Introduction: The Art of Helping Without Pointing Fingers
You have a dyslexic student in your class, another with ADHD, a dyspraxic student, and several children who simply need a little more time or a different approach. You want to help them, but you don’t want them to feel “different” or be identified by their peers as “those who need accommodations.”
This is the whole challenge of successful inclusion: effectively adapting without stigmatizing. How can you ensure that each student receives what they need, without creating a sense of exclusion or labeling?
The answer lies in one word: discretion. There are many micro-adjustments you can integrate into your daily practice, adaptations so subtle that they go unnoticed while being extremely effective. These adjustments benefit not only struggling students but often the entire class.
In this article, we will explore 15 concrete micro-adjustments that you can implement starting tomorrow, without expensive materials, without disrupting your organization, and most importantly, without your students feeling singled out.
Why is Discretion So Important?
The Psychological Impact of Stigmatization
Research in child psychology clearly shows that the feeling of being “different” or “apart” has significant consequences:
On self-esteem: A child who receives visible accommodations may develop a negative self-image: “I’m useless, I need special help while others manage on their own.”
On social relationships: Students may be mocked or sidelined by their peers if they are identified as “those with special needs.”
On motivation: The feeling of stigmatization can lead to disengagement from school: “Anyway, I’ll never make it, I’m not cut out for school.”
The Paradox of Accommodation
This is the whole paradox: the child needs accommodations to succeed, but those same accommodations can cause suffering if they are too visible. Your role as a teacher is to solve this delicate equation.
The Benefits of Discreet Accommodations
When an accommodation is discreet and accessible to all:
- The child who truly needs it uses it without embarrassment
- Other students can also benefit from it if they feel the need
- The entire class enjoys a more inclusive atmosphere
- You save time by not creating “special” materials
- For the distracted student (ADHD): In the front row, near your desk, away from the window and the door
- For the dyslexic student: Facing the board, with a direct line of sight without glare
- For the auditory student who tires quickly: Near you to hear better, away from noise sources (radiator, hallway)
- For the anxious student: Next to a kind and calm peer, with a view of the door (to feel safe)
- Routine Displays: Visual schedule with pictograms, illustrated steps of an activity
- Wall Reminders: Multiplication tables, alphabet in cursive and print, mind map of conjugation
- Generalized Color Code: Red for verbs, blue for nouns, green for adjectives (on all displays)
- Number Line on the Floor: For mathematical learning, accessible to all
- Reading Rulers (to isolate a line of text): Useful for dyslexics, but also for all tired children
- Variety of Colored Highlighters: To structure information, useful for everyone
- Visual Timers (Time Timer): Helps ADHD students visualize time, but beneficial for the whole class
- Stress Balls or Discreet Fidgets: For students who need to manipulate, without disturbing
- Noise-Canceling Headphones: For those who need concentration in noise
- Cushions and Gym Balls: For sitting differently
- “Everyone finishes” technique: Instead of collecting papers exactly after 20 minutes, say “Those who have finished can read or draw, the others continue quietly.” Some will have 5-10 more minutes without it being announced.
- Drawer activities: Always plan a bonus activity for those who finish quickly. Result: the slower ones are never “the last to submit.”
- Two-part assessments: Part 1 common to all, then “those who want can do the bonus part.” The slower students finish part 1 while the others do the bonus.
- Systematically rephrase for the whole class: “I explained it to you, now I will say it differently to make sure everyone understood.”
- Use multiple channels: Say the instructions orally, write them on the board, illustrate them with an example.
- The “who can re-explain?” technique: Ask a volunteer student to rephrase the instructions in their own words. Those who did not understand hear a second version.
- Display the instructions: While students work, keep the written instructions visible on the board.
- Assessment: “You can respond in writing OR record your answers orally OR make an annotated diagram.”
- Reading: “You can read in your head, OR listen to the story in audio, OR read quietly in pairs.”
