Sherri, thanks for your advice. I won't be asking her to modify her tic. She's got enough anxiety. We'll focus on the education of others aspect.
Part of the problem is that since the tics have never been a problem and we've had other priorities (like anxiety, aggression) to deal with, we have no diagnosis regarding the tics. We did see a neurologist way back in order to rule out seizures, but didn't get beyond that with the tics. So we have no name for her tics, though I think she fits the TS criteria. This is a problem in that, well, it makes it harder to explain what's going on. We say "she has tics" and everyone else is like "what does that mean, why does she have them?" and we're like "um....she just does?" KWIM?
Anyway, the teacher was extremely helpful. She's going to address the issue, without going into specifics about dd, during their social skills curriculum time. Tolerance, differences, people doing things they can't help doing, etc. She's also going to talk with the principal, head teacher and school psychologist to see if they have any experience or advice dealing with this (and, again, because we don't have a diagnosis--well, it makes everyone unsure how to best proceed, if that makes any sense). For now I think this is a good start. I love the example about trying not to blink, and I do think at some point we'll have someone talk to the class about tics.
While the teacher does this, we're going to set up a time to talk with dd's psychologist to address the issue of diagnosis for the tics. It will help us, it will help the school, it will help dd. Clarity is a good thing, it will help us better understand how to help dd. Also, I'd like dd to work with her a bit on how to respond to others, and on managing anxiety.
I found some great information from our local TSA chapter, which included sample letter to teachers, sample classroom presentations, sample letters to classmates' parents about classroom presentations. This will be very helpful.
bdavis, no worries.