{"id":422026,"date":"2025-11-14T20:08:11","date_gmt":"2025-11-14T19:08:11","guid":{"rendered":"https:\/\/www.dynseo.com\/accompanying-children-with-disabilities\/"},"modified":"2026-04-30T00:49:00","modified_gmt":"2026-04-29T22:49:00","slug":"supporting-children-with-disabilities","status":"publish","type":"post","link":"https:\/\/www.dynseo.com\/en\/supporting-children-with-disabilities\/","title":{"rendered":"Supporting Children with Disabilities"},"content":{"rendered":"<p>[et_pb_section fb_built=&#8221;1&#8243; _builder_version=&#8221;4.16&#8243; custom_padding=&#8221;0px|0px|0px|0px|false|false&#8221; margin_top=&#8221;0px&#8221; margin_bottom=&#8221;0px&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_row _builder_version=&#8221;4.16&#8243; custom_padding=&#8221;0px|0px|0px|0px|false|false&#8221; margin_top=&#8221;0px&#8221; margin_bottom=&#8221;0px&#8221; column_structure=&#8221;4_4&#8243; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;4_4&#8243; 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Le temps d'utilisation doit \u00eatre adapt\u00e9 \u00e0 l'\u00e2ge de l'enfant et \u00e0 ses capacit\u00e9s d'attention.\"\n          }\n        }\n      ]\n    }\n  ]\n}\n<\/script>\n<link rel=\"preconnect\" href=\"https:\/\/fonts.googleapis.com\">\n<section class=\"article-hero\">\n<div class=\"article-hero-inner\">\n<nav class=\"article-breadcrumb\">\n                <a href=\"\/\">Home<\/a> > <a href=\"\/blog\">Blog<\/a> > Supporting children with disabilities<br \/>\n            <\/nav>\n<div class=\"article-category\">Inclusive Education<\/div>\n<h1>Supporting children with <span class=\"hl\">disabilities<\/span>: Complete guide to school inclusion<\/h1>\n<div class=\"article-meta\">\n                <span>\ud83d\udcc5 April 2026<\/span><br \/>\n                <span>\u23f1\ufe0f 25 min read<\/span><br \/>\n                <span>\ud83d\udc65 Teachers, Parents, Professionals<\/span><br \/>\n                <span>\u2b50 4.8\/5 (127 reviews)<\/span>\n            <\/div>\n<\/p><\/div>\n<div class=\"article-hero-curve\"><\/div>\n<\/section>\n<div class=\"article-body\">\n<div class=\"container\">\n<div class=\"intro-block\">\n                Supporting children with disabilities represents a major challenge for our educational system and our society. Every child, whether they have DYS disorders, ADHD, autism spectrum disorder, or any other particularity, deserves attention tailored to their specific needs. School inclusion is not just about welcoming these children into regular classes, but involves a profound transformation of teaching practices. Digital technologies, particularly applications like COCO THINKS and COCO MOVES, today offer unprecedented opportunities to personalize learning. This holistic approach requires close collaboration between teachers, parents, health professionals, and the children themselves. The goal is to create an environment where every child can reveal their potential, develop their skills, and thrive fully in their learning.\n            <\/div>\n<div class=\"stats-grid\">\n<div class=\"stat-card\">\n                    <span class=\"number\">400,000<\/span><\/p>\n<div class=\"label\">children with disabilities enrolled in France<\/div>\n<\/p><\/div>\n<div class=\"stat-card\">\n                    <span class=\"number\">5.6%<\/span><\/p>\n<div class=\"label\">of children affected by ADHD<\/div>\n<\/p><\/div>\n<div class=\"stat-card\">\n                    <span class=\"number\">1\/100<\/span><\/p>\n<div class=\"label\">child is born with autism spectrum disorder<\/div>\n<\/p><\/div>\n<div class=\"stat-card\">\n                    <span class=\"number\">30+<\/span><\/p>\n<div class=\"label\">educational games in COCO THINKS and COCO MOVES<\/div>\n<\/p><\/div>\n<\/p><\/div>\n<h2>1. Understanding Learning and Development Disorders<\/h2>\n<pee>Learning and development disorders constitute a complex set of difficulties that affect how children acquire, process, and use information. These disorders do not reflect a lack of intelligence or motivation, but rather neurobiological differences that influence cognitive processes. Understanding these particularities is essential to adapt support and propose effective learning strategies.<\/pee>\n<pee>DYS disorders form a family of specific difficulties that affect different areas of learning. Dyslexia affects reading and word recognition, dysorthographia disrupts spelling acquisition, dyscalculia concerns mathematics, dyspraxia impacts motor coordination, and dysphasia affects the development of oral language. These disorders can appear in isolation or in combination, creating unique profiles for each child.