Tourette Syndrome: A case for establishing the individual needs of children at risk

Abstract

Abstract Tourette Syndrome (TS) is a neurological disorder characterised by multiple, involuntary, and repetitive motor and vocal tics. ADHD and Obsessive Compulsive Disorders are often associated with Tourette Syndrome. TS is not discriminatory, it can occur across all races and socio -economic groups (Wodrich, 1998). The numerous medical characteristics (physical and psychological) are well documented in the literature and sensationalised in the media, but the complex and sometimes devastating experiences of individual suffers is often reduced to numerical data. These data do not consider the feelings, perspectives and abilities of individuals and cannot portray the lives led by children with TS. This paper is concerned about the educational implications for students with TS. It is commonly stated in the literature that children with TS represent the normal range of levels of intelligence, although some sources state that children with TS have average or above average intelligence (Carroll, Geffen, Comerford, Bailey and Morison, 2000). Despite this children with TS often experience personal distress, reduced self-esteem, social problems (Stefl and Milton, 1985) and school failure (Wodrich, 1998). Children with Tourettes do not have diminished intellectual capabilities but without proper intervention and appropriate learning experiences, they may be easily be categorised as learning disabled or are at risk of becoming learning disabled Increased teacher awareness and public educatio