LS028: Tic/Tourette - learning access and assessment adaptations

Implementation steps

1. Identify learning-impact points: writing speed, reading aloud, sustained focus, fatigue, and embarrassment.
2. Pre-plan adaptations such as typed or voice routes, short breaks, extra time, and separate-room assessment where needed.
3. Normalise neutral staff responses and keep focus on learning outcomes.
4. Provide alternatives for oral tasks such as recorded audio, one-to-one, written, or typed responses.
5. Review whether adaptations improve demonstrated learning and adjust quickly.
6. Agree how adults will respond neutrally to involuntary tics so access support is consistent across lessons.
7. Identify suppression-fatigue pressure points and pre-plan pause or break routes before they become a crisis.

Classroom routines

• Allow pause-and-return during writing-heavy tasks without penalty.
• Use alternative recording routes for extended tasks.
• Remove compulsory public reading and offer opt-in routes.
• Use short task chunks with checkpoints so tic-heavy periods do not derail the full task.
• Use a quiet exit and re-entry routine for brief regulation breaks.
• Use neutral acknowledgement or no spotlight response to involuntary tic expression unless safety is affected.
• Offer short pause-and-return routines before long writing or high-scrutiny tasks.
• Protect an alternative route for speaking/reading tasks during tic-heavy periods.

Adaptation guidance

• Avoid spotlighting and avoid stop-that prompts.
• Do not mark down for presentation differences caused by tics.
• Provide predictable route choices with the same success criteria.
• Coordinate with formal assessment access arrangements.
• Adjust pacing early when fatigue risk is high.
• Separate involuntary tic expression from behaviour responses and sanctions.
• Plan peer norms and anti-bullying responses explicitly where social attention increases tic load.
• Use chunking and rest opportunities in assessments when suppression fatigue reduces access.

Staff language prompts

• Same learning goal. Choose the recording route that works today.
• Take a brief pause, then return to the next step.
• Show me your understanding; presentation is not the focus here.
• Which route will help you complete this successfully?
• Use the break route if tic load rises, then return to the next step.
• We are assessing your learning, not your ability to suppress tics.

Impact checks

• Improved completion of classwork and assessment tasks.
• Reduced loss of learning time during tic-heavy periods.
• More accurate demonstration of knowledge.
• Improved confidence in selecting access routes quickly.
• Track whether planned breaks reduce loss of learning time in tic-heavy lessons or assessments.
• Monitor social-threat triggers (for example, peer attention) alongside tic-related access disruptions.