<\/pee>\n<pee>Early diagnosis of these disorders allows for tailored support that significantly promotes academic success. Health professionals, in collaboration with educational teams, can implement thorough assessments to precisely identify the difficulties and strengths of each child. This comprehensive diagnostic approach forms the foundation of personalized and effective support.<\/pee>\n<div class=\"conseil-card\">\n<h3>\ud83d\udca1 Expert Advice<\/h3>\n<pee>Early identification of learning disorders, ideally before the age of 8, allows for the implementation of compensatory strategies that greatly facilitate the child&#8217;s schooling. Do not hesitate to consult if you observe persistent difficulties despite tailored support.<\/pee>\n            <\/div>\n<div class=\"key-points\">\n<h3>Key points to remember:<\/h3>\n<ul>\n<li>DYS disorders affect between 6 and 8% of the school population<\/li>\n<li>Each disorder requires a specific educational approach<\/li>\n<li>Digital tools facilitate the compensation of difficulties<\/li>\n<li>The early diagnosis significantly improves the prognosis<\/li>\n<\/ul><\/div>\n<h2>2. ADHD: understanding and supporting hyperactivity and attention disorders<\/h2>\n<pee>Attention Deficit Hyperactivity Disorder (ADHD) affects between 3.5 and 5.6% of enrolled children. This neurobiological disorder is characterized by three main symptoms that may appear in combination or isolation: inattention, hyperactivity, and impulsivity. Understanding these manifestations allows teachers and parents to adapt their approach to optimize learning.<\/pee>\n<pee>Inattention is characterized by difficulties in maintaining attention on tasks, significant distractibility, and frequent forgetfulness. These children tend to flit from one activity to another without finishing them, easily lose their belongings, and seem not to listen when spoken to directly. The physical environment plays a crucial role: avoiding placing the child near sources of distraction such as windows or busy walkways can significantly improve their concentration.<\/pee>\n<pee>Motor hyperactivity drives the child to move constantly, have difficulty sitting still, and seek movement. Rather than constraining this energy, it is recommended to channel it positively by assigning the child tasks that involve movement: distributing notebooks, fetching materials, erasing the board. These responsibilities allow them to move within a structured framework while contributing meaningfully to classroom life.<\/pee>\n<div class=\"tip-box\">\n<div class=\"tip-box-label\">Practical tip<\/div>\n<pee>For children with ADHD, the app <a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/coco-educational-games\/\">COCO THINKS and COCO MOVES<\/a> offers games specifically designed to work on inhibition and sustained attention. The game &#8220;The Mole Invasion&#8221; helps develop inhibitory control by asking the child to differentiate their reactions based on the type of mole that appears.<\/pee>\n            <\/div>\n<div class=\"expert-box\">\n<div class=\"expert-box-label\">DYNSEO Expertise<\/div>\n<div class=\"expert-box-title\">Managing impulsivity in children with ADHD<\/div>\n<div class=\"expert-inner\">\n<div class=\"expert-inner-title\">Recommended strategies:<\/div>\n<pee>Impulsivity leads the child to react before thinking, to interrupt or to start exercises before having listened to the complete instruction. To compensate for this tendency, it is essential to break down instructions into short and clear steps, to use visual aids to remind of the instructions, and to teach the child reflective pause techniques such as counting to three before responding.<\/pee>\n                <\/div>\n<\/p><\/div>\n<h2>3. Autism spectrum disorders: adapting the learning environment<\/h2>\n<pee>Autism spectrum disorders (ASD) affect about 1 in 100 children and are characterized by a wide variety of manifestations, hence the use of the term &#8220;spectrum.&#8221; These disorders primarily affect communication, social interactions, and behaviors, with varying intensities for each child. Asperger&#8217;s syndrome, for example, often associates high intellectual abilities with marked difficulties in interpersonal relationships.<\/pee>\n<pee>Communication difficulties in autistic children require an adaptation of the language used in class. These children often interpret expressions literally and do not understand metaphors, irony, or implications. Therefore, it is essential to use direct, concrete, and precise language. Avoid expressions like &#8220;you have your head in the clouds&#8221; or &#8220;hurry up, we don&#8217;t have all day&#8221; which can create confusion and anxiety.<\/pee>\n<pee>The restricted and intense interests characteristic of autism can be transformed into learning leverage. A child passionate about trains can learn mathematics through problems involving transport schedules, or develop reading skills with texts on this subject. This approach allows capitalizing on the child&#8217;s natural motivation while gradually expanding their areas of interest.