Awareness of Students with Diverse Learning Needs,
What the Teacher Needs to Know, Volume 1

Classroom Strategies

• If the condition has been diagnosed, meet with the parents and the student as early as possible in the school year to determine the student's individual needs.
• If significant adaptations/modifications are required, develop an Individual Education Plan (IEP) specific to the student's needs.
• Accept the student "as is." The tic is not deliberate nor an attempt to get attention or disrupt the class. Similarly, other behaviour that is not related should not be excused.
• Establish and maintain a mutual support system between the student, the parents and the school. Frequent feedback from all sources is necessary to help the student cope with the erratic nature of this disorder.
• Observe and record behaviour on both a short and long term basis.
• If it is acceptable to parents and the student, explain to the class what Tourette syndrome is, using films, videos and speakers available from sources listed on page 71.
• Maintain the same expectations for the student as for the rest of the class. A student with Tourette syndrome may sometimes need extra time for assignments or a separate room for tests. The student may have a compulsive ritual, such as setting out materials in a certain order, before beginning an assignment.
• Work out various strategies to enhance learning capabilities. For example, because handwriting is frequently difficult, use a tape recorder, give oral tests, use recorded books or provide notes written by another student as necessary.
• Use the "buddy" system to help the student overcome difficulties as they arise. A "buddy" is a responsible student who may assist with copying notes, reading, etc.
• Help the student through stressful experiences. Explain in advance what is expected, particularly in timed activities.
• Give instruction in stages. Too many items to be remembered at one time cause extra stress.
• Use tape recorders, typewriters or computers for reading and writing problems and untimed exams, in a private room if vocal tics are a problem.
• Be aware of any medication the student is taking and help maintain a schedule. There may be side effects, e.g., sleepiness, fatigue, restlessness, depression and unusual difficulty in learning.
• Allow the student to leave the room whenever the tic becomes overwhelming. If possible provide a "safe place" where the expression of the tic will be less noticeable, i.e., a counselor or nurse's office.
• Give positive and immediate feedback for a task well done or a social situation handled well. With so much of their behaviour socially unacceptable, these students need to know when they are doing well.
• Seat the student, with mutual understanding and agreement, near the back of the room. Older students should seat themselves wherever they feel most comfortable. This not only allows for leaving if necessary, but is less disruptive.
• Help the student understand and interpret social situations. Misunderstandings can cause feelings of isolation and rejection. Encourage participation in classroom activities.
• Establish a classroom atmosphere which is tolerant and accepting. It is important that the teacher serve as a role model for the students in promoting understanding.