Page 13 - Mainstreamer e-Magazine Volume 1, Issue 3 - August 2023
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OVERCOMING DISABILITY
PWDs around the world strive for success, but their safe and caring classroom environment where the
surroundings are incompassionate. Everything student does not feel threatened or ostracised
is restricted for all of us. That’s why I did not let by tics. As a result of a lack of knowledge and
my TS and any unpleasant circumstances win. understanding of tic behaviour, the student’s
However, one thing that TS has given me is the peers might view the student with TS negatively.
determination to succeed and to help others. Holtz and Tessman (2007) agreed by stating that
While unemployed, I have had the opportunity ‘children’s misinformation, fear, and feelings of
to join youth activities in our local church and dissimilarity toward individuals with disabilities
become a volunteer youth facilitator. Meeting may create negative attitudes’ (p. 533). Teachers
young people from all backgrounds opened my should encourage the student’s acceptance of
eyes, and I decided to change how others saw TS and work with the other students to reduce
me and others with this syndrome. The tools negative attitudes. In addition, students can be
I received in the youth ministry gave me the informed about TS by showing media and reading
strength to stand up and tell my story to young books that portray individuals with TS in a positive
minds. It has been amazing seeing how just telling light. Teachers might ask the student with TS
my story affects people, and they seem to want to and/or the parent to share experiences as part
understand better what makes me ‘tic’ and how of the classroom activities. Other students could
the Lord uses me to inspire lives. I’ve discovered ask questions about TS, thereby addressing their
that TS will never be as powerful as my will. I’ve questions and concerns in a safe environment.
decided to cope with it, learn from it, and evolve Table 3 lists some educational resources for
as a result. Why me? Because I am capable. ‘I may teachers and students to explore and learn
have Tourette syndrome, but it does not have to more about TS. According to Donaldson (1980),
have me’, as I say. interactions with persons having disabilities
can change negative perceptions and attitudes.
Teachers should model positive interactions
Lesson Learned when communicating with all students in
Tourette syndrome (TS), also called Tourette their classrooms. Classroom activities where
disorder, is a common neurodevelopmental students can interact with the student with TS
disorder affecting up to 1% of the population. within a supportive, structured, and supervised
It is characterised by multiple motor and vocal environment are imperative. Pairing the student
tics that begin in childhood. Children with TS with TS with another student in the classroom
may have additional comorbid neuropsychiatric on class assignments, projects, and other social
conditions such as attention deficit hyperactivity activities can provide time for goal-directed,
disorder (ADHD), obsessive-compulsive disorder positive exchanges for those involved.
(OCD), anxiety disorder, and oppositional defiant Parents are an indispensable resource for
disorder (ODD). The prognosis for TS is generally teachers as they can help inform the school faculty
positive, as tics typically remit by adulthood, and staff about TS. Additionally, parents know
but other neuropsychiatric conditions may their children and will know things that can help
persist. This activity reviews the evaluation and the teacher educate them more successfully. They
management of patients with TS and other tic can also advise the teacher on the student’s at-
disorders. It highlights the role of interprofessional home behaviours. Sometimes, students with TS
team members in collaborating to provide well- suppress their tics in school and have numerous
coordinated care and enhance outcomes for episodes when they go home. In such cases,
affected patients. teachers and parents may be able to discover a
The impact of TS, especially the impact of method to support the children both in school
the uncertainty of involuntary tic occurrence and at home. Questions that both parents and
on individuals’ social and emotional life, often teachers can consider are as follows: (1) How are
results in one of the most debilitating aspects tic(s) affecting the student in school or at home?
of this disorder: low self-esteem and social (2) Is there a particular way to help when a tic
withdrawal. Therefore, the first step is creating a
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