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The novel, Forget Me Not tells a story based on the point-of-view of two individuals (Calliope Snow and Jinsong P’eng) overcoming their fears in their school setting viewed as a student who each share their heartfelt journey. When Callie is forced to pack up her things and move to yet another town after her mom breaks up with another one of her boyfriends, Callie has hope that she be able to find a best friend at each of her new schools. Ultimately, Callie is unsuccessful in finding a new friend in such a short amount of time until she meets Jinsong. The story revolves around Calliope Snow (who goes by Callie June) who is faced with having to navigate her way through yet another new school where she has a neological disorder called Tourette syndrome that causes her to unintentionally have tics. The only two adults who know about Callie’s Tourette are her mother and doctor. From this, they force her to hide her disability from others around her which causes Callie to find it harder at times to hide her tics from coming out. When Callie meets her new next door neighbor Jinsong P’eng who is also the same age as her, she forms a unique friendship that creates challenges between the two. All the students in Callie and Jinsong’s school recognize that Callie does not fit in with the other students, and they present Callie with a hard time. Because Callie is forced to hide her disability from her teachers and classmates, Callie is forced to regulate her tics even though she cannot control them and be forced to face the challenges that arise individually. As the story progresses, Callie and Jinsong face challenges of their own that require them to confront their fears and insecurities while actively living through them. This story brings awareness to others about the developing friendship between two individuals who struggle with differences that aren’t in the social norms, but take a leap of faith to overcome adversity. Throughout Callie’s journey, readers are brought through her story that underscores the importance of what the power of acceptance demonstrates both from others and oneself that builds connections that allow each individual to find their place in the world.

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Personal Connection and Reflection to the Novel

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Personal Connection and Reflection to the Novel

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Forget Me Not demonstrated to me the importance of Callie’s journey she had to go through in an academic setting when diagnosed with Tourettes syndrome. This allowed me to form a deeper understanding of the challenges other individuals face who live with this syndrome. Throughout Callie’s journey, I got to learn about her self-discovery and the perseverance she took from beginning to end. Callie had fought hard and never gave up throughout which inspired me from the point of view as a future educator. The novel also demonstrates the importance of feeling accepted and being accepted. When students get older, there tend to be more cliques and groups. Unfortunately for Callie, because of her disability, she was not accepted by anyone. Callie had to be her own cheerleader when others around her wouldn’t which is an exceptional thing to be proud of. Throughout this struggle, Callie learned to embrace her own uniqueness even when she was hard on herself at times and found her strength to be able to push through her insecurities and be vulnerable during certain times. After finishing the novel, it brought awareness when reflecting back that feeling accepted has to start within ourselves. That way we can be confident in ourselves by who we are and realize that everyone can be accepted because of it. As a future educator, it is important to discuss with students the importance of accepting everyone for who they are because it is something that everyone can struggle with. It is important to remind the students that they should feel comfortable in their own skin and that everyone is in a safe space to not be judged for feeling unaccepted in a place where everyone belongs.

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Personal Connection and Reflection to the Novel

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Personal Connection and Reflection to the Novel

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One connection from the novel that I could relate to was the relationship between Callie and Jinsong. When I was 3 months old, I was adopted by my amazing family today. I was born in Seoul, South Korea, and from a Korean heritage. One of the main characters, Jinsong, is Chinese and tells his story about how he got made fun of in school and had to face his own challenges. For me, I realized I never fit in or looked like what the majority of students looked like in school and felt insecure. Throughout the story, Jinsong mentioned how the other students would pull the corner of their eyes and pretend to look like him. When I was Jinsong’s age, I had the same experience happen to me, and I felt embarrassed. I coped with either ignoring what the other students were doing or just laughing to make it seem that I was okay when on the inside I wasn’t. This story of Jinsong not only affects him but also other individuals in this world today just like my story. As a future educator, it is important for me to share this story from the novel and my own story as well. Because I went through this experience myself, it is important to explain to others these stories to demonstrate the significance and embrace different cultures and heritages within the classroom. I understand how hard it was for Jinsong to stick up for himself because he had to do it all alone when more people surrounded him versus just sticking up for himself.

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In the novel, Callie’s mom and doctor decided that it was a good idea for Callie to hide her disability from the public. Even though Callie didn’t get a say in this decision, it still affected Callie’s academic performance. Although there is no clear IDEA classification for Tourettes Syndrome, Callie does have academic trouble when focusing on her teacher. Specifically, when Callie was in science class her teacher kept saying big words that the students did not know the definition of. Because of this, Callie would have her tics requiring her to repeat the word the teacher would verbalize. The students in the other class recognized one of Callie’s tics and decided to make fun of her. During class, we discussed the importance of visible versus invisible disability. It is important to note as an educator to make sure you are listening in on student-led groups to make sure all students are comprehending what is happening in a class. The teacher’s job is also to guide the student's learning, so even though a teacher may not be teaching the whole time, you can pose questions to each group making sure they understand the content and if not see where additional students may need help. Invisible disabilities are not imminently apparent to a teacher which is why it is important to make connections with each student to monitor their progress and see where they could potentially be struggling.

