How to Work With a Child With Tourette's Syndrome in the Classroom

Tourette syndrome is a neurological disorder that causes involuntary, irrepressible motor and vocal tics. Motor tics include lip smacking, eye blinking and nose twitching; basic vocal tics include throat clearing, squeaks, shouts and moans; and complex vocal tics involve shouting words or phrases. Students with Tourette syndrome can succeed in the regular classroom, but frequent tics can interfere with the individual's academic performance and can disrupt other students' studies. Students with Tourette syndrome need a learning environment that accommodates their special needs but also encourages them to work to their full potential.

Instructions

1

Avoid reacting with annoyance or anger toward the child with Tourette syndrome. Although the vocal or motor tics may be disruptive, remember that they are involuntary. If you're patient with the child's tics, this will help the children to be tolerant as well.

2

Encourage the student to speak openly about Tourette syndrome. Have the student prepare a presentation about the disorder to deliver to the other students. If the student is shy, offer to be a co-presenter. Be sure that the presentation includes information on what Tourette syndrome is, why some develop the disorder and why Tourette syndrome sufferers cannot control the tics. Students will gain a deeper understanding of the student with Tourette syndrome and may be less inclined to tease their peer.

3

Give the student extra time for classroom work. Children with Tourette syndrome can become distracted by their motor or vocal tics, thus taking longer when trying to read or write an assignment. When they must complete the assignment in a certain amount of time, the student will become stressed and unfocused. The child may also be slow in responding to your questions if you put him on the spot. Consider posing the questions to the child ahead of time so he can formulate a response.

4

Modify writing assignments for students with Tourette syndrome who have difficulty finishing written work due to the visual-motor integration problems that often occur. Allow the child to turn in a taped report rather than a written report, or ask if the parent can record thoughts that the child orally dictates. Focus on the child's thoughts and problem-solving skills rather than the quality and quantity of written work.

5

Allow the student to take short breaks. Give the student an "office," such as a quiet area in a corner, library or hall. The child can take time in this private place to relax and release her tics. This can reduce the frequency of tics in the classroom and can increase the child's focus on schoolwork.