- Project: “You can make a poster, OR a video, OR a presentation, OR a model.”
- Color system on your seating plan (visible only to you):
- Strategic circulation: Move around the classroom in an apparently random manner, but ensure to pass by the “reds” first.
- Rotating pairs: Change pairs regularly for all activities. No one is “the designated helper” for anyone.
- Mutual tutoring: Paul helps Sophie in math, Sophie helps Paul in reading. Each has expertise.
- Natural heterogeneous groups: Form groups where everyone has different strengths, without it being explicit.
- Celebrate progress, not absolute performance: “Well done Emma, you made 3 fewer mistakes than yesterday!” rather than “Well done Lucas, you got everything right!”
- Value varied skills: Effort, perseverance, originality, teamwork, progress… not just academic success.
- Encouragement for all: Find something positive to say to EACH student every day. The struggling student no longer feels like “the one we encourage out of pity.”
- ALWAYS use an appropriate font: Arial, Verdana, or OpenDyslexic for all documents.
- Generous line spacing: 1.5 or 2 for all students, not just dyslexics.
- Spacious texts: Wide margins, separated paragraphs, no justification (left alignment).
- Alternate formats: Some texts with colored syllables for everyone, some without. All students benefit from both formats.
- Active breaks for the whole class: Every 30-45 minutes, 2-3 minutes of movement for everyone (stretching, rhythm games, marching in place).
- Responsibilities that make you move: “Who wants to go get the notebooks?”, “Can you distribute the sheets?”. Everyone can volunteer.
- Class corners with functions: “If you need to think standing up, go to the reading corner. If you need to move your hands, go to the manipulation corner.”
- Collective visual signals: A “Noise” sign with different levels (silence, whispering, normal conversation) that you change discreetly.
- Visible timer: For everyone, but particularly useful for ADHD.
- Cards on the tables: “I work alone” or “I can help” cards that each student can place on their table.
- Coded gestures: A hand gesture means “Check your roadmap”, another “Look at the board”. Everyone knows the codes, you can discreetly remind a student without naming them.
- Same support, integrated options: On the same sheet, indicate “Exercises 1 to 5 = level 1, exercises 6 to 10 = level 2, exercise 11 = challenge”. Each student knows where to start based on their abilities.
- QR codes on the sheets: A QR code for audio help, another for a video tutorial. Who scans what remains discreet.
- Integrated color codes: “Exercises in blue are for everyone, those in green are optional for going further, those in orange are with help.”
- Discreet observation: Mentally note or use your tablet to record successes and difficulties during normal activities.
- “Exercises” that are actually assessments: Don’t say “This is an assessment”, say “We’re going to do exercises to see where you are”.
- Observation grids: During a group work, you assess social skills, oral communication, cooperation… without the students knowing.
- A fine understanding of different disorders (dyslexia, dyspraxia, ADHD, etc.)
- Concrete strategies for discreet adaptation for each type of difficulty
- Digital tools and practical resources that are directly applicable
- Methods to create an inclusive classroom environment where adaptations are natural
- Identify warning signals early without stigmatizing the child
- Implement effective and discreet micro-adjustments
- Collaborate with families and professionals constructively
- Create accessible materials that benefit everyone
- Week 1: Self-service materials
- Week 2: Systematic reformulation
- Week 3: Active breaks
- Week 4: Multiple choices
- Do you have a very restless student? → Start with active breaks
- Do you have several dyslexic students? → Start with written adjustments
- Do you notice teasing? → Start with self-service materials
- Share your ideas in the staff room
- Collectively create a resource bank (adapted sheets, pictograms, etc.)