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Throughout the class, we also have discussed different strategies for supporting students who may have a higher-incidence disability. Not only do these strategies help out students who have a disability, but they can also benefit the needs of all students in the classroom. The first strategy we discussed in class related to adaptations for a classroom environment. This allows students to have preferential seating and physical space. This may include having students be able to sit closest to where they can see the board, having a specific peer be able to help guide the student when the teacher may not be accessible, etc. Another adaption could include having daily systems that the student can understand and learn. These systems may include having a daily routine posted on their desk, assignments written down for the student to understand, etc. In the novel, Callie’s homeroom teacher Mr. D Kahn, does seating alphabetically. This put Callie in the center of the classroom because her last initial was in the middle of the alphabet. As a future educator, you want to ensure that the student with a disability is in a space in the classroom that makes them feel the most comfortable. This allows the individual to be able to learn the content you present, instead of having them worry about what others might think of them or put them in a position they feel uncomfortable in. Additionally, suppose a student who has a disability has an IEP that states in their accommodations that they get preferential setting. In that case, the educator has to fit the needs of that specific accommodation into their classroom environment.

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Lastly, throughout the novel, the readers see the struggle Jinsong faces when he has to decide to stick up for his new friend Callie, or be “cool” and fit in with the rest of his peers who make fun of Callie and her tics. During one section in the novel, Callie was completing group work with other students in her classroom. The teacher would form small groups of students to complete an assignment as a whole while the teacher would walk around the classroom to make sure each group was staying on task. However, in Callie’s group, Callie was repeating a word that the teacher posed to the class which resulted in her tics to keep repeating that word in front of her group members and couldn’t get herself to stop. To this extent, the teacher did check in with the groups but only heard the students talking to Callie and made the assumption that they were completing their work. Throughout the semester, as a class, we have discussed three different types of peer support systems including peer assistance, peer tutoring, and cooperative learning. Callie’s teacher chose to partake in cooperative learning but didn’t use it correctly. During cooperative learning, students will be placed in groups based on different strengths students can bring to each group to feel included. As a future educator, it is important to make sure teachers use different types of peer support systems correctly. These strategies can be helpful in the classroom to allow the students to take part in their learning. Callie’s story demonstrates how the systems specifically cooperative learning, are not used and done correctly and can later affect a student’s academic learning.

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Connection to Outside World (Photos, Videos, News, Articles, etc.)

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Connection to Outside World (Photos, Videos, News, Articles, etc.)

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This infographic provides a visual representation Tourette's Syndrome and demonstrates an understanding on how to look out for it and what causes an individual's body to happen. This poster allows students to understand what happens to a certain individual that has Tourette's. Informing others about Tourette's can provide an understanding about why individuals do certain movements or say certain things. The infographic also demonstrates some statistics about Tourette's like when it can start for individuals to become aware of. Finally, the poster provides famous people who have Tourette's to understand that disability can occur in any individual.

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Connection to Outside World (Photos, Videos, News, Articles, etc.)

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Connection to Outside World (Photos, Videos, News, Articles, etc.)

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This video presents to individuals about what Tourette's is as well as a real story about a boy who has Tourette's. Throughout the video, the young boy has real-life tics in the video which provides others the understanding of what tics may look like if an individual has never experienced it before. The video also describes how Tourette's are genetic which means they run in the family where there is not a cure for this disability, but as individuals who have Tourette's get older, their symptoms become less extreme. Through the young boy's story, he expresses that he has difficulty when he is in school, but has a great support system of friends to help him out. This video does an amazing job of telling the young boy's story of his Tourette's and how he copes with his feelings and symptoms.

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NARRATOR: Right now, Cameron's having the time of his life, alongside a bunch of other kids just like him at this camp in Queensland. It's a special weekend getaway just for kids with Tourette's syndrome and their families.

CAMERON: So as you can see, I'm doing it right now. Because I'm a bit excited.

NARRATOR: Tourette's syndrome is a neurological disorder, which means it affects the brain. It causes people to make sudden movements or noises that they can't control.

CAMERON: Tourette's is like--

Like that. And it happens without notice.

NARRATOR: These actions are called tics, and there are three different types. Motor tics, which are movements like eye blinking, headshaking, shrugging or jerking your arms, and vocal tics, which are the sounds people with Tourette's syndrome make. Some people think Tourette's means you swear a lot, but really that tic is something only a small number have. Things like throat clearing, grunting, coughing, or just making noises are a lot more common.

CAMERON'S MOM: Hey, Cameron. What would you like me to [INAUDIBLE].

NARRATOR: Some say tics are a bit like having the hiccups. Even if you don't want to hiccup, your body does it anyway.

CAMERON: I know when it's going to happen, but like I can't help it.

NARRATOR: Sometimes people can fight it for a bit. But eventually, they have to let it out.

CAMERON: After a while, you actually get used to it. You still get a bit frustrated with it though.

NARRATOR: Tourette's syndrome is genetic, which means it runs in families. There isn't a cure, but symptoms tend to get less extreme as you get older.

And for some, symptoms can even disappear completely by the time they become an adult. While Tourette's doesn't affect your health, Cameron says his tics can make it tough to concentrate in class.

