COCO THINKS for DYS students: personalized adaptation of cognitive exercises
At DYNSEO, we have always been driven by a deep conviction: technology must be a lever for equal opportunities, a bridge that connects the potential of each child to enriching learning opportunities. It is in this spirit that we developed our COCO THINKS and COCO MOVES programs. Today, we wish to open the doors of our design workshop to show you how we specifically designed COCO THINKS to become a valuable ally for students with DYS disorders. School is a complex ecosystem where each student arrives with their own baggage, their own way of seeing and interacting with the world. For children with DYS disorders, this journey can sometimes resemble an obstacle course that we strive to smooth out through adaptive and caring technological solutions.
of students have DYS disorders
adapted exercises in COCO THINKS
improvement in self-confidence
available adaptation parameters
1. Understanding DYS disorders: beyond appearances
Before diving into the features of our application, it seems essential to lay the groundwork for our reflection. Understanding the nature of DYS disorders is the first step to designing truly effective solutions. These disorders are neither a disease nor a sign of lack of intelligence, but rather a different way for the brain to process information.
What is a DYS disorder?
Imagine that most people read a sheet of music written in a standard way. A dyslexic student, on the other hand, receives a sheet where some notes are reversed or in a different order. The melody is the same, but deciphering it requires immense cognitive effort, a constant concentration to "translate" the information into an understandable format.
The main DYS disorders
- Dyslexia: impact on reading, spelling, and word recognition
- Dyscalculia: disrupts the relationship with numbers, calculation, and logical reasoning
- Dyspraxia: affects planning, coordination, and the automation of movements
- Dysphasia: affects the development of oral language
- Dysorthographia: specifically concerns the learning of spelling
In the same way, a dyspraxic student struggles to coordinate movements to write, not out of lack of will, but because the planning and automation of movement are impaired. These neurodevelopmental disorders affect specific cognitive functions and require adapted pedagogical approaches. It is crucial to understand that these difficulties cannot be overcome by the simple "will" of the child.
Practical advice
Early identification of DYS disorders is essential. A student who struggles with reading is not necessarily lazy or inattentive. Observing the strategies they implement, their fatigue, and their successes in other areas can reveal a DYS profile.
2. The impact in class: understanding the repercussions
The school experience of a DYS student is not limited to mistakes in a dictation or slowness in solving a problem. The main difficulty often leads to a cascade of psychological consequences: frustration, performance anxiety, loss of self-confidence, and sometimes even a sense of injustice compared to peers who seem to learn effortlessly.
Key points of the school impact
- Increased cognitive fatigue due to constant compensatory effort
- Self-esteem weakened by repeated failures
- Development of avoidance strategies
- Relational difficulties with peers
- School anxiety and sometimes phobia
A time-limited exercise, a complex instruction, or a screen overloaded with information can become sources of blockage. The student may then develop avoidance strategies, become restless, or conversely, withdraw into themselves. This is the vicious circle we seek to break with COCO THINKS.
Watch for signals: a child who starts an exercise brilliantly but quickly loses focus, makes careless mistakes, or shows disproportionate fatigue may have a DYS disorder.
3. Our philosophy: the tool must adapt to the child
Based on this observation, we built our approach on a fundamental principle: flexibility. A rigid digital tool that imposes a unique pace and a single way to succeed only reproduces the pitfalls of the traditional system. We designed COCO THINKS as an adaptive platform, capable of modulating its requirements to match the user's needs.
The goal is not to "simplify" to the extreme, but to remove unnecessary obstacles so that the child can focus on the cognitive skill targeted by the exercise. This approach respects the child's intelligence while providing optimal conditions for learning and progress.
Universal Design Applied to DYS Disorders
Our approach is inspired by universal design: creating tools usable by all, with specific adaptations for those who need them. Thus, COCO THINKS benefits all students, including those without particular difficulties, while offering targeted features for DYS profiles.