- Observe each other for inspiration
- All children play the same games
- The difficulty automatically adapts to each individual’s level
- No one knows who is at what level
- Children with ADHD benefit from mandatory sports breaks
- Dyslexic children benefit from visual and auditory games
- Dyspraxic children use simple interactions on tablets
- Children without specific difficulties also progress and have fun
- Usable in the whole class on interactive whiteboard
- Usable in small group workshops
- Usable independently
- No one is stigmatized because everyone uses the same tool
- Training: Supporting students with learning disabilities
- Training: DYS disorders: identify and adapt
- Program COCO THINKS and COCO MOVES
The 15 Discreet Micro-Adjustments to Implement in Your Class
1. Strategic Placement: The Invisible Accommodation Par Excellence
The Principle: Where you place a student in the classroom makes a huge difference, and no one notices.
How to Do It:
DYNSEO Tip: Regularly change the seating of ALL students (every month, for example) so that the placement is never perceived as a punishment or a stigmatizing accommodation. This way, you maintain total freedom to strategically place those who need it.
2. Ubiquitous Visual Supports: When It’s for Everyone, It’s for No One in Particular
The Principle: Increasing visual aids in the classroom benefits everyone and stigmatizes no one.
How to Do It:
Why It’s Discreet: If the whole class can consult these aids at any time, the dyslexic or dyscalculic student does not feel “apart” when they look up to find information.
3. “Self-Service” Materials: Normalizing Support Tools
The Principle: Provide the whole class with materials that particularly help certain students, but that everyone can use.
Materials to Offer:
How to Introduce It: Explain to the whole class: “Everyone learns differently. This material is here to help you. Use what helps you, and respect those who use what they need.”
Link with COCO: The program COCO THINKS and COCO MOVES works on the same principle: all children use the same educational games and the same active breaks, but each finds what they need (some will enjoy visual games, others logic games, and others still sports breaks).
4. The “invisible extra time”: giving time without saying it
The principle: Some students need more time, but announcing “You have 10 more minutes” is stigmatizing.
How to do it:
Why it works: No one knows who had more time, everyone works at their own pace.
5. Generalized rephrasing: when repeating is not repeating
The principle: Dysphasic students, those with ADHD, or simply tired ones do not always understand the instructions the first time. But asking them “Did you understand?” stigmatizes them.
How to do it:
Possible script: “I will give you the instructions in three different ways, so everyone will understand with the version that speaks to them the most.”
6. Multiple choices: adaptation disguised as freedom
The principle: Offering choices allows each student to select what suits them, without it looking like an adaptation.
Concrete examples:
Why it’s powerful: The dyspraxic student who chooses the oral format does not do so because they “cannot write,” but because they “prefer this option.” A major nuance for self-esteem.
7. Discreet color coding: signaling without labeling
The principle: Some students need to be checked on priority, reminded more often, or encouraged frequently. But visibly spending your time with the same students is stigmatizing.
How to do it:
– Red: students to check on priority (dyslexics who may struggle with an instruction)
– Orange: students to prompt regularly (ADHD who lose focus)
– Green: independent students to whom challenges can be given
Important: This code is YOUR tool, never shown or explained to the students.
8. Discreet pairs: invisible tutoring
The principle: Some students need help, but a too-visible tutor creates a stigmatizing dependency relationship.
How to do it:
Script to establish this culture: “In this class, we are a team. Everyone is good in certain areas and needs help in others. It’s normal, and that’s how we progress together.”
9. Positive validation for all: drowning specific reinforcement
The principle: Fragile students need frequent encouragement, but if you only praise certain students, it becomes stigmatizing.
How to do it:
10. Invisible written adjustments: the font for all
The principle: Dyslexic students read better with certain fonts, certain line spacing, certain layouts. But giving them a “special” sheet is stigmatizing.
How to do it:
Result: All your documents are naturally accessible to dyslexics, without anyone receiving a “different” document.
11. Systematic active breaks: moving is a need, not a privilege
The principle: Students with ADHD need to move more often. But telling them “You can get up” stigmatizes them.
How to do it:
The perfect tool: COCO THINKS and COCO MOVES: This program automatically enforces a sports break every 15 minutes of cognitive activities. Result: ALL children move regularly, and those who need it most (ADHD) are not singled out. It’s the rule of the game for everyone.