<\/pee>\n<div class=\"conseil-card\">\n<h3>\ud83c\udfaf Inclusion strategy<\/h3>\n<pee>Stereotyped movements (rocking, hand flapping) often serve to regulate anxiety in children with autism. Rather than systematically prohibiting them, it is better to teach the child when and where they can use them, and to offer more discreet alternatives for classroom moments.<\/pee>\n            <\/div>\n<h2>4. Down syndrome: understanding cognitive specificities<\/h2>\n<pee>Down syndrome is a genetic condition that leads to developmental particularities affecting learning. Children with Down syndrome exhibit specific cognitive disorders that require an adapted pedagogical approach. These difficulties mainly affect object classification, the creation and use of learning strategies, as well as working memory.<\/pee>\n<pee>Hypotonia, characteristic of Down syndrome, manifests as reduced muscle tone that delays the acquisition of motor milestones. At school, this particularity can result in difficulties holding a pen correctly, maintaining a stable sitting posture, or performing precise fine movements. It is important to adapt school materials by providing ergonomic pens, slanted writing supports, and regular breaks to avoid fatigue.<\/pee>\n<pee>Visual skills are also affected in children with Down syndrome. Their altered visual perception makes it more difficult to analyze and recognize objects, particularly when contrasts are low. It is therefore essential to provide materials with well-contrasted colors, large characters, and generous spaces between elements. The application <a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/coco-educational-games\/\">COCO THINKS and COCO MOVES<\/a> incorporates these principles by offering games with adapted visuals and optimized contrasts.<\/pee>\n<div class=\"tip-box\">\n<div class=\"tip-box-label\">Pedagogical adaptation<\/div>\n<pee>For children with Down syndrome, prioritize concrete and manipulable learning. Abstract concepts should be introduced gradually, relying on sensory experiences and everyday examples.<\/pee>\n            <\/div>\n<h2>5. Inclusion in primary school: strategies and digital tools<\/h2>\n<pee>Primary school is a crucial period for the inclusion of children with disabilities. It is at this time that the foundations of fundamental learning are built and the first social interactions in groups develop. Adapting activities according to individual needs allows each child to progress at their own pace while fully participating in class life.<\/pee>\n<pee>Digital technologies, particularly educational tablets, offer remarkable adaptation possibilities. The application COCO THINKS and COCO MOVES perfectly illustrates this approach with its more than 30 educational games designed to adapt to different learning disorders. Audio instructions allow dyslexic children to bypass their reading difficulties, while clear visual interfaces facilitate understanding for autistic or children with Down syndrome.<\/pee>\n<pee>The personalization of cognitive training represents a major asset of these digital tools. Caregivers and professionals can track each child&#8217;s performance, identify their strengths and difficulties, and then adapt activities accordingly. This data-driven approach allows for precise tracking of progress and real individualization of learning paths.<\/pee>\n<div class=\"key-points\">\n<h3>Advantages of DYNSEO digital tools:<\/h3>\n<ul>\n<li>Automatic adaptation to the child&#8217;s level and pace<\/li>\n<li>Immediate feedback and positive encouragement<\/li>\n<li>Detailed progress tracking for professionals<\/li>\n<li>Inclusive interface accessible to all profiles<\/li>\n<li>Gamification of learning to maintain motivation<\/li>\n<\/ul><\/div>\n<h2>6. The importance of sports breaks in adapted learning<\/h2>\n<pee>One of the most remarkable innovations of the <a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/coco-educational-games\/\">COCO THINKS and COCO MOVES<\/a> application lies in the systematic integration of sports breaks after 15 minutes of screen activity. This approach meets a fundamental physiological and cognitive need, particularly crucial for children with disabilities who often exert greater cognitive efforts and tire more quickly.<\/pee>\n<pee>The benefits of these sports breaks have been demonstrated by several studies. Children who benefit from these active interruptions request adult intervention less often during subsequent activities, exhibit more balanced muscle tone, and show better frustration management. These improvements are explained by the regulation that movement brings to executive functions and attention.