At Dynseo, we believe that every child has a unique potential that just needs to flourish. However, for some students, the path to learning is strewn with invisible obstacles: "DYS" disorders. Far from being a fatality, these cognitive particularities call for a tailored, caring, and equipped pedagogical response. It is with this in mind that we have developed our solutions, including our educational game application COCO PENSE and COCO BOUGE and our training dedicated to primary school teachers.
Our mission is to build bridges where some see barriers. It is not about "fixing" a student, but providing them with tools and an environment that respect their way of functioning. This article aims to open the doors of our workshop and show you how we have specifically designed the cognitive exercises of COCO PENSE to become true allies for students with DYS disorders. We will discuss how seemingly simple adjustments can transform a frustrating learning experience into a stimulating and rewarding adventure.
Before diving into the features of our application, we believe it is essential to lay the foundations. Understanding the nature of DYS disorders is the first step to responding effectively. It is this understanding that guides our entire approach, from the design of our games to the development of our training programs.
What is a "DYS" disorder?
The term "DYS" is a prefix that groups together a family of specific learning disorders. It is neither a lack of intelligence, nor laziness, nor a motivation problem. These are neurodevelopmental disorders, meaning different ways in which the brain processes certain information.
- Dyslexia primarily affects reading, word recognition, and spelling.
- Dysorthographia is specifically related to the acquisition and mastery of spelling.
- Dyscalculia concerns difficulties in understanding and manipulating numbers and mathematical concepts.
- Dyspraxia impacts planning, coordination, and the automation of movements, whether fine (writing) or gross.
- Dysphasia is a disorder of oral language development.
- Attention deficit hyperactivity disorder (ADHD), while not a "DYS" in the strict sense, is often associated with it due to its major impact on attentional and executive functions, which are crucial for learning.
Each of these disorders manifests uniquely and to varying degrees, creating a singular learning profile for each student.
The impact on cognitive learning
An exercise that seems simple for a neurotypical student can represent a mountain for a DYS student. A written instruction can be an indecipherable code for a dyslexic. A logic exercise involving mental calculations can paralyze a dyscalculic. A game requiring quick clicks on small targets can be a source of great frustration for a dyspraxic.
This "double task" is a key concept: the DYS student expends considerable cognitive energy simply to decode the basic information (reading the instruction, identifying the numbers), which leaves them with fewer resources available for the main task (solving the problem, memorizing the information). It’s like trying to run a marathon while carrying a heavy backpack: the effort is multiplied, and exhaustion comes much faster.
Our commitment: from observation to action
It is with this observation that we act. We firmly believe that technology should not be an additional obstacle, but a lever. It must adapt to the child, not the other way around. That’s why the design of COCO PENSE is the result of collaboration with professionals (speech therapists, neuropsychologists, occupational therapists) and careful listening to the needs on the ground. At the same time, we have developed our training program for teachers, as we know that the most powerful tool remains an informed, confident teacher capable of making the right pedagogical diagnosis.
COCO PENSE: a cognitive toolkit designed for all
Our application, COCO PENSE and COCO BOUGE (available here: https://www.dynseo.com/version-coco/), was not created "for DYS", but designed to be "inclusive". This nuance is fundamental. Our goal is to offer a stimulating learning environment for everyone, with entry points and adaptable pathways that allow DYS students to fully participate without being stigmatized.
The philosophy of COCO PENSE and COCO BOUGE
Our approach is based on two complementary pillars: cognition (PENSE) and movement (BOUGE). We now know that the body and mind are intimately linked. Physical activity (COCO BOUGE) promotes concentration, energy management, and motor coordination, aspects particularly beneficial for students with ADHD or dyspraxia.
COCO PENSE, for its part, is a collection of over 30 games designed to playfully stimulate essential cognitive functions. The game demystifies mistakes, encourages trial and error, and fosters engagement. For a student who experiences academic failure daily, rediscovering the joy of learning and the pride of succeeding is an invaluable victory.
The major cognitive domains targeted
Our games are not mere pastimes. Each is designed to target specific functions, which are often the foundations upon which more complex school learning is built.
- Memory: working memory (holding information for immediate use), short-term memory, visual and auditory memory.
- Attention: selective attention (focusing on relevant information while ignoring distractors), shared attention, and sustained concentration.
- Executive functions: planning (organizing steps to achieve a goal), mental flexibility (changing strategy), inhibition (controlling impulses).
- Language: vocabulary, understanding instructions, categorization.
- Visuo-spatial skills: spatial orientation, shape recognition, perception of spatial relationships.
- Logic and reasoning.
By working on these foundational functions transversally, we help the student strengthen their cognitive foundations, which will have a positive impact on their entire schooling.
Specific adaptations for DYS students in COCO PENSE
This is where our approach makes perfect sense. How can we ensure that this "toolkit" is accessible and effective for a dyslexic, dyspraxic, or dyscalculic student? We have integrated several levels of adaptation, acting as ramps or comfort adjustments.
Reducing the cognitive load related to reading
For a dyslexic student, text is often the enemy. Therefore, we have sought to circumvent it or make it more accessible.
- Systematic oral instructions: All instructions in our games are read aloud by a clear and calm voice. The student can listen to them as many times as necessary. The energy that would have been spent deciphering the text is thus preserved for solving the exercise itself.
- Visual primacy: We prioritize the use of icons, pictograms, and images rather than words. In a categorization game, for example, we will use images of animals, fruits, or vehicles rather than their written names.
- Cared-for typography: When text is unavoidable, we use sans-serif fonts, with generous spacing between letters and lines to improve readability.
Adapting the pace and difficulty
The pressure of time is an immense source of stress for many DYS students who need more time to process information.
