DYS: identifying and supporting DYS disorders in primary school — where to start?
A DYS child is neither lazy nor struggling with intelligence: their brain processes information differently. Early detection, understanding the right disorder, and implementing the right adaptations changes everything — for their schooling as well as their self-confidence.
In this article
The associated training
The cited resources
Spelling review grid
Imagery of complex sounds
3-column chart
Memory aid for b/d p/q confusions
Articulatory tracking chart“He could if he wanted to.” “She doesn’t make any effort.” “He is intelligent, but he doesn’t keep up.” These phrases have been spoken by thousands of families and teachers before understanding that a DYS disorder was hiding behind. DYS disorders — dyslexia, dysorthographia, dyspraxia, dyscalculia, dysphasia, attention disorders — affect about one in ten children. They are lasting, neurological, and have nothing to do with a lack of will or intelligence. But if identified early and well supported, these children can follow a regular education, succeed, and thrive. This guide is aimed at both parents who are questioning and professionals (teachers, AESH, speech therapists) who want to act correctly. It answers the most distressing question of all: where to start?
1. What is a DYS disorder? Understanding before identifying
1.1 “DYS”: a family of disorders, not an illness
The prefix “dys-” means “difficulty with” or “disorder of.” It refers to a set of specific cognitive disorders of learning (also referred to as SLD — specific learning disorders, not to be confused with autism spectrum disorders). These disorders are called “specific” because they affect a precise area of cognitive functioning — reading, writing, calculation, gesture, language — while the other skills of the child are preserved. A dyslexic child can be brilliant in mathematics. A dyspraxic child can have an adult vocabulary. It is precisely this gap that disorients those around: the child is evidently intelligent, yet he fails where everyone expects him to succeed.
DYS disorders are of neurodevelopmental origin: they arise from a particular functioning of certain areas of the brain, present from birth. They are not the result of a lack of stimulation, a poor teaching method, a deficiency in education, or a psychological problem. They do not “heal” in the strict sense, but appropriate rehabilitation (speech therapy, occupational therapy, psychomotricity) and educational adjustments allow for massive compensation of difficulties and enable a fully successful school and professional life.
1.2 The main DYS disorders and what they affect
Several major disorders are distinguished, which frequently co-occur in the same child — this is called comorbidity. Understanding what each affects is the first step to avoid making mistakes in support.
📖 Dyslexia
Reading acquisition disorder: letter confusion (b/d, p/q), slow and laborious reading, syllable inversion, difficulty decoding. Oral comprehension remains excellent.
✍️ Dysorthographia
Often associated with dyslexia: persistent spelling errors despite known rules, slow writing, difficulty applying spelling automatism.
🤸 Dyspraxia
Disorder of planning and coordinating gestures: difficult writing (dysgraphia), clumsiness, difficulties in geometry, dressing, manipulating tools. Spatial organization is affected.
🔢 Dyscalculia
Disorder of number processing: difficulty counting, memorizing tables, understanding quantities, performing operations. The "sense of number" is impaired.
🗣️ Dysphasia
Disorder of oral language development: poor vocabulary, poorly constructed sentences, difficulty finding words or understanding complex instructions.
🎯 ADHD
Attention deficit disorder with or without hyperactivity: difficulty maintaining attention, organizing, inhibiting impulsivity. Often associated with other DYS disorders.
🔎 To remember: it is rare for a DYS disorder to be isolated. It is estimated that more than 40% of DYS children have at least two associated disorders. A child who "writes poorly and slowly" may combine dyspraxia (the gesture) and dysorthographia (spelling). That is why a complete and multidisciplinary assessment is essential: it is not about checking a box, but about creating a global cognitive profile.
of school-age children would be affected by a DYS disorder, or about 2 to 3 students per class
of children present with dyslexia, the most frequently identified DYS disorder in school
of DYS children accumulate several associated disorders (comorbidity)
of average delay between the first signs and the diagnosis in many cases — a delay that early detection significantly reduces
2. Identifying the first signs: where to start?
2.1 The right reflex: observe, without diagnosing
The first thing to understand, both as a parent and as a teacher: identifying is not diagnosing. No one, other than a health professional (speech therapist, neuropsychologist, doctor), makes a diagnosis of a DYS disorder. The role of those around is to observe, note, and alert. This distinction is liberating: you do not have to "be right," you simply need to report a legitimate concern for an assessment to be made.
Identification begins with careful observation of the nature of the difficulties. The key question is not "does the child have difficulties?" — all children do at some point — but "are these difficulties lasting, intense, and out of sync with their other abilities?". A lively child orally, curious, capable of complex reasoning, but who struggles abnormally to read, write, or count, deserves to be questioned.
