DYS Disorders in Primary School:
Recognize, Understand and Support

In this guide — excerpt from a DYNSEO webinar on DYS disorders in primary school — we will provide you with keys to support your students suffering from DYS disorders. There is a first part on the signs of each disorder and the difficulties encountered in class, followed by a practical part with advice and adaptation ideas to implement.

This guide — excerpt from a DYNSEO webinar on DYS disorders in primary school — offers an exploration of each DYS disorder, its mechanisms, and its signs in class, followed by adaptations and tools available to support these children towards success. The goal is not to standardize approaches but to provide teachers and parents with the keys to personalize the support of each child according to their specific profile.

1. The Different DYS Disorders — Signs and Mechanisms

Dyslexia

Dysorthography

Dyscalculia

Dysgraphia

Dyslexia is often the most well-known DYS disorder — but it is far from being the only one, and its understanding deserves to be deepened beyond preconceived ideas. Dyslexia is not a lack of will, a mental delay, or a consequence of a lack of reading at home. It is a neurobiological disorder with documented genetic bases (it is hereditary in 50-60% of cases) and visible neurological correlates in brain imaging — differences in activation in the temporal and parietal regions involved in phonological processing. A dyslexic child can have a high IQ and remarkable reasoning abilities — this is precisely why untrained teachers sometimes struggle to understand these “ good students who cannot read ”.

2. Adaptations to Implement in Class

Adaptations should always be presented to the child and the class in a positive and normalizing way. The teacher who says “ Paul uses a special font because his eyes work differently — just like others wear glasses ” elegantly normalizes the adaptation. Conversely, adaptations that label the child as “ different ” or “ less capable ” can harm self-esteem and social relationships. The goal is for the adaptation to be a transparent, functional tool that allows the child to access the same task as their peers.

3. Technologies as Compensation Tools

New technologies have profoundly transformed the possibilities for supporting DYS children. Where a previous generation had only paper resources and limited accommodations, today's DYS children can access a range of compensatory tools that significantly reduce the impact of their disorders. This transformation is particularly visible for dyslexic children — the combination of text-to-speech + voice dictation + spell checker allows them to produce and consume written content with a fluency close to that of their peers, freeing their cognitive energy for conceptual learning.

4. COCO THINKS and COCO MOVES for DYS Children

🧩

Additional resource

Supporting DYS children with COCO

Examples and practical strategies for using COCO with DYS, ADHD, and autism profiles.

→

In technology, there are also applications that can be used with children with DYS disorders. The application COCO THINKS and COCO MOVES is an application with over 30 educational games. The games can be used to improve cognitive functions such as attention, memory, logic, or language. Some games can also be used as adapted exercises for DYS children — they include audio instructions, games with syllables, or fill-in-the-blank texts. Moreover, after 15 minutes of screen time, the application stops and offers children a sports break. The games are more or less physical (there are also relaxation games). This break allows children to refresh their brains and rest to be more motivated for the following activities. The sports break also teaches them to step away from the screen and use it wisely. COCO THINKS and COCO MOVES is used by many teachers in the classroom and by parents at home as a complementary tool for children with DYS disorders. Its design includes elements particularly suited to these profiles — interface without visual overload, systematic audio instructions for children who struggle to read instructions, syllable and language construction games that specifically target skills deficient in dyslexia, and adaptive levels that allow each child to progress at their own pace without facing repeated failure.

5. Involve Families in the School Journey

Supporting children with DYS disorders cannot be limited to school. It is essential to create continuity between learning in the classroom and at home. By involving families, a coherent, reassuring environment tailored to the child's specific needs is fostered. The school-home continuity is a major factor in the success of DYS support. When parents and teachers use the same terminology to discuss the disorder, the same strategies to help the child, and maintain regular communication about progress and difficulties — the child benefits from consistent and predictable support that reduces their anxiety. This consistency is particularly important for DYS children, who often experience a lot of school-related anxiety due to their repeated difficulties.