<\/pee>\n<pee>The inclusivity of these sports breaks deserves to be highlighted. The application offers activities adapted even for children with limited motor skills, such as the game &#8220;mime an emotion&#8221; which allows for working on body expression without requiring significant movement. This attention to the diversity of motor abilities ensures that all children can benefit from the positive effects of movement.<\/pee>\n<div class=\"expert-box\">\n<div class=\"expert-box-label\">DYNSEO Research<\/div>\n<div class=\"expert-box-title\">Study on the impact of sports breaks<\/div>\n<div class=\"expert-inner\">\n<div class=\"expert-inner-title\">Observed results:<\/div>\n<pee>A study conducted on 150 children using COCO THINKS and COCO MOVES demonstrated a 34% improvement in attention span after sports breaks, a 42% reduction in disruptive behaviors, and a 28% increase in independence in task completion.<\/pee>\n                <\/div>\n<\/p><\/div>\n<h2>7. Support in middle school: towards independence and compensation<\/h2>\n<pee>The transition to middle school represents a particular challenge for children with disabilities. At this time, the focus shifts to developing independence and acquiring sustainable compensatory tools. As developmental disorders are permanent conditions, the goal is not to &#8220;cure&#8221; them but to learn to live with them by developing effective strategies.<\/pee>\n<pee>The application CLINT, specifically designed for middle school students, offers more than 30 cognitive and cultural games tailored to this age group. These activities aim to stimulate cognitive functions while integrating educational content that aligns with school curricula. The playful approach helps maintain adolescents&#8217; motivation while addressing their specific difficulties.<\/pee>\n<pee>Digital independence becomes essential at this level. Middle school students learn to use compensatory tools such as spell checkers, text-to-speech software, or digital organizers. This technological mastery will be invaluable throughout their academic and professional journey, constituting a true investment in their future.<\/pee>\n<div class=\"conseil-card\">\n<h3>\ud83d\ude80 Development of independence<\/h3>\n<pee>In middle school, encourage students to identify their effective strategies themselves and to explain their needs to new teachers. This self-advocacy is a crucial skill for their future success.<\/pee>\n            <\/div>\n<h2>8. Adaptive filters: customizing the learning experience<\/h2>\n<pee>The major innovation of <a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/coco-educational-games\/\">COCO THINKS and COCO MOVES<\/a> lies in its system of adaptive filters that allow for customizing the learning experience according to the specific needs of each child. These filters do not merely adjust the difficulty; they modify the entire interface and interactions to adapt to the cognitive particularities of each profile.<\/pee>\n<pee>For autistic children, the filters can reduce distracting visual and auditory stimuli, simplify interfaces, and offer predictable routines. For children with ADHD, the focus will be on immediate feedback, short sessions, and frequent rewards. This differentiated approach allows each child to work under optimal conditions for their neurological profile.<\/pee>\n<pee>The power of this customization lies in its ability to evolve with the child. The filters automatically adjust based on performance and progress, offering tailored challenges that keep the child within their zone of proximal development. This dynamic adaptation prevents both boredom from tasks that are too easy and frustration from insurmountable challenges.<\/pee>\n<div class=\"tip-box\">\n<div class=\"tip-box-label\">Optimal configuration<\/div>\n<pee>COCO&#8217;s adaptive filters allow for precise configuration of the experience according to the child&#8217;s diagnosis, age, preferences, and progress. This fine personalization maximizes the effectiveness of cognitive training and maintains long-term engagement.<\/pee>\n            <\/div>\n<h2>9. Interprofessional collaboration: keys to successful support<\/h2>\n<pee>Effective support for children with disabilities relies on close collaboration among all stakeholders involved: teachers, parents, health professionals, specialized educators, and of course, the child themselves. This systemic approach ensures the coherence of interventions and optimizes the chances of success.<\/pee>\n<pee>Communication among the various stakeholders must be structured and regular. Digital tools facilitate this information sharing by providing detailed dashboards on the child&#8217;s performance and progress. These objective data allow for real-time adjustments to pedagogical and therapeutic strategies, ensuring optimal responsiveness to the child&#8217;s developments.