12. Subtle visual cues: reminders without words
The principle: Some students need frequent reminders (to stay focused, to follow steps, etc.), but constantly calling them out is stigmatizing.
How to do it:
13. Differentiation by content, not by form
The principle: Differentiating work is necessary, but giving a “simplified” sheet that is visible is stigmatizing.
How to do it:
Important: Always present this as CHOICES, not as imposed levels.
14. Hidden assessment: evaluate without announcing
The principle: The word “assessment” stresses some students and can cause them to fail. Discreet formative assessment is more effective.
How to do it:
Result: Less stress, more authentic assessments, and no one knows who is assessed on what.
15. Discreet ongoing training: training to better adapt
The principle: The more you understand learning disorders, the better you can anticipate needs and adapt discreetly.
How to do it:
In-depth training allows you to naturally integrate adaptations without having to seek them out each time. DYNSEO training is specifically designed for primary school teachers:
Training: Supporting students with learning disorders
This training provides you with:
Training: DYS disorders: identify and adapt
This training specific to DYS disorders allows you to:
Why training is a micro-adjustment in itself: When you have a good grasp of learning disorders, you naturally adapt, reflexively, without needing to think each time. Your adaptations become invisible as they are integrated into your daily practice.
How to implement these micro-adjustments without exhausting yourself?
Strategy 1: One adjustment at a time
Don’t try to implement everything at once. Choose ONE micro-adjustment per week:
In 15 weeks, you will have integrated the 15 micro-adjustments without stress.
Strategy 2: Start with what resonates with you
Identify among these 15 adjustments those that resonate most with your current situation:
Strategy 3: Involve the students
Explain your approach to your class: “We are going to try new things so that everyone learns better. I count on you to tell me what helps you.”
Children love to be active participants in their class. They will give you valuable feedback on what works.
Strategy 4: Share with your colleagues
These micro-adjustments are even more effective when the whole school practices them:
Errors to avoid to keep the adjustment discreet
Error 1: Publicly explaining why a student has a specific adjustment
What not to do: “Theo has a different sheet because he is dyslexic.”
What to do instead: Give no explanation. If a student asks why Theo has a different sheet, simply respond: “Everyone has what they need to learn well. You too, if you prefer another version, you can ask me.”
Error 2: Always helping the same students
What not to do: Spend 80% of your class time with the same 3 struggling students.
What to do instead: Circulate fairly, check in with everyone. For students who need the most help, prioritize individual moments outside of class (APC, breaks, beginning/end of the day).
Error 3: Opposing those with adjustments and those without
What not to do: “The others are doing exercise 5, but you are only doing up to exercise 3.”
What to do instead: “Everyone does at least up to exercise 3. Then, those who want can continue up to exercise 5, and there is even a bonus exercise afterwards.”
Error 4: Creating a dependency on your presence
What not to do: Systematically validate each response of the struggling student before they move on to the next one.
What to do instead: Give them self-checking tools (proofreading grids, examples, delayed correction). Check in with them less often but more effectively.
Error 5: Forgetting that the adjustment must evolve
What not to do: Maintain the same adjustments throughout the year even if the student progresses.
What to do instead: Regularly reassess. Some adjustments can be gradually removed, others need to be added. The goal is maximum autonomy.
The benefits of discreet micro-adjustments: testimonials
For struggling students
Testimonial from Lucas, CE2, dyslexic: “Before, I hated reading because I was the only one with a different book. Now, everyone can choose between reading the book or listening to the audio. I take the audio, but others do too, and no one looks at me strangely.”
For other students
Testimonial from Sarah, CM1: “I love that we can have stress balls on the tables. Sometimes I am tired or stressed, and it helps me. I didn’t even know it was for students with disorders, I just thought it was cool!”
