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Tourette syndrome
Guidelines for Educating Children with TS
| Awareness |
- Having an early diagnosis is crucial in managing
children with TS .
- Note that medications are determined on an individual
basis with team input.
- Be aware that effects of TS on performance may
vary greatly in the individual over time.
- Look at the whole child, not just the disorder.
- Keep abreast of advances in the field.
- Use parents as an invaluable resource in the education
of children with TS .
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| Environment |
- Recognize that most TS students learn best in a
moderately structured classroom with flexibility.
- Seat the student in front of the teacher to minimize
the visual distraction of other children unless the
child’s tics are too distracting to the class
or embarrassing to the child, in which case, seat
the child on the end of the front row.
- Try not to seat the student near sources of distraction
(e.g. door, window).
- Give the student a quiet place to work (e.g. study
carrel, library, and use of a headset to block noise).
- Allow a student who is sub vocalizing (repeating
information or directions under breath) to sit where
others will not be disturbed.
- Use a visual cue to assist the student to return
to task.
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| Modifications |
- Provide visual, auditory, and cognitive modification
cues to ensure ease of listening.
- Give directions one step at a time, then check
for comprehension.
- Have the student work in short, intense periods
with breaks.
- Ensure that students with TS have opportunities
for physical movement. (Quiet squeeze toys assist
attention and decrease hyperactivity.)
- Contract with student for work to be done in advance.
- Consider the effects of stress in all school settings.
- Make sure that students with TS have a safe refuge
for times when symptoms become intensified.
- Vary activities to increase attention and motivation.
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| Material
Presentation |
- Introduce one concept at a time, check for understanding,
and have student repeat directions.
- Provide a model of the end-product.
- Alert student’s attention to key points with
such phrases as: “This is important.”
- Number and sequence the steps in a task.
- Highlight important concepts to be learned in the
task.
- Provide outlines, study guides, and copies of overhead
presentations.
- Provide written and verbal directions with visual
cues.
- Shorten assignments based on mastery of key concepts.
- Check to see if student has written down assignments
correctly.
- Allow alternatives to written assignments.
- Break the work into manageable units (especially
long-term assignments).
- Check with and support the student at regular intervals
until the work is completed.
- Give student one sheet to work on at a time.
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| Writing |
- Do not grade a student with a graphomotor disability
based on handwriting.
- Make provisions for graphomotor problems associated
with TS (tape recorders, computers, oral reports,
reduced written assignments, e.g. every other math
problem).
- Assign a “note-taking” buddy.
- Be alert to “looping,” which occurs
when the student “gets stuck” reading
or writing letters, numbers, words or phrases over
and over.
- Check to see if homework is recorded correctly.
- Eliminate use of computer scoring sheets.
- Provide the student with graph paper to help line
up math problems.
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| Time
Management & Transitions |
- Remind students periodically before lesson/schedule
changes.
- Provide additional time to complete a task.
- Allow extra time to turn in homework, without penalty.
- Alternate quiet and active times, allowing for
transition time.
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| Organization |
- Eliminate all unnecessary materials from student’s
desk to reduce unwanted distractions.
- Use checklists to help student get organized.
- Keep extra supply of pencils, books, etc., in classroom.
- Color code the student’s corresponding textbooks,
notebooks and folders.
- Provide a duplicate set of books to remain at home
during the school year.
- Establish a daily routine and attempt to maintain
it.
- Make clear rules and be consistent enforcing them.
- Prepare a daily assignment sheet that is to be
filled out by the student, signed by the teacher,
and verified by the parents.
- Allow student to leave a few minutes early, at
the end of the day, in order to pack the school bag
without being disturbed by the crowded hallways.
- Have someone else check out the student to make
sure all necessary materials have been packed.
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| Test
Modifications |
- Allow extra time for test taking (e.g. double time
for the SAT).
- Do not penalize for spelling errors. (Encourage
hand-held spell checker or a word processor).
- Provide a quiet setting, allow test to be read
to student, and allow oral response (as needed).
- Provide opportunities to move and breaks during
tests.
- Mark only correct answers when grading.
- Give student extra credit for correcting wrong
answers on test.
- Allow oral testing
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| Social |
- Provide social skill training as needed.
- Tell the student what to do next time that would
be successful.
- Set up successful positive experiences with the
student that other students might model.
- Inform peers about TS . (They are more likely to
accept the TS student and help them avoid social isolation.)
©
1997 Compiled and Created by Sheryl K. Pruitt, M.Ed.
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Disabilities 
