Tourette Syndrome is a neurological or neurochemical disorder generally characterized by physical and/or vocal tics. The range of tics can vary in manifestation and can include such simple tics as eye blinking, throat clearing, to the more complex tics such as arm flapping, jumping up and down. Tics can also include vocal tics such as grunting and groaning. Many people who have Tourette Syndrome also have what is referred to as co-morbidity disorders which include such conditions as anxiety, obsessive compulsive disorder, attention deficit hyperactivity disorder, depression, to name but a few. It's a complex and sometimes very difficult condition to diagnose.
The following tips & strategies were designed to help educators working with a student affected by TS. As you scroll down, you will see we have provided useful tips that may work with certain individuals, and for others, different strategies are required. 62% of children who have Tourette Syndrome also have Attention Deficit Hyperactivity Disorder. Many strategies for AD/HD can be used by individuals with Tourette Syndrome.
Tips & Strategies for School
Allow the student to visit a safe and private room before recesss and lunch in order to release built up energy via ticcing. If the child is unable to release this energy, they may impulsively engage in inappropriate behavior.
A teacher may want position your child close to them so they can maintain eye contact when needed and decrease the distractions. Preferential seating can be discussed with the student.
A teacher may also want to decrease the amount of visual stimulation in the classroom by limiting the decor. Classrooms look great with colourful posters and banners, but for some children classroom decor can become a challenge.
The teacher can gently touch the student's shoulder to bring them back to focus. This can be done while casually walking down the aisle. Be aware however that some children don't like to be touched.
Ask the child to keep on their desk only what they're using and put all other items away. This decreases distractibility.
Give simple short instructions with shorter work activities. Take large tasks and break them down into simple, small tasks.
Provide encouragement and praise however small, often.
Provide frequent feedback.
Set limits and boundaries: Post these at eye level in front of the class and explain to all the students what they mean.
Have a regular schedule and post it by the door for the students to see.
When addressing the student, always say their name clearly at the beginning of your sentence.
Always talk when eye contact has been established, otherwise you may be wasting your breath and your patience.
Always have an activity on the side for quick use.
Use color to code activities or work. Use colour, children love colour!
In order to help the child release the buildup of energy, place some Velcro under the child’s desk. The child will be able to rub the Velcro whenever they feel a need to release any extra energy.
Also provide regular stretching times and short/regular exercise periods.
Try to limit the amount of stimulation in the class. If the children are energized, consider an exercise break where the children can do some stretching or deep breathing.
You may want to invite a yoga instructor to your class to show the students some simple relaxation moves. Because of its effectiveness, yoga techniques in classrooms are gaining huge support in schools across.
Another great trick for students with Tourette's is to allow them to use a hand ball to squeeze (heart & stroke foundation has a perfect one or you can find them at the dollar store). This is also great for tactile learners, who need to do something with their hands to stimulate the learning process and create retention.
For days when the weather is slow and heavy or when the students are out of sorts (full moon syndrome), get the students to do jumping jacks and then slow them down with deep breathing exercises (this really works)!!!!
Another successful exercise that is tried and proven by several educators is to have the students start their day with a centering exercise: ask the students to sit up straight in their chairs and get them to stretch their arms out to their side as far as they can reach with palms upwards, then slowly raise them to the sky as if they were trying to touch the sky, with hands touching at the palms, slowly bring the hands straight down while trying to keep your elbows together, stop when your hands are at the height of your nose and elbows at the height of your chest. Stay in this position for 10 seconds while breathing slowly. Then allow your hands to slowly drop to your side. The entire exercise should be done very slowly.
To stimulate interest, try getting the students to stop whatever they are doing and ask them to roll their shoulders forward for 15 seconds then roll backwards 15 seconds.
For students who are active or who finish their work fast, allowing them to play with their eraser is an easy trick to keep their hands busy while staying quiet. This also great for tactile learners to do while they need to work or concentrate.
Use visual equivalents whenever possible for explanations. Many children are visual learners. Many more learners are kinesthetic learners and as such these children need to touch and experience and learn through touching with their hands.
Have a "Hands-On" days, where activities are created around touching.
Have a experiential learning day where children learn by doing. Example: learning about gravitational force can be taught with different size rocks and a stair case. Ask the students to stand at the top of the staircase and drop the different sized rocks and see which touches the ground first. Ask them to explain the results. Have "Silly Days". This allows students to see the teacher as human and approachable.
Do not try to control the students. Try to guide them. Always laugh, always.