For teachers
Testimonial from Marion, CP teacher: “Since I implemented these micro-adjustments, I have many fewer requests for AESH for my students. Parents see that their child is well supported in class, with natural adjustments. And most importantly, my struggling students participate much more because they no longer feel ‘different’.”
For parents
Testimonial from Enzo’s parents, CE1, ADHD: “For the first time, our son comes home not saying ‘I’m useless, I disturb everyone.’ His teacher has implemented active breaks for the whole class, and Enzo tells us ‘we all do sports together, it’s so great.’ He no longer feels like a problem.”
Go further: combining micro-adjustments and digital tools
COCO THINKS and COCO MOVES: the tool that normalizes adaptation
The program COCO THINKS and COCO MOVES is the perfect example of a tool that naturally integrates all these principles of discretion:
Invisible adaptation:
Response to everyone’s needs:
Collective use:
The other discreet digital tools
Voice dictation software: Install them on all computers in the classroom. Everyone can use them, but they particularly benefit dyspraxic and dyslexic students.
Reading applications: Offer applications that read texts aloud. Useful for everyone during independent reading, essential for some.
Digital visual timers: Projected on the interactive whiteboard for the whole class, they particularly help ADHD students visualize the remaining time.
Action plan: your first 30 days
Week 1: Observe and prepare
Days 1-2: Observe your class with fresh eyes. Identify 3 students who would benefit the most from discreet adaptations.
Days 3-5: Choose 3 micro-adjustments from the 15 proposed. Those that seem easiest to implement immediately.
Weekend: Prepare the necessary materials (order a timer, prepare choice cards, identify strategic seating).
Week 2: Launch the first adjustment
Day 1: Set up the materials for self-service. Explain to the class: “I brought new materials to help everyone work better. You can use what helps you.”
Days 2-5: Observe who uses what. Discreetly encourage targeted students to try the materials, without insisting.
Week 3: Add the second adjustment
Day 1: Establish active breaks for the whole class. “Now, every hour, we take a 2-minute break with movements.”
Days 2-5: Vary the types of active breaks (stretching, walking, rhythm games). Note the effects on overall attention.
Week 4: Consolidate and add the third adjustment
Day 1: Introduce choices in an activity: “For the science project, you can make a poster, a video, or a model.”
Days 2-5: Observe the students’ choices. Praise the diversity: “That’s great, each group chose something different!”
Beyond: Continue gradually
Each week, add a new adjustment. Observe the effects. Adjust if necessary. In 15 weeks, you will have a truly inclusive class where adaptation is natural and non-stigmatizing.
Conclusion: Successful inclusion is invisible
The best adaptations are those that go unnoticed. When a dyslexic student can access knowledge without feeling different, when an ADHD student can move without disturbing, when a dyspraxic student can show their knowledge without writing, and all this happens naturally, without labels, without pointed looks… then you have succeeded.
Inclusion is not a list of special provisions for a few. It is a way of thinking about the classroom where diversity is the norm and everyone finds what they need without having to justify or feel apart.
The 15 micro-adjustments presented in this article are not exhaustive. You will invent others, tailored to your class, your students, your teaching style. The key is to keep this simple principle in mind: adapt without stigmatizing, it is possible and it is powerful.
Your next steps
1. Choose 1 micro-adjustment to implement this week
2. Train yourself with DYNSEO training to deepen your knowledge and discover even more discreet strategies
3. Share with your colleagues: inclusion works better when it’s a team project
4. Test COCO THINKS and COCO MOVES in your class to see the impact of an inherently inclusive tool
An inclusive school starts with these small daily gestures. Your students will thank you, even if they never know exactly what you did for them. And that is exactly it, succeeding in inclusion: making it so natural that it becomes invisible.
Remember: you are not helping “students with special needs,” you are creating a class where every student finds what they need. An essential nuance that changes everything.
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DYNSEO resources to go further:
Ready to create a class where every student can shine without feeling different? Let’s go!