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
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.
DYNSEO resources to go further:
Ready to create a class where every student can shine without feeling different? Let's go!