2.2 Warning signs by age
DYS disorders do not manifest the same way at 4 years old as at 9 years old. Here are the signals that should attract attention, by school age group.
| Level | Frequent warning signs | Disorders to mention |
|---|---|---|
| Preschool (3–5 years) | Language that is slow to develop, poor vocabulary, difficulty articulating; marked clumsiness, refusal to color or cut; difficulty memorizing nursery rhymes | Dysphasia Dyspraxia |
| 1st grade (6 years) | Massive difficulty associating letters and sounds, entering reading; letter confusion; painful or abnormal pencil grip; very slow writing | Dyslexia Dyspraxia |
| 2nd–3rd grade (7–8 years) | Reading still hesitant and costly, chaotic spelling despite known rules, intense fatigue when writing; difficulty memorizing multiplication tables and performing operations | Dyslexia Dysorthography Dyscalculia |
| 4th–5th grade (9–10 years) | Gap widening between oral potential and written results; avoidance of work, loss of confidence, refusal of school; persistent slowness; disorganization and forgetfulness | Multiple DYS ADHD |
⚠️ Cross-cutting alarm signal: school suffering. A child who says they are "useless," who has a stomach ache in the morning, who refuses to go to school, or who withdraws into themselves sends a signal as important as technical difficulties. Emotional disengagement often precedes academic disengagement. Never wait for grades to collapse to take action.
2.3 "Normal" difficulty or DYS disorder? Making the difference
All children go through phases of difficulty when learning to read, write, or count. The boundary between a temporary difficulty and a DYS disorder rests on three criteria: intensity, duration, and discrepancy. The table below illustrates this difference.
✗ Ordinary learning difficulty
- Fades with practice and time
- Affects all areas uniformly
- The child progresses at the expected pace, just a little more slowly
- Responds well to standard educational support
- No disproportionate fatigue or suffering
- Consistent profile: general difficulties
✓ Probable DYS disorder
- Persists despite training and rehabilitation
- Affects a specific area, with others preserved
- Clear discrepancy between oral potential and written results
- Resists standard educational support
- Intense cognitive fatigue, slowness, suffering
- Heterogeneous profile: "gifted here, stuck there"
3. What to do when spotting? The process, step by step
Spotting only makes sense if it leads to action. Here is the concrete process, from the first concern to the implementation of adjustments. This path may seem long, but each step counts — and the earlier it is started, the more effective the support will be.
Observe and document
Note precisely what you observe: what difficulties, in what situations, since when. Keep concrete examples (notebooks, productions). This documentation will be valuable for professionals.
Exchange between family and school
Parents and teachers share their observations. Does the child behave the same way at home and in class? The teacher can consult the RASED (network of specialized assistance) or the school doctor.
Consult for an assessment
The doctor (general practitioner, pediatrician, or school doctor) directs to the appropriate assessments: speech therapy for language/reading, occupational therapist or psychomotor therapist for movement, neuropsychologist for a global assessment. An assessment = a possible diagnosis.
Make the diagnosis
Professionals establish a cognitive profile. The diagnosis is not a label that confines: it is a key that opens access to the right rehabilitations and school accommodations.
Implement accommodations
Depending on the situation: PAP (personalized support plan) for DYS disorders without recognized disability, or PPS via the MDPH if the impact is significant. These measures formalize adaptations in class and during exams.
Support and reassess
Rehabilitations continue, accommodations are adjusted over time. Regular follow-up allows for observing progress and adapting support to the child's development.
💡 Practical advice: never face doubt alone. Family associations (like the French Federation of DYS) support the processes, explain rights, and guide towards the right professionals. An informed parent is a parent who acts faster and with more peace of mind.
4. Support in daily life: the right adaptations
4.1 At school: adapt without lowering expectations
Adapting the schooling of a DYS child does not mean reducing their ambitions or "giving them gifts." The goal is to remove obstacles related to the disorder so that the child can show — and develop — their true skills. This is exactly the logic of the access ramp: it does not give an advantage to the child in a wheelchair, it gives them equivalent access to that of others.
The most effective accommodations are often the simplest. For a dyslexic child: space out the materials (readable font like Arial or OpenDyslexic, line spacing 1.5, not too white background), do not make them read aloud in front of the class without preparation, value oral skills. For a dyspraxic child: allow the use of a computer, provide pre-formatted materials, do not penalize presentation. For a child with ADHD: break down instructions, use a visual timer, allow movement breaks. The DYNSEO Spelling Review Grid helps the child correct their work in a structured way, without having to reread everything from scratch.