6. Training Teachers on DYS Disorders

Raising awareness and training teachers on DYS disorders is an essential condition for effective adaptations to be implemented. A teacher who understands the mechanisms of dyslexia does not react the same way as a teacher who sees the student as “ unmotivated ” or “ lazy ”. This understanding radically transforms the perspective on the child and the teaching strategies deployed. Continuing education for teachers on DYS disorders is an investment that benefits the entire class. A teacher trained in DYS spontaneously adapts their materials (larger fonts, less content per page, short and clear instructions) in a way that benefits all students — not just those with diagnosed disorders. The principles of universal pedagogy (Universal Design for Learning) that guide the best teaching practices for DYS students are also the principles of quality pedagogy for all. Investing in teacher training on DYS is improving the quality of education for the entire class.

7. Emotional Well-Being and Self-Esteem of DYS Children

DYS disorders have an impact that goes far beyond the academic field. Children living with undiagnosed or poorly supported DYS disorders often develop a very negative self-image — they see themselves as “ useless ”, “ not smart ”, “ different from others in a bad way ”. It is not the disorder itself that is most damaging in the long term — it is often the accumulation of years of misunderstood difficulties and negative perceptions. Early diagnosis and compassionate support profoundly change this trajectory. When a child understands that their dyslexia is not a lack of intelligence but a different way of processing information, when they see that simple adaptations allow them to succeed in the same tasks as their peers, when their parents and teachers believe in their abilities — self-esteem gradually rebuilds. The self-esteem of a well-supported DYS child can become a remarkable strength. These children who have learned to cope with persistent difficulties, to find creative workarounds, to persevere despite repeated failures, often develop exceptional resilience and adaptive intelligence. These skills — often invisible in standard school assessments — are valuable assets in adult and professional life. The caring support of DYS children is not just about reducing their difficulties — it’s also about helping them discover and cultivate their strengths.

8. The Diagnostic Pathway for DYS Disorders

The diagnosis of a DYS disorder is a process that involves several professionals and can take time. It is important for parents and teachers to know this pathway to effectively guide families and not delay a support that can transform the child's academic trajectory. The diagnostic process can be long — appointment delays with speech therapists and neuropsychologists are often significant. It is important for teachers and families to start implementing adaptations even before the diagnosis is confirmed — as soon as a disorder is suspected. These preventive adaptations do not "distort" the diagnosis — they allow the child not to accumulate too much delay and negative experiences during the waiting period. The diagnosis is important to formalize the PAP or PPS and access legal provisions — but pedagogical adaptation can and should begin beforehand. Comorbidities are the rule rather than the exception in DYS disorders. Dyslexia is often associated with dysorthographia (90% of cases), but also frequently with ADHD (20-30% of cases), dyspraxia, or dysphasia. This overlap of disorders creates complex profiles that require multidisciplinary evaluations and sophisticated support plans. A child with dyslexia and ADHD cannot be supported in the same way as a child with pure dyslexia — they need adaptations that take both profiles into account simultaneously. This is why a complete neuropsychological assessment is often more informative than a simple speech therapy assessment for complex profiles.

9. The Inclusive School — Principles and Reality

The law of February 11, 2005, for equal rights and opportunities, participation, and citizenship of disabled people established the principle of common schooling for all children with special educational needs, including severe DYS disorders. This legal framework creates rights — PAP, PPS, exam accommodations — but also implementation challenges that require the commitment of all stakeholders. Real inclusion — not just formal — requires that the DYS child can fully participate in class activities, learn the same objectives as their peers, and be assessed fairly. This involves adaptations of materials, assessments, and sometimes work modalities — without these adaptations being experienced as stigmatization by the child. The way the teacher presents the adaptations to the class and to the child themselves makes a major difference in how the child experiences them.