- Adaptive difficulty levels: The application automatically adjusts the difficulty of the games based on the student's successes and failures. If they succeed, the level gradually increases. If they fail, the application offers a slightly simpler level to avoid failure and discouragement. It’s a patient tutor that adapts in real-time.
- Modes without a timer: Many games can be played without a time limit. The goal is not speed, but reflection and success. This allows the student to take the necessary time to analyze, plan their response, and validate it.
Engaging multiple sensory channels
Learning is more robust when it goes through multiple sensory entry points. This is a fundamental principle of adapted pedagogy.
- Visual and auditory feedback: A correct response is not only validated by text. It is accompanied by a clear visual signal (a green check, a positive animation) and a gratifying sound. Conversely, an error is signaled in a neutral and non-punitive manner, often with a soft sound and a visual indication, inviting to try again.
- Image-sound association: In memory or vocabulary games, we systematically associate the image with its name pronounced aloud. This creates a double memory anchor, visual and auditory, particularly effective for students with difficulties with written language.
A clean and structured visual environment
For a student with attention disorders or visual processing difficulties, a cluttered screen is like a messy room where nothing can be found.
- Minimalist interface: We avoid any superfluous visual distractions. Backgrounds are neutral, colors are used to guide attention rather than to decorate. There are no distracting animations or advertisements.
- One task per screen: We present information sequentially. The student focuses on one instruction and one action at a time. This structures their thinking and helps them not to feel overwhelmed by a flood of information.
Beyond the tool: teacher training, the keystone of support
We are convinced that an application, no matter how well designed, can only express its full potential if it is integrated into a thoughtful pedagogical approach led by a trained teacher. The digital tool is a violin; the teacher is the bow.
Why a tool alone is not enough
Handing a tablet with COCO PENSE to a DYS student without support is like giving them a book without having taught them to read. The teacher plays a crucial role in:
- Choosing the most relevant games based on the student's specific difficulties.
- Setting clear and achievable goals.
- Verbalizing with the student the strategies they are implementing to succeed.
- Linking the skills worked on in the game to the learning in the classroom.
- Valuing progress and reinforcing the child's self-esteem.
Our training "Identifying and supporting DYS disorders"
It is to give teachers the keys to this support that we created our training "Identifying and supporting DYS disorders in primary school" (details here: https://www.dynseo.com/courses/identifier-et-accompagner-les-troubles-dys-a-lecole-primaire/). This program aims to equip education professionals so that they feel more comfortable and effective when facing these students. The objectives are concrete:
- Knowing how to spot: Learning to identify the warning signs of different DYS disorders in the classroom context.
- Understanding: Grasping the underlying cognitive mechanisms to better interpret the student's difficulties.
- Acting: Discovering a range of pedagogical strategies, adjustments, and tools (including the integration of digital solutions like ours) to implement daily.
Creating a caring ecosystem
Our vision is that of a virtuous ecosystem. The trained teacher can better understand their student. They can then use COCO PENSE not as a miracle solution, but as a precision instrument within their differentiated pedagogy. The student, feeling understood and using an adapted tool, regains confidence, progresses, and engages more serenely in their learning. This is the virtuous circle we seek to initiate.
Concrete examples of adapted exercises in COCO PENSE
To illustrate our point, here’s how some of our classic games are designed to be inclusive.
The pair memory game (for dyslexia and dyspraxia)
In its classic version, a Memory game can use words. For a dyslexic student, this amounts to memorizing hieroglyphs.
- Our adaptation: We offer versions with images (animals, objects), geometric shapes, or even sounds. The student must match two identical sounds or an image and the corresponding sound. Reading is no longer a prerequisite. For the dyspraxic student, the cards to flip are large, with wide and tolerant click areas, not requiring perfect fine motor skills.
Logical sequences (for dyscalculia)
Numerical sequences can be a real nightmare for a dyscalculic student.
- Our adaptation: We replace numbers with sequences of colors, shapes, or objects. The student must identify the logical pattern (e.g., red square, blue circle, red square, ...) and complete it. The skill of logical reasoning is worked on independently of manipulating numbers. The progression is very slow, consolidating each step before moving on to the next.
The visual attention exercise (for ADHD)
An exercise like "Where's Waldo?" can be visually too complex for a student with attention disorders.
- Our adaptation: In our game "The Intruder", we present a grid of nearly identical objects, except for one. The background is solid. The number of elements is low in the early levels and increases very gradually. Feedback is immediate to maintain engagement. The goal is to channel visual attention on a precise and limited task, without sensory overload.
In conclusion, our approach at Dynseo is not to offer a magic solution, but to provide a palette of tools and knowledge. COCO PENSE is designed as a cognitive Swiss army knife, each blade crafted to be safe, accessible, and effective for all student profiles. The adaptations for DYS students are not "gadgets", but the very heart of our design philosophy: inclusivity through design.
Combined with training that gives teachers the confidence and skills they need, this tool can become a powerful catalyst for progress. It allows transforming obstacles into challenges, frustration into pride, and reminds every child, regardless of their difficulties, that their brain is a remarkable muscle, capable of learning and growing. Our greatest satisfaction is knowing that, thanks to these adaptations, we give every student the right key to unlock the door to their own potential.
The article "COCO PENSE for DYS students: adapting cognitive exercises" highlights the importance of adapting cognitive exercises for students with DYS disorders. In a similar context, it is interesting to consult another article that addresses the support of people with neurodegenerative diseases. For example, the article on how to preserve the dignity of a loved one with Alzheimer's explores strategies to support people affected by this disease while respecting their dignity. Both articles emphasize the importance of adaptation and personalized support in the field of cognitive disorders.