4.2 At home: preserve confidence above all
At home, the role of the family is not to turn into a speech therapist or a second teacher. It is to preserve the child's confidence and support their motivation. A child with DYS disorders works two to three times harder than others for sometimes lower results: they become exhausted. Homework should not become a daily battlefield that damages the relationship. A short and calm work time is better than an hour of conflict.
Some principles: value efforts more than results, de-dramatize mistakes, highlight areas of success (sports, arts, oral, logic games). Cognitive stimulation games can help strengthen basic functions — memory, attention, flexibility — in a playful and guilt-free environment. The DYNSEO Complex Sound Picture Book and the syllable flashcards are concrete tools for practicing at home without pressure.
4.3 The role of rehabilitation
Rehabilitation is at the heart of support. The speech therapist works on language, reading, spelling; the occupational therapist and psychomotor therapist work on gestures, coordination, writing; the neuropsychologist can offer cognitive remediation. These interventions, prescribed by a doctor, are regular and ongoing. They do not replace school accommodations: both are complementary. Rehabilitation develops skills; accommodations allow the child to succeed while these skills are being built.
🎓 Training: Identify and support DYS disorders in primary school
✓ At your own pace
✓ Qualiopi Certified
Designed for families as well as professionals (teachers, AESH, ATSEM, medical-social workers), this DYNSEO training teaches you to recognize the signs of the main DYS disorders, understand the identification and diagnostic process, and implement concrete adaptations in the classroom and at home. Accessible online, at your own pace, it leads to a certificate and is based on practical cases directly transposable to daily life.
Discover the training →5. Concrete scenarios: identify and adapt in situation
To make all this tangible, here are three real situations, as they occur in class or at home — with, each time, the "without identification" version and the "supported" version.
Léa cannot get into reading
Tom writes slowly and illegibly
Noah never listens and forgets everything
6. Focus on each disorder: better understanding to act better
Identifying requires knowing each disorder in detail. Here, for the main DYS disorders, is what happens in the child's brain, the concrete manifestations in class, and the most effective adaptations. This section will help you refine your observation and communicate more precisely with professionals.
6.1 Dyslexia and dysorthographia
Dyslexia is a disorder of word identification. The brain of a dyslexic child struggles to automate the correspondence between letters (graphemes) and sounds (phonemes) — a process that, for most readers, becomes so fast that it is unconscious. For the dyslexic child, each word remains a conscious and costly decoding effort. The result: slow, choppy, tiring reading that mobilizes so many cognitive resources that there is no energy left to understand the meaning. This is the central paradox: the child can understand a text read to them very well, but exhaust themselves deciphering the same text on their own.
Dysorthography, almost always associated, is the written aspect of this disorder. The child knows the rules, can recite them, but cannot apply them automatically in a production situation. They write the same word in three different ways on the same page, not out of negligence, but because spelling has never become an automatic process. Key adaptations: allow more time, do not overemphasize spelling in non-linguistic subjects, allow spell checkers, and provide well-spaced reading materials. The memory aid for b/d p/q confusions is particularly useful at the beginning of reading.
6.2 Dyspraxia
Dyspraxia is a disorder of the conception, planning, and coordination of gestures. While most children quickly automate everyday gestures (dressing, writing, handling a ruler), the dyspraxic child must consciously think about it each time. Writing becomes an achievement that requires all their attention — to the detriment of the content. This is called dysgraphia when the graphic gesture is specifically affected. In geometry, the child perfectly understands the concepts but cannot draw a clean figure. In sports, they seem clumsy. At the table, they spill.
The most powerful adaptation for dyspraxia is the digital tool: the computer removes the obstacle of the writing gesture, dynamic geometry software replaces ruler and compass, and voice dictation allows for production without writing. It is about freeing the child from motor constraints so they can focus on thought. Providing pre-formatted materials and never penalizing presentation are also essential.
6.3 Dyscalculia
Dyscalculia affects the sense of number — this immediate intuition of quantities that most children develop naturally. The dyscalculic child struggles to count, compare quantities, memorize multiplication tables, understand the decimal system, and perform operations. It is not a problem of logic or intelligence: many dyscalculic children reason very well but stumble on manipulating the numbers themselves. Adaptations involve concrete manipulation (materials, diagrams), allowing the use of calculators, using visual aids to represent quantities, and patient work on building the sense of number.
6.4 Dysphasia and ADHD
Dysphasia is a lasting disorder of oral language development: the child understands poorly or expresses themselves with difficulty, using a limited vocabulary and poorly constructed sentences, without any hearing or intellectual deficit. It requires early and intensive speech therapy intervention, and adaptations that prioritize visual supports and simplified instructions. The application MY DICTIONARY can support the communication of the most challenged children.