CAMERON: In parade, it's hard for me. Because during the national anthem, I have to go outside because it happens a lot. And people stare at me. And they like yell out, please stop. Well, not please. But they yell out stop and like. And then I just go outside for a little bit.

NARRATOR: He says sometimes people tease him about his tics.

CLASSMATE 1: Hey, Cameron!

[CHILDREN TALKING]

NARRATOR: But he's got some really good mates at school who help him out.

CLASSMATE 2: I get really angry and frustrated at people who actually look at him when he's making his sounds.

CAMERON: What do you guys want to do at lunch?

CLASSMATE 3: Usually I would just tell them to go away and stop picking on him.

CLASSMATE 2: We try and stick up for him as much as we can.

NARRATOR: Cameron says if you've got questions about Tourette's, don't be afraid to ask. But just make sure to be polite.

CAMERON: But don't just say shut up or anything, and like. Because it's really not nice.

NARRATOR: This camp was created to give kids with Tourette's syndrome a chance to relax and meet others who are going through the same thing.

CAMERON: This camp is actually really fun.

Getting to interact with other people with Tourette's. Never knew there were so many people with Tourette's.

CAMPER: The ones I've-- hmmm-- had is that one. When I was little I had just a winking one, which I still have.

NARRATOR: These guys say while Tourette's can sometimes make life trickier, they won't let it stop them from doing whatever they want to do.

CAMERON: I want to be an astrophysicist. And I'm hoping that one day I'm good enough to work at NASA.

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Connection to Outside World (Photos, Videos, News, Articles, etc.)

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Connection to Outside World (Photos, Videos, News, Articles, etc.)

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This article is provided for teachers to use as a resource to use to help students in their classroom who have Tourette Syndrome. The article provides ten specific tips that teachers can do for students who have Tourette's to make sure they can help that individual succeed in the classroom academically and socially. This is a exceptional article for educators to read and understand how they can help the needs of all individuals in the classroom, as well as better educating yourself too.

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10 Things Teachers Can Do For Students
with Tourette Syndrome

It may surprise you to learn that you probably have taught a student with Tourette Syndrome (TS), and will likely again. Often teachers and school personnel, as well as physicians and families, miss the symptoms that are associated with TS. Studies estimate that 1 in 160 (0.6%) school-aged children in the United States have TS.

Remember, a child with TS is a person first...who happens to have TS. As an education professional, it is important to remain curious regarding how to teach and be supportive of a student with this complex neurodevelopmental disorder. While every student is unique, the following are general suggestions that may help a student who has TS or tics, to attain academic and social success.

1.Recognize that tics are involuntary movements and sounds that wax and wane and can change unpredictably. In many cases, students with TS will attempt to suppress their tics to avoid negative attention from others. While the tics may appear to be within the students' control and are being done purposefully, they are not.

2. Reduce Stress/Anxiety. Stress typically increases symptoms. Therefore, noting what factors increase stress and implementing appropriate accommodations or special education services will frequently reduce symptoms.

3. Identify the skills deficits that may contribute to increased stress/symptoms, as well as the strategies and supports to address the skills deficits.

4. Ignore the symptoms that can be ignored. This demonstrates acceptance and normalizes Tourette Syndrome and other related symptoms. Modeling acceptance can reduce both bullying and stress and may help the student with TS to focus his/her energy on academics rather than tic suppression.

5. Consider whether accommodations are needed for handwriting issues. Handwriting issues are among the most common difficulties for children with TS. Accommodations can include the use of a computer, tablet, a scribe, or having notes provided.

6. Be aware of co-occurring conditions, such as Obsessive Compulsive Disorder (OCD) or Attention Deficit/Hyperactivity Disorder (ADHD), which are very common for students with TS. The characteristics of these conditions are often more problematic and harder to manage than the tics themselves.

7. Be creative with interventions. Teaching life-long strategies and providing supports, accommodations, and modifications are typically more effective than relying on consequences.

8. Involve the student with TS in developing plans and strategies for managing symptoms that can be difficult or impossible to ignore.

9. Promote communication with parents or caregivers. Be sure to share the student's achievements and strengths, not just the weaknesses.

10. Use the Association's resources for assistance in developing supports and strategies.
To assist educators, The Tourette Association offers a variety of programs and materials designed to help with recognition and management of TS symptoms (tics) in the classroom and school environment.

The information presented in this material was supported by Grant/Cooperative Agreeent Number CDC-RFA-DD13-1302 from the U.S. Centers for Disease Control and Prevention (CDC). The contents are solely the responsibility of the authors and do not necessarily represent the official views of the CDC. The information is intended for the reference of and use by medical and allied professionals and educators. The material is displayed with the permission of the authors/publishers.

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10 Things Teachers Can Do For Students with Tourette Syndrome

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It may surprise you to learn that you probably have taught a student with Tourette Syndrome (TS), and will likely again. Often teachers and school personnel, as well as physicians and families, miss the symptoms that are associated with TS. Studies estimate that 1 in 160 (0.6%) school-aged children in the United States have TS.