4. COCO THINKS: an inclusive cognitive toolbox
Our suite of applications, available on DYNSEO - COCO Version, was designed to stimulate cognitive functions in a playful way. It consists of two complementary parts: COCO THINKS for brain training and COCO MOVES to combine physical and cognitive activity.
The principle of playful cognitive training
Why use play? Because play de-dramatizes mistakes and values effort. For a child with a DYS disorder, who often finds themselves in a situation of academic failure, the playful format helps to bypass the anxiety related to evaluation. In COCO THINKS, there are no "bad grades," but challenges to overcome, levels to unlock, and encouragements.
Targeted cognitive functions
- Working memory : retaining information in the short term to use it
- Attention and concentration : maintaining focus on a task
- Mental flexibility : switching from one task or rule to another
- Planning and organization : structuring actions
- Spatial and temporal orientation : situating oneself in space and time
By training regularly through games, the student strengthens these basic skills, which can have a positive impact on their more formal school learning. The gamified approach maintains motivation and engagement, crucial elements for DYS students who may have developed an aversion to traditional learning activities.
5. Concrete adaptations for DYS students
This is where our philosophy takes shape. We have analyzed the main friction points encountered by DYS students and sought to provide concrete technological responses within our exercises.
Time and pressure management
One of the biggest stress factors for a DYS student is the time constraint. The process of decoding information (reading instructions, understanding a problem) is slower and more costly in cognitive energy. A ticking timer can be paralyzing.
Adjustable or disableable timers : In most of our games, we allow the teacher or therapist to set the difficulty level, which often includes the possibility to slow down or even completely remove the countdown. The goal then shifts from "speed" to "accuracy" and "reflection".
The student has time to implement their own strategies without panicking. This simple yet fundamental adaptation completely changes the user experience and allows the child to showcase their true skills without being penalized by their different processing speed.
6. Clear and multimodal instructions
A long and complex written instruction is an almost insurmountable barrier for a dyslexic or dysphasic student. They may spend all their energy deciphering it and have none left to complete the exercise itself. Our multimodal approach addresses this issue.
Accessibility Strategies for Instructions
- Oral Instructions : Audio version of all instructions with the possibility of repetition
- Visual Support : Pictograms and short animations explaining the objective
- Adapted Vocabulary : Short sentences, simple structure, accessible words
- Concrete Examples : Visual demonstrations of the expected result
We have systematically integrated an audio version of all instructions. A simple speaker icon allows the child to listen to and replay the instructions as many times as necessary. This frees their working memory from the burden of written decoding and allows them to focus on the main cognitive task.
The Importance of Multimodal Learning in DYS
Research in neuroscience shows that children with DYS particularly benefit from multimodal approaches. When one channel is deficient (visual for dyslexia, for example), other channels (auditory, kinesthetic) can compensate.
Our Design Choices
The instructions are also accompanied by simple pictograms or short animations that show the goal to be achieved. The visual supports the text and oral instructions, thus offering three different entry points to understand the task.
7. Visual Simplification and Reduction of Distractions
A student with attention disorder (ADHD), often associated with DYS disorders, or a dyspraxic student with visual tracking difficulties, can quickly become overwhelmed by a cluttered graphic environment. Our design meets this need for clarity.
Principles of Adapted Design
- Simplified Interface : Clear screens without unnecessary embellishments
- Well-Defined Elements : Easily identifiable interactive areas
- Appropriate Size : Buttons and elements large enough
- High Contrast : Improved readability
- Adapted Font : Distinct characters avoiding confusion
We use contrasting colors to improve readability. The font has been chosen for its clarity, with well-defined letters to avoid frequent confusions among dyslexics (like 'b' and 'd'). While the game is lively and engaging, we avoid distracting animations that are not directly related to the task at hand.
8. Gradual Progression and Positive Reinforcement
Nothing is more discouraging than constantly facing a difficulty level that is too high. Conversely, an exercise that is too simple is not stimulating. Our automatic adaptation system solves this complex equation.