ADHD (attention deficit hyperactivity disorder) is not strictly speaking a "DYS", but it is so often associated that it is treated with them. The child struggles to maintain attention, to organize, to inhibit impulses and, sometimes, to control motor agitation. In class, this translates into forgetfulness, disorganization, impulsive speaking, and difficulty following long instructions. The adaptations: break tasks into smaller parts, use visual supports for the passage of time, establish clear routines, allow for motor breaks, and systematically value efforts.
6.5 The emotional dimension: protecting self-esteem
This is undoubtedly the most underestimated aspect of DYS disorders. Beyond technical difficulties, the DYS child builds, day by day, an image of themselves. And this image is in danger. Imagine putting in two to three times more effort than your peers for a result that is often lower, hearing that you should "try harder" when you are already exhausted, failing where others succeed effortlessly. Many DYS children end up internalizing a devastating belief: "I am worthless." This wound to self-esteem can cause more long-term damage than the disorder itself.
That is why emotional support is not an extra: it is the foundation. Putting words to the disorder ("your brain works differently, it is neither your fault nor a defect"), valuing successes in all areas, celebrating efforts regardless of results, presenting models of successful DYS adults — all of this repairs and protects. A child who understands why they face these difficulties, and who knows that they do not define their worth, approaches their schooling with a strength that nothing can replace.
💙 The right word changes everything: telling a child "you haven't worked hard enough" when they have a DYS disorder punishes them for a neurological functioning they do not choose. Saying "your brain learns differently, and we will find the tools that suit you together" opens a path for them. The language we use gradually becomes the child's inner language.
7. Legal framework: PAP, PPS and rights of DYS children
Many families are unaware that their child has clear rights. Knowing the provisions allows them to assert these rights. Here are the main frameworks that formalize educational support.
| Device | For whom | What it allows | How to obtain it |
|---|---|---|---|
| PAP Personalized support plan | DYS students whose difficulties are lasting, without recognition of disability | Pedagogical adaptations: modified materials, computer, extra time, exemption from copying, adapted assessments | On the advice of the school doctor, without going through the MDPH |
| PPS Personalized schooling project | Students whose disorder has a recognized impact as a disability | Everything that the PAP allows + AESH (support person), financed materials, specific orientations | MDPH file + multidisciplinary team |
| PPRE Personalized educational success program | Any student in difficulty, awaiting assessment or diagnosis | Targeted and temporary pedagogical assistance, without medical formalization | Initiative of the teaching team |
| Exam accommodations | DYS students in national exams (certificate, baccalaureate) | Extra time, computer, secretary, adapted subjects | Formal request in advance through the school doctor |
🧭 The essentials to remember
Early detection is the number 1 factor for success. The earlier a DYS disorder is identified and supported, the less the child accumulates delays and suffering. The golden rule: observe without diagnosing, alert without panicking, support without overprotecting. A well-supported DYS child is not a child "less than" — it is a child who learns differently and can shine as soon as the conditions are provided.
8. DYNSEO tools to support DYS children
DYNSEO offers a range of concrete tools, designed with rehabilitation professionals, to support DYS children on a daily basis — at school and at home.
📝 Reminder for b/d p/q confusions
Visual support for graphemic confusions — to display on the desk of the dyslexic child.
Download →✅ Spelling proofreading grid
Structured protocol to correct one's production without rereading everything from scratch — reduces cognitive load.
Download →🃏 Flash reading syllable cards
Fluency training through rapid recognition of syllables — ideal for dyslexia.
Download →🔊 Imagery of complex sounds
Visual support to anchor the sound/graph correspondence — support for reading and spelling.
Download →🎙️ Articulation tracking chart
To track progress in articulation and oral language — useful in cases of dysphasia.
Download →📚 Complete catalog
Tens of free and downloadable tools for all DYS profiles and all situations.
See all tools →9. DYNSEO applications to support learning
🟩 COCO — Children 5-10 years
Playful cognitive stimulation: memory, attention, logic, language. Short and progressive sessions, ideal for strengthening the basic functions of DYS children without school pressure.
Discover COCO →🟥 MY DICTIONARY — Communication
For children with severe dysphasia, comorbid ASD or expression difficulties: expressing needs and ideas without using oral or written language.
Discover MY DICTIONARY →🟦 CLINT — Adults
For teachers and caregivers who want to strengthen their own executive functions and better understand the cognitive challenges of their DYS students.
