it should be graded on content and effort (Bronheim, 1991). For easier grading, the teacher can also request assignments to be typed.
It is essentially up to the teacher to decide what is best for his or her students. These are only few of many strategies and methods on how to cope with Tourette Syndrome in a classroom setting. Although a structured curriculum is preferred, an educator must be willing to be flexible with their schedule. Overall, a student with TS will strive in an environment where his or her teacher and peers are willing to work together to meet his or her needs in order to make them feel more comfortable and accepted.
There are several strategies, techniques, and methods educators can use to deal with Tourette's in their classroom. To begin, it would be a good idea to let the student with TS openly discuss their condition to the class within the first week of school with the parents' consent. Often times, children with TS feel embarrassed about their condition, so talking about it will educate the other students in the classroom and help them understand why their peer often behaves the way that they do. Speaking out ultimately promotes acceptance in the classroom and potentially eliminates bullying and teasing. If tics become evident, it is important that the teacher does not react negatively or punish the student with TS. The educator serves as a role model for her students so if he or she expresses concern or disappointment, it is likely that other students will too. In the article "An Educator's Guide to Tourette Syndrome," Suzanne Bronheim explains that is a child is blamed or punished for the tics, they can develop a fear toward school and act spiteful toward their teacher. Dealing with tics in a classroom setting can be quite challenging but with a significant amount of patience, both students and educators can make a pleasurable schooling experience for individuals with Tourette Syndrome.
Several practical classroom etiquette and accommodations can be taken into consideration when managing a classroom with a student with TS. For example, teachers can have the child sit near the front of the classroom so supervision and the opportunity for the child to be more fully engaged in the activities and assignments is provided (Chowdhurry & Zaman, 2011). The child will be less distracted since he or she won't be sitting by a window, door, or other things that could divert their attention. Providing the student with his or her own personal space is also beneficial. This can be a particular spot in the room, out in the hall, or a separate room where the student can go to relieve their tics. According to Bronheim, it is fairly common that many children with TS want to hold in their tics for as long as they possibly can. Having the opportunity to take a break for a few minutes allows them to release some of the tension that holding in a tic causes, as well as to focus on their work because their mind is not fixated on holding back their tics. Granting the student permission to take a test in such areas also serves the same function.
When planning a lesson plan and curriculum, it is crucial that an educator keeps in mind the information they wish to present. It is clear that every student shares a different way of learning, especially those with a learning disability. Thus, devising accommodations and modifications in the curriculum and classroom are possible options "that allow students of a range of ability levels to engage in classroom instruction in meaningful and productive ways" (Forgan et al., 1998) For starters, if an educator's teaching seems to be going at a fast pace, it can be reduced to a rather slower pace so students can keep up with and follow the information. Similarly, directions can be broken down into sections or steps. This can keep the student with TS busy for a longer period of time (Bronheim, 1991). The student can also recite the directions back to the teacher to show attentiveness. It is also suggested that educators switch classwork assignments regularly to provide a break for the student with TS. For instance, the student can work diligently on mathematical equations for 20 minutes and then move on to define some vocabulary words. In between these assignments, the student can complete a personal task for his or her teacher so they can have time to release a tic or to simply have a moment to themselves (Bronheim, 1991).
If the student with TS is more of an oral learner, reading out loud in a group setting could be beneficial. One student can read while the others follow along and listen. On the other hand, it is possible that students with TS may be more visual or auditory learners. Thus, reading assignments can be broken down by marking certain words and phrases with a colored marker to highlight key themes and points. If the reading seems too difficult, video clips and other resources can be used to complement the readings for a better understanding (Forgan et al., 1998).
Many students with Tourette Syndrome exemplify problems with their writing. When notes are provided by the educator on a whiteboard or overheard, Bronheim suggests to let the student only copy a portion of the notes, or assign another responsible student to take notes. She also proposes that teachers should allow students with TS enough or even extra time on tests. This could eliminate any possible pressure and enhances the child's focus. The student can also be permitted to use a calculator on a mathematics tests. They can perform the calculations using that tool instead of showing their work on paper which could possibly consist of scratch outs. Lastly, a student with TS should never be punished for their handwriting. Instead, it should be graded on content and effort (Bronheim, 1991). For easier grading, the teacher can also request assignments to be typed.
It is essentially up to the teacher to decide what is best for his or her students. These are only few of many strategies and methods on how to cope with Tourette Syndrome in a classroom setting. Although a structured curriculum is preferred, an educator must be willing to be flexible with their schedule. Overall, a student with TS will strive in an environment where his or her teacher and peers are willing to work together to meet his or her needs in order to make them feel more comfortable and accepted.