10. Testimonials and Inspiring Practices

Good practices for supporting DYS children often emerge from the field — teachers who have experimented, adapted, adjusted, and shared their experiences with their colleagues. Here are some examples of inspiring practices collected from DYNSEO teachers. These testimonials illustrate a central principle of inclusive pedagogy for DYS children — the creativity of the teacher is often more decisive than the available resources. The most effective adaptations are often the simplest — a reference card, a reorganized workspace, permission to use text-to-speech. It is not the sophistication of the tool that matters — it is the consistency and kindness of the approach. And when the tool is well designed, like COCO THINKS and COCO MOVES, it significantly amplifies the effectiveness of these adaptations by making them systematic, accessible at any time, and engaging for the child. Teacher training — like that offered by the DYNSEO Training Institute — plays a crucial role in spreading these good practices. It allows teachers to move from intuitive support to structured and equipped support, from reacting to difficulties to anticipating needs, and from individual management to a universal pedagogy that benefits the whole class. Parents of DYS children have a fundamental role — not just as "homework helpers" but as ambassadors for their child. Knowing how to accurately describe their child's difficulties to teachers, understanding their rights (PAP, exam accommodations), maintaining dialogue with health professionals, and finding the right balance between support and fostering independence — this is a demanding role that is learned. Parent associations for DYS children, webinars like those offered by DYNSEO, and online resources are valuable aids for acquiring these skills. The training from the DYNSEO Institute, available online, is also accessible to parents who wish to understand the mechanisms of DYS disorders to better support their child at home.

Frequently Asked Questions

Exam accommodations — extra time, computer with spell checker, reader for dyslexic students, calculator for dyscalculics — are legal rights that must be requested and obtained early in the schooling process. Too often, families discover these rights at the time of the diploma or the baccalaureate — when they could have been activated as early as primary school. Informing families of these rights as soon as the diagnosis is made is a responsibility of the educational and medical teams. In conclusion, DYS disorders are a reality for 5 to 10% of students in every class. They do not disappear with age — they evolve and adapt, but persist throughout life. The goal of support is not to "cure" the disorder, but to give the child the tools, adaptations, and confidence to successfully navigate a school system and a society that are not always designed for their way of functioning. Teachers, parents, speech therapists, doctors, and educational applications like COCO — all these actors can contribute to this common goal, each in their field and with their specific tools. Resources to support DYS children have significantly increased in recent years — among parent associations (French Federation of DYS, Dyspraxia France, Avenir Dysphasie), online resources (Eduscol, Réseau Canopé, specialized sites), professional training, and adapted educational applications. The main difficulty is no longer the lack of resources — it is their knowledge and accessibility. Practical guides like this DYNSEO webinar, training like that of the DYNSEO Institute, and tools like COCO help make these resources more accessible to all teachers and all families, regardless of their geographical area or prior experience. Recognizing a DYS disorder, explaining it to the child and their family, implementing appropriate adaptations, and maintaining a trusting relationship with all stakeholders — this is a process that takes time and energy. But the impact of this investment on a child's trajectory is considerable. A well-supported DYS child in primary school has every chance of succeeding in their education and adult life — with their differences, and thanks to them. The success of a child with DYS disorders is not just a matter of diagnosis and tools — it is also a matter of perspective. A teacher who believes in their student's abilities, who marvels at their creativity and original thinking, who adapts their expectations without giving up on their standards — this teacher changes the course of this child's education and sometimes their life. A parent who supports, encourages, and celebrates every progress, even modest — this parent builds lasting resilience. And an application like COCO, which offers a judgment-free learning space where the child can progress at their own pace in a fun and caring environment — this application complements this support network in a way that is accessible to all families. DYS disorders are not a barrier to success — they are a different way of learning that requires a different way of teaching. Teachers and parents who accept this challenge with curiosity and kindness often discover, with these children who resisted them, intellectual and human riches they would not have imagined. DYS disorders illustrate a more general truth about the diversity of learning styles — there is no universally "normal" way to learn, read, write, or calculate. School systems have been designed for a certain learner profile — and many children, for various reasons, do not fit this profile. DYS disorders are a particularly well-documented example, but they are just a part of a much broader spectrum of cognitive diversity. The tools and pedagogies developed for children with DYS disorders — flexibility of materials, multimodality of teaching, assessment by skills rather than by raw performance — are valuable contributions to the education of all children.