Teaching the Tiger: A Handbook for Individuals Involved in the Education of Students With Attention Deficit Disorders, Tourette Syndrome or Obsessiv (Plastic Comb)

I find teachers are more receptive to this book because it is written specifically for teachers (rather than taking advise/instuction from a parent). I've found it to be quite credible and informative to them. I believe the answer to stigma, ignorance, and misinformation (ex: the 20/20-60 Minutes/media representation of TS), is education. This book provides it, specifically aimed at giving teachers tips on dealing with TS in the CLASSROOM environment. My son's teachers have been really grateful for these TS-specific insights.

If you can afford the $35 for this book, DO! It is a worthwhile investment into making your child's educational road a smoother one. In the meantime, you may be able to do what I did. I borrowed a copy from the library and made photo copies of the most relevant chapters for each teacher/aide involved with my son. I also either showed them the book itself or made a photocopy of the cover, in case they wanted to purchase/borrow the entire book themselves. If you have a good relationship with the principal or school librarian, suggesting that the school purchase a copy for the staff library is also practical.

Those are my two cents, on "Teaching The Tiger". "Taming the Tiger" came first and provides a similar compilation of info for parents and others learning about TS. I hope you'll check out these books for yourself.

AMM

For example: putting a child near the front of the room for attention issues and to help them keep on track... may be devastating for a child who does not want their tics on display, and of course not necessary for the child who tics but who does not have attention issues.

Seating arrangements need to be assessed INDIVIDUALLY for every child; and for those with TS, it needs to be assessed more than once... the condition is dynamic, not static, (it waxes and wanes), the techniques need to be dynamic too. Too often I see the techniques gleaned from the book used statically and never re-visited throughout the academic year as to wether they are working, and/or if they are needed at any given moment.

The book doesn't necessarily indicate static approaches, it just seems to me that once the book is read, (or skimmed is more likely what I found to be the case by our educators), that the educators we've dealt with will focus on one erroneous technique that may have nothing to do with our child's current needs or situation, and claim that they are modifying their techniques for our child with TS, with no consideration as to the effectiveness. Or worse, (from our child's standpoint), they will read about *behavior* approaches when in fact our child has no associated behavior issues, (the book tends to lump different but sometimes associated conditions like ADHD, OCD, Anxiety, Mood disorders - and offer techniques without clearly delineating if the symptoms are TS or from other conditions), and the resulting assumptions as to the root cause of any given *in-classroom* behavior can have a devastating impact on a child with TS, especially if *intention* is thought to be behind *disruptive* behavior.

Don't use this book unless you plan to delve deeper into your student with TS, and their exact manifestation of symptoms, and their pattern of symptoms and then be prepared to re-visit the THEN resulting specific application of techniques, on a continual basis, other wise you can do more damage than good by ASSUMING that you are applying techniques covered in the book, when in fact you may not be addressing the specific situation your student finds themselves in, in any given week, in any given hour.

The plan needs to be flexible, use the book ala carte or for brain storming solutions... don't apply it like a recipe, your ingredients will always be different with a TS student.