Discover CLINT →🟪 SCARLETT — Seniors
Within families, SCARLETT allows grandparents to stimulate their memory with adapted games — cognitive stimulation concerns all ages of life.
Discover SCARLETT →🧩 Give every DYS child the keys to their success
Memory aids, proofreading grids, reading cards, picture books, and the COCO application — DYNSEO offers tools that transform difficulties into levers for progress, both at school and at home.
❓ Frequently Asked Questions about DYS disorders in primary school
At what age can a DYS disorder be detected?
Some signals appear as early as kindergarten (language delay, marked clumsiness), but most DYS disorders reveal themselves during fundamental learning, that is, in first grade with the introduction to reading and writing. The formal diagnosis of dyslexia or dysorthographia is generally made starting from second grade, when the gap becomes clear and lasting despite teaching. However, one should never wait for an "ideal" date to observe and alert: the earlier the detection, the more effective the support.
My child is having difficulties at school: is it necessarily a DYS disorder?
No, and it's important to emphasize this. All children go through phases of difficulty while learning. What distinguishes a DYS disorder is the combination of three criteria: intensity (the difficulty is marked), duration (it persists despite help and time), and gap (it affects a specific area while the child succeeds elsewhere). Only an assessment conducted by a professional can differentiate between a temporary difficulty and a lasting disorder. This is precisely the role of the assessment: to avoid both under-diagnosis and over-diagnosis.
Who should I turn to first when in doubt?
The first point of contact depends on your situation. At school, the teacher and the school doctor are valuable intermediaries and can consult the RASED. In town, the general practitioner (or pediatrician) can prescribe the necessary assessments and direct you to the right professionals: speech therapist for language and reading, occupational therapist or psychomotor therapist for motor skills, neuropsychologist for a global cognitive assessment. The reference centers for learning disorders (CRTLA) handle complex cases. Family associations can also guide you in these steps.
Can a DYS disorder be cured?
DYS disorders are lasting neurodevelopmental disorders: they do not "disappear" like an illness that can be treated. However, with appropriate rehabilitation and accommodations, their effects can be largely compensated. Many DYS adults have successful careers, sometimes precisely in fields where their different way of thinking is an asset. The goal is therefore not to "cure" but to equip the child: to teach them coping strategies, to provide the right supports, and to preserve their confidence so that they can fully develop their potential.
Do school accommodations risk "hiding" the child's true level?
This is a common but unfounded concern. Accommodations do not change what is evaluated (knowledge in mathematics, history, French), they remove the obstacle related to the disorder that prevents the child from showing what they know. A dyspraxic child who writes on a computer is not cheating: they are simply accessing writing like others. It's the logic of a ramp. The "true level" of a DYS child is not what they produce under conditions that penalize them, it's what they actually know — and that is what the accommodation reveals.
How to support my child with DYS at home without overloading them?
The key word is preserving confidence. A child with DYS is already very exhausted at school: home should not become a second classroom. Favor short and calm work periods, value efforts more than results, de-dramatize mistakes, and highlight their successes in other areas (sports, arts, oral). Cognitive stimulation games like the COCO app help strengthen memory, attention, and logic in a playful context, without a school connotation. And don't hesitate to delegate to professionals what relates to rehabilitation: your role as a parent is primarily to love and support, not to rehabilitate.
What is the difference between a PAP and a PPS?
The PAP (personalized support plan) is aimed at students whose DYS disorder leads to lasting difficulties, but without recognition of disability. It is set up based on the school doctor's advice, without going through the MDPH, and formalizes pedagogical adaptations (modified materials, computer, extra time). The PPS (personalized schooling project) concerns situations where the disorder has a recognized impact as a disability: it requires an MDPH file and allows access to additional resources such as a support person (AESH) or funded materials. In practice, the PAP covers the majority of DYS disorder situations in primary school.
Does the DYNSEO training on DYS disorders also target parents?
Yes, absolutely. The training "Identifying and supporting DYS disorders in primary school" is designed to be accessible to both families and professionals (teachers, AESH, ATSEM, facilitators). It does not require any medical prerequisites: it explains in simple terms what each disorder is, how to recognize it, what path to follow, and what adaptations to implement on a daily basis. Being online and accessible at your own pace, it is perfectly suited for a parent who wants to understand and better support their child. And since it is certified (Qualiopi), it can also enhance the professional journey of support staff.
🌟 Train yourself to better support DYS children
Identify the signs, understand the disorders, implement the right adaptations: the DYNSEO training "Identify and support DYS disorders in primary school" gives you all the keys — online, at your own pace, and Qualiopi certified.
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