Internal training and DYS disorders: adapting your educational materials to be inclusive
In France, 1 in 10 employees is affected by a DYS disorder. Yet, almost all internal training materials are designed for neurotypical learners. Here’s how to change that — without completely overhauling your training catalog.
A PowerPoint with 80 words per slide. A procedures manual in size 10 font on a white background. A timed assessment in multiple choice format. An entirely text-based e-learning course without text-to-speech. These formats are the norm in the vast majority of French internal trainings — and they represent invisible barriers for the 8 to 12% of DYS employees who participate in these trainings. Inclusion is not limited to recruitment and workplace adjustments: it also involves training. This practical guide provides you with the principles and tools to adapt your training materials without completely reinventing them, and to make your training catalog a lever for real inclusion.
1. Why internal training often excludes DYS learners
1.1 The profile of the DYS learner in professional training
A DYS employee in internal training faces a paradox: they are often very skilled in their job field, but traditional educational formats specifically engage the cognitive functions that pose the most difficulties for them — rapid reading, spelling memorization, handwritten note-taking, processing dense texts. The gap between their actual skills and their performance in training can be striking — and misinterpreted by the trainer or manager.
The result is doubly detrimental: for the employee, who experiences training as a moment of exposure and shame rather than learning, and for the company, which invests in training whose effectiveness is significantly reduced for a substantial portion of its learners. Adapting DYS training materials is therefore a pedagogical investment — not a concession.
French employees affected by a DYS disorder — representing several million learners in internal training each year
estimated pedagogical effectiveness for a DYS learner facing an unsuitable material (Inserm / INRP)
improvement in learning retention with multi-modal materials (video + text + audio) for DYS learners
additional cost for the majority of DYS format adaptations — they enhance the experience for ALL learners
1.2 The 5 most common mistakes in internal training
Dense texts without structured formatting · Serif fonts in size 10-11 · Slides overloaded with text · Timed assessments only in writing · E-learning without audio option · Black and white manuals without visual cues · Oral instructions not confirmed in writing · Insufficient reading time · No opportunity to reread at one's own pace
Structured formatting with clear titles and bullet points · Sans-serif font in body 12-14 minimum · Airy slides with one idea per slide · Flexible assessments (oral possible, adapted time) · E-learning with integrated text-to-speech · Color visual markers · Written confirmation of oral instructions · Adapted reading time · Materials available before training
2. The 7 principles of inclusive DYS design
Accessible typography
Sans-serif fonts (Arial, Calibri, OpenDyslexic), minimum body 12 pt in documents, 20 pt in slides. Minimum line spacing of 1.5. Never italicized block text.
Strong visual structure
Obvious visual hierarchy (titles, subtitles, body). Use of bullet points rather than long paragraphs. One idea per bullet point. Boxes for key points.
Systematic multi-modality
Each important content in at least 2 formats: text + visual, text + audio, diagram + explanation. Never rely on a single transmission channel.
Functional colors
Slightly cream or ivory background rather than pure white (reduces the shaking paper effect). Colors to code information, not just to decorate. Sufficient contrast.
Chunking content
Break information into small blocks (chunks) of 3 to 5 items maximum. Regular pauses. Frequent summaries. Clear sequencing with progress markers.
Flexibility of assessment modalities
Do not assess only through timed writing. Offer alternatives: oral, multiple-choice questions without time limit, recorded oral production, or extra time on request.
Anticipation and prior materials
Provide materials in advance (minimum 48 hours) so that DYS learners can prepare, read at their own pace, and arrive at training without decoding overload.