Adaptive Difficulty : The COCO THINKS algorithm automatically adjusts the difficulty of the games based on the student's successes and mistakes. If they succeed several times in a row, the level increases slightly. In case of difficulty, the application may suggest an easier level or contextual aids.
This ensures that the child is always in their "zone of proximal development," where learning is most effective: neither too easy nor too difficult. This automatic individualization is particularly valuable for DYS students whose profiles can be very heterogeneous.
Motivation Mechanisms
- Auditory and visual encouragements after each success
- Points system and level unlocking
- Valuing effort rather than results
- Positive management of mistakes as a learning step
- Celebration of progress, even minimal
9. Teacher Training: The Essential Human Factor
We believe that no tool, no matter how sophisticated, can replace the insight and empathy of a teacher. Technology is not an end in itself, but a means. It becomes truly powerful when placed in the hands of a professional who knows when, how, and why to use it.
The Teacher, Conductor of the Inclusive Classroom
The teacher is the one who knows their students best. They can observe their reactions, identify their blockages, and celebrate their progress. COCO THINKS is an instrument in their pedagogical orchestra. They can use it for a specific student during a time of autonomy, integrate it into a small group workshop, or use it as a formative assessment tool.
Our Specialized Training
Aware of this central role, we have developed specific training for education professionals. Our program aims to give teachers the keys to better understand and support DYS students.
Training Content
- Knowing how to identify : Identify the first signs of a possible DYS disorder
- Understanding the mechanisms : Cognitive processes underlying each disorder
- Concrete strategies : Pedagogical adaptations applicable in class
- Digital integration : Optimal use of tools like COCO THINKS
It is the teacher who gives meaning to the use of the application. Our training addresses essential points such as warning signals in a student's behavior or work, the cognitive mechanisms underlying the disorders, and directly applicable pedagogical adaptation strategies.
10. Analysis of results and personalized follow-up
One of the major advantages of digital tools is their ability to collect and analyze precise data on performance and learning strategies. This function is particularly valuable for DYS students whose profiles can be complex and fluctuating.
Teacher dashboards
Thanks to the dashboard designed for professionals, the teacher or speech therapist can track the student's progress game by game. They can observe an improvement in processing speed on attention tasks, an increase in the number of items memorized in working memory, or greater ease in switching from one rule to another.
These objective data allow for adjustments in pedagogical interventions and communication with families based on measurable facts. They also serve as a valuable support during educational teams or meetings with health professionals who accompany the child.
Monitoring indicators
- Processing time by type of exercise
- Success rate according to cognitive areas
- Evolution of perseverance and autonomy
- Preferred strategies of the student
- Most productive times of the day
11. Inclusion through technology: feedback
Since the deployment of our adaptations for DYS students, we regularly collect testimonials from teachers, speech therapists, and families. These feedbacks confirm the positive impact of our approach and help us continuously refine our tools.
"With COCO THINKS, I saw Léa, a dyslexic student in CE2, regain confidence. She who used to avoid anything related to letters now actively participates in reading workshops. The playful aspect has completely changed her relationship with learning." - Marie, teacher
Teachers report a significant improvement in the engagement of DYS students. The possibility of succeeding in an adapted environment rekindles the joy of learning and develops a more positive self-image. This regained confidence often reflects in other academic areas.
Impact on self-esteem and motivation
One of the most remarkable benefits observed is the restoration of self-esteem in DYS students. Used to failure despite their efforts, they discover with COCO THINKS that they can succeed, progress, and even excel in certain areas.
The virtuous circle of success
The most significant impact we observe is often the restoration of self-confidence. A student who sees themselves as "useless" or "slow" discovers in COCO THINKS a space where they can succeed.
Psychological mechanism
- The student succeeds at a level → they feel pride
- They gain confidence → dare to tackle a more difficult challenge
- Their motivation increases → they are more persistent
- This attitude transfers → to other academic situations
12. Towards a truly inclusive school
Our work on adapting cognitive exercises for DYS students is part of a broader vision of an inclusive school. It is not about creating separate tools for struggling students, but about designing flexible learning environments that benefit everyone.
