and their classroom
1. Provide private study space when necessary
2. Seat student in area away from distractions,
allowing ample space for motor "tics"
3. Use checklists to help student get organized
4. Provide opportunity for movement
5. Provide a duplicate set of books to remain at
home during the school year
6. Allow student frequent breaks from classroom
to release tics and excess energy (drinks,
restroom trips, errand runner, etc.)
7. Provide a quiet place for student when tics are
severe
8. Have an agreed upon cue for student to leave
classroom
9. Develop individualized rules for student if
necessary to accommodate severe impairments
10. Seat student away from windows and
doorway
their students with TS
1.Seek information from guardians about
circumstances at home. Inquire about siblings,
grandparents, and any other significant people in
the child's life.
2.Inquire about past school experiences.
3.Seek to become part of an interdisciplinary team
of professionals.
4.Model and monitor child's social responses to
other adults. Verbally praise appropriate
respectful behaviour.
5.Foster cooperation instead of competition among
students.
6.Model and teach positive self-talk
7.Solicit child's input about TS disclosure to the
other students in the room or in the school, and
then follow his advice.
8.Enlist the help of another adult in the school
building to be the child's "buddy." E.g. The
custodian, vice-principal, teacher.
Reading: provide tools for students including a comfortable place to read while using a marker to follow along with. Teachers can use recorded textbooks for the child to use or allow them to read aloud to himself, to another student or into a tape recorder. Students with TS may find their work easier if their assignments are broken into smaller segments as well.
Handwriting: provide tools such as a computer, worksheets that require minimal writing, and a designated notetaker. Let student type, record or give answers orally instead of writing them. Make sure to avoid pressuring speed and accuracy, and to reduce the amounts of board work copying.
Organization: establish a daily routine and attempt to maintain it. Be sure to make clear rules and be consistent enforcing those rules. Provide them with a note-book that has organized sections such as: a zip-lock bag for assignments due, extra pencils and supplies, a class schedule, assignment sheet, colour-coded dividers to match books, and a three-hole punch to fit notebook.
Grading and Tests: provide a quiet setting for test taking, and allow tests to be read to the student if necessary allowing oral responses. Divide tests into smaller sections, use typed tests instead of written ones, allow as much time as needed to take tests, provide movement and breaks during tests, mark only correct answers, permit student to re-work missed problems for better grade, avoid ALL timed tests.
Behaviour: Avoid confrontation during transition times by allowing student to leave a couple minutes early, to walk with teacher at front of the line, place a responsible student behind TS student. Modify school rules that may discriminate against a child with a neurological disorder. Develop interventions for behaviours that are annoying but not deliberate (i.e. provide a small piece of foam rubber for desk of student who continually taps a pencil on desktop.)
www.dkimages.com/.../Children/Boys/Boys-140.html
pro.corbis.com/search/Enlargement.aspx?CID=is...
www.es.e-renfrew.sch.uk
Other References:
Tourette Syndrome Association of Ontario.