3. Adapting each type of material: the guide format by format
PowerPoint Presentations / Slides
- Maximum 30 words per slide
- Sans-serif font, size 24 minimum
- Ivory or very light gray background
- Images/icons for each key concept
- Clear numbering of slides
- Visible outline at the beginning of the section
- Summary at the end of the module
Word / PDF Documents
- OpenDyslexic or Arial font, body 12-14
- Line spacing 1.5 or double
- Wide margins (3 cm min)
- H1/H2/H3 titles with styles
- Slightly colored background if possible
- Glossary at the end of the document
- Audio version available on request
E-learning and digital modules
- Text-to-speech for all text
- Video with subtitles
- Non-timed navigation
- Ability to re-read each module
- Quiz without time limit
- Downloadable summary of each module
- Simple interface, few clicks
Videos and tutorials
- Systematic subtitles
- Moderate speech rate
- Written summary associated with each video
- Clear chaptering with titles
- Downloadable transcription
- Schematic visuals for concepts
Assessments and QCM
- Unlimited time or increased by 30%
- Accessible font and format
- Clear and unambiguous questions
- Possibility to respond orally
- No more than 10 questions per session
- Immediate feedback after each answer
Procedure Guides / Manuals
- Illustrated step sheets (no text alone)
- Pictograms for key actions
- Plasticized version at workstation
- QR code to audio/video version
- Colors to code the steps
- Verification checklist at the end of the sheet
DYS Disorders in the workplace: identify, adapt and enhance
This 100% online training provides managers, HR directors, and internal trainers with the keys to identify DYS employees, adapt training materials and work situations, and enhance the specific strengths of DYS profiles in the company. It includes a complete module on designing inclusive educational materials. Qualiopi certified, fundable by OPCO, available in multi-employee licenses for the entire training team.
Discover the training →4. The legal framework for inclusive training
4.1 Legal obligations regarding accessible training
The law of February 11, 2005 requires employers to ensure access to professional training for disabled workers under the same conditions as other employees. The lack of adaptation of training materials for a recognized DYS employee with RQTH may constitute a breach of this obligation. The Professional Future Law of 2018 reinforced this obligation by requiring training organizations to integrate accessibility criteria into their Qualiopi certification.
For companies with a Disability Mission, adapting internal training materials is an action that can be valued in the disability agreement and in the OETH report. The AGEFIPH can co-finance the adaptation of internal training for companies that request it through their skills development plan — particularly accessible e-learning training, text-to-speech tools, and consulting services for educational accessibility.
4.2 The Qualiopi reference framework and accessibility
Since 2022, the Qualiopi reference framework includes accessibility criteria for people with disabilities (indicator 2 of criterion 7). Qualiopi certified training organizations must demonstrate that they have a process for adapting training for learners with disabilities. For companies that provide internal training under their own Qualiopi certification — or for those that use external organizations — this criterion is a lever for demanding DYS accessibility in purchased training.
💡 Good practice: Always include a DYS accessibility clause in your training tenders: "The provider guarantees that the training materials are accessible to learners with dyslexia, dysorthographia, and dyspraxia, in accordance with the Qualiopi reference framework and FALC recommendations." This simple clause significantly improves the quality of the training purchased for all your learners.
5. Digital tools to make your training DYS-accessible
5.1 Free or low-cost solutions
| Tool | Pedagogical use | Beneficiary DYS profiles | Cost |
|---|---|---|---|
| Microsoft Immersive Reader | Text-to-speech, word spacing, syllabic highlighting integrated into Office and Teams | Dyslexia, dysorthographia | Free (included with Office 365) |
| OpenDyslexic Font | Typography specially designed to facilitate reading for dyslexics, available for free download | Dyslexia | Free |
| Google Read&Write | Text-to-speech, word prediction, pictographic dictionary, available on Chrome | Dyslexia, dysorthographia, dysphasia | Freemium |
| Antidote | Advanced spelling and grammar correction, integrated language guide | Dysorthographia | ~100 €/year |
| Otter.ai / Whisper | Automatic transcription of oral training, allowing DYS learners to have an accurate written report | All DYS profiles | Freemium |
| Canva (accessible templates) | Creation of visual materials with accessible fonts and suitable contrasts, faster than PowerPoint | Trainers creating DYS-friendly materials | Freemium |
🎓 Train your internal trainers in DYS-inclusive design
The training DYS Disorders in the Workplace: Identify, Adapt, and Enhance from DYNSEO provides your internal trainers with concrete tools to adapt their materials. Qualiopi certified, fundable through OPCO, available in multi-collaborator licenses for your entire educational team.
6. Inclusive training benefits everyone — not just those with DYS
6.1 The universal effect of accessible design
A fundamental principle of Universal Design for Learning (UDL) — the reference pedagogical framework for inclusive design — is that adaptations designed for learners with specific needs enhance the experience for all. Video subtitles benefit learners in noisy environments. Airy slides benefit learners who consult on mobile. Materials provided in advance benefit learners who prepare for training. Extra time in assessments benefits learners under work pressure.
Adapting your training for DYS learners is therefore not an additional burden for trainers — it is a general improvement in pedagogical quality that benefits all learners and enhances the ROI of your training investments.