Principles of the inclusive school
- Recognized diversity : Each student has their own way of learning
- Universal adaptations : Useful solutions for all
- Enhanced collaboration : Multidisciplinary team
- Flexible tools : Adaptive technologies
- Continuous training : Professional development
The use of tools like COCO THINKS in its adapted version benefits the entire class. Students without particular difficulties also benefit from clear instructions, a streamlined interface, and an individualized progression system. This approach avoids stigmatization and promotes peer support.
Collaboration with families
The inclusion of DYS students cannot happen without close collaboration with families. These families, often at a loss in the face of their child's difficulties, find in our tools a concrete way to support learning at home.
COCO THINKS can be used at home as a complement to schoolwork. Parents can track their child's progress and understand their cognitive strengths and challenges. This understanding improves communication and reduces homework-related tensions.
13. Future developments and ongoing research
Our commitment to DYS students does not stop with the current development of COCO THINKS. We continue to invest in research and development to refine our tools and address emerging needs identified by field professionals.
Future development areas
- Predictive artificial intelligence for automatic adaptation
- Virtual reality for cognitive immersion
- Biofeedback for stress and attention management
- Collaboration with academic research
- Development of specific tools by type of DYS disorder
We are also working on integrating emerging technologies such as virtual reality to create even more immersive and tailored learning environments. The goal is to maintain our technological edge in the service of increasingly inclusive and effective pedagogy.
Research and innovation partnerships
DYNSEO regularly collaborates with research laboratories in cognitive neuroscience and educational sciences. These partnerships allow us to base our developments on the latest scientific discoveries and to contribute to research ourselves through the anonymized data collected.
14. Practical usage guide in class
To maximize the effectiveness of COCO THINKS with DYS students, we offer a practical guide for teachers. This guide details best usage practices according to different profiles of disorders and educational objectives.
Optimal pedagogical integration
The use of COCO THINKS should be part of a coherent pedagogical approach. It is not about replacing traditional teaching but enriching it with suitable tools.
Recommended usage modalities
- Short sessions: 15 to 20 minutes maximum to avoid fatigue
- Regularity: Daily use rather than occasional
- Clear objectives: Each session should have a specific goal
- Individualized follow-up: Regular analysis of progress
The teacher can use COCO THINKS at the beginning of the day to activate cognitive functions, during independent work times to reinforce specific skills, or at the end of the session as a cognitive relaxation activity. The flexibility of use is one of the major strengths of our platform.
Frequently asked questions about COCO THINKS and DYS disorders
COCO THINKS offers a trial period that allows for assessing its suitability for the student's needs. The important thing is to observe their engagement, understanding of the adapted instructions, and progress in the initial sessions. Our team can also assist you in evaluating the tool for your student.
COCO THINKS stands out due to its specific adaptations for DYS disorders: systematic oral instructions, adaptable timing, streamlined interface, and individualized progression. Additionally, we offer training for teachers and educational support, which goes far beyond a simple application.
Our teacher dashboard provides precise data on performance, time spent, strategies used, and progress in each cognitive area. This objective data complements the qualitative observation of the teacher to provide a comprehensive assessment of progress.
Absolutely! Our universal design approach means that COCO THINKS benefits all students. The adaptations for DYS (clear instructions, individualized progression) enhance the learning experience for the entire class without creating discrimination.
We offer comprehensive training on DYS disorders and the pedagogical use of COCO THINKS. This training covers understanding the disorders, adaptation strategies, and optimal integration of the tool into classroom practices. Technical onboarding is also included.
Discover COCO THINKS and transform the support for your DYS students
Join the hundreds of institutions already using COCO THINKS to create a more inclusive school. Test our specific adaptations for DYS disorders for free and see the impact on your students' engagement and progress.
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