7. DYNSEO tools to adapt your training materials
📚 Guide adaptation supports écrits DYS
The complete guide to reformat your Word, PDF documents, and presentations to make them accessible to DYS learners.
Download →✅ Checklist outils numériques DYS
Free and paid software solutions to equip your DYS learners during e-learning and in-person training.
Download →📋 Grille de relecture orthographique
Support to help dysorthographic collaborators produce quality professional writing during training activities.
Download →🔤 Aide-memory confusions b/d p/q
Discreet visual support for dyslexic learners facing letter confusions during written activities in training.
Download →🔍 Fiche de repérage DYS adulte
For the internal trainer to identify learners who could benefit from adaptations, without diagnosing.
Download →Recommended DYNSEO Applications
🧠 CLINT — Stimulation adults
Cognitive stimulation tool for adults, recommended as a remediation complement for DYS learners in professional training.
Learn more →💬 MON DICO — Communication
Augmented communication application, useful for learners with oral expression difficulties in training contexts.
Learn more →Other trainings from the DYNSEO B2B catalog
❓ FAQ — Internal training and DYS disorders
1. Should separate training materials be created for DYS learners?
No — and this is precisely one of the misconceptions to deconstruct. The recommended approach is universal design (Universal Design for Learning): create accessible materials for everyone from the start, rather than producing parallel versions. A well-designed material for DYS learners — spacious, legibly typed, multi-modal, with audio available — is a better resource for all learners. This simplifies management and avoids "marking" DYS learners.
2. Should DYS learners be identified before training to adapt the materials?
No. The ideal is to design accessible materials by default, without any learner needing to identify themselves. Additionally, the trainer can offer at the beginning of the session adaptation options available to everyone: "I will send the slides in advance to those who wish," "Audio versions of the documents are available," "Assessments can be done orally upon request." These universal proposals allow DYS learners to access adaptations without exposing themselves.
3. Can the adaptation of training materials be funded by OPCO?
Yes. The costs of pedagogical engineering related to adapting training for learners with disabilities can be covered under the skills development plan, in connection with AGEFIPH for companies concerned by OETH. Digital accessibility tools (text-to-speech licenses, adapted fonts, spelling assistance software) can also be funded through these mechanisms.
4. Can existing e-learning courses be easily made accessible for DYS?
It depends on the platform used. Most modern LMS (Moodle, Talentsoft, 360Learning) integrate accessibility options: text-to-speech, keyboard navigation, font size adjustment. An update of the platform settings may be sufficient to significantly improve accessibility. For e-learning content (SCORM, videos), adding subtitles and creating downloadable transcripts are the two most impactful and least costly actions.
5. How to train internal trainers in inclusive DYS pedagogy?
The DYNSEO training "DYS Disorders in the Workplace" includes a module dedicated to internal trainers on designing accessible materials. It can be supplemented by practical workshops for reviewing existing materials, led internally after the training. The goal is for each internal trainer to have a concrete checklist of 10 actions to systematically apply to their materials — simple, memorable, and applicable without overloading work.
6. Is the OpenDyslexic font really effective for dyslexic learners?
Studies on the specific effectiveness of the OpenDyslexic font yield mixed results — some learners find it very helpful, while others prefer a standard sans-serif font like Arial or Verdana. The key is not the font itself, but the overall typographic characteristics: sans-serif, generous spacing between letters and words, sufficiently large body, non-white background. Offering a choice between several fonts is the best approach for digital training.
7. Are adaptations for DYS compatible with the time constraints of internal trainers?
Most essential adaptations only require 15 to 30 minutes per existing material: increasing font size, spacing out slides, adding subtitles to an existing video with automatic tools (Teams, YouTube). It's a one-time investment — once a material is adapted, it is for all subsequent sessions. The DYNSEO adaptation checklist allows this work to be done systematically and quickly.
8. How to assess the skills of a DYS learner without penalizing their spelling difficulties?
Assessment of job skills should be separated from the assessment of writing skills if they are not directly related to the position. Effective alternatives: oral assessment interview, multiple-choice questions without time limits, practical demonstration, portfolio of achievements, or written assessment with authorized spell checker. These adaptations do not reduce the requirement — they focus it on the skills actually assessed.
🚀 Make your internal training accessible to all your DYS employees
The training DYS disorders in the workplace: identify, adapt and enhance from DYNSEO is the go-to resource for internal trainers, managers, and HR directors who want to design truly inclusive training. Qualiopi certified, fundable by OPCO, deployable in multi-employee licenses.
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