<\/pee>\n<pee>Ongoing training for all stakeholders is essential to maintain a level of expertise suited to the evolution of scientific knowledge and available tools. The webinars offered by DYNSEO on learning disorders are part of this ongoing training approach, providing professionals with the latest advancements in tailored support.<\/pee>\n<div class=\"expert-box\">\n<div class=\"expert-box-label\">Collaborative expertise<\/div>\n<div class=\"expert-box-title\">Interprofessional collaboration model<\/div>\n<div class=\"expert-inner\">\n<div class=\"expert-inner-title\">Complementary roles:<\/div>\n<pee>The teacher provides pedagogical expertise, the health professional the diagnosis and therapeutic strategies, the parents the intimate knowledge of the child, and the child their feelings and preferences. This complementarity creates an optimal learning ecosystem.<\/pee>\n                <\/div>\n<\/p><\/div>\n<h2>10. Training and awareness: building an inclusive culture<\/h2>\n<pee>Building a true inclusive culture requires massive investment in the training and awareness of all educational stakeholders. Teachers must acquire the necessary skills to recognize the signs of various disorders, adapt their pedagogical practices, and effectively use available compensatory tools.<\/pee>\n<pee>This training cannot be limited to technical aspects; it must also address the psychological and emotional dimensions of support. Understanding the impact of disability on self-esteem, motivation, and social relationships allows for a caring and encouraging approach that fosters the child&#8217;s development.<\/pee>\n<pee>Awareness also extends to the other students in the class, who must understand and accept their peers&#8217; differences. Awareness-raising actions regarding disability, conducted in a playful and positive manner, contribute to creating an inclusive classroom climate where every child can thrive without fear of judgment or rejection.<\/pee>\n<div class=\"key-points\">\n<h3>Priority training areas:<\/h3>\n<ul>\n<li>Early identification of learning disorders<\/li>\n<li>Adaptation of teaching materials and methods<\/li>\n<li>Use of compensatory digital tools<\/li>\n<li>Management of challenging behaviors<\/li>\n<li>Collaboration with families and professionals<\/li>\n<li>Adapted assessment of skills<\/li>\n<\/ul><\/div>\n<h2>11. Adapted assessment: measuring progress fairly<\/h2>\n<pee>Assessing children with disabilities requires a rethought approach that goes beyond traditional methods. It is about measuring progress fairly, taking into account the particularities of each child and valuing their strengths rather than focusing solely on their difficulties. This positive approach to assessment significantly contributes to the development of self-esteem and motivation.<\/pee>\n<pee>Digital tools offer particularly relevant possibilities for continuous and differentiated assessment. The application COCO THINKS and COCO MOVES, for example, offers a detailed tracking system that analyzes performance across different cognitive dimensions, allowing for precise identification of areas for improvement and those requiring reinforcement.<\/pee>\n<pee>Adapted assessment also involves modifying the administration methods: additional time, oral instructions, visual supports, use of compensatory tools, etc. These adjustments are not &#8220;facilities&#8221; but necessary adaptations to allow the child to demonstrate their true abilities without being penalized by their specific difficulties.<\/pee>\n<div class=\"conseil-card\">\n<h3>\ud83d\udcca Positive evaluation<\/h3>\n<pee>Favor an evaluation that highlights the progress made rather than the persistent gaps. Use progress charts, success portfolios, and self-assessments to involve the child in recognizing their own advancements.<\/pee>\n            <\/div>\n<h2>12. The importance of family support in inclusion<\/h2>\n<pee>The family plays a central role in the success of the school inclusion of children with disabilities. Parents are the first to observe their child&#8217;s difficulties and are essential partners for education professionals. Their intimate knowledge of the child, their reactions, preferences, and history provides valuable insights for adapting support.<\/pee>\n<pee>Family support is not limited to homework help; it encompasses building a caring family environment that values efforts and celebrates progress. Parents must learn to balance their help to promote their child&#8217;s autonomy while providing the necessary support. This delicate balance often requires guidance and advice from professionals.<\/pee>\n<pee>Communication between the family and the school is of paramount importance. Digital tools facilitate this communication by providing shared interfaces where parents and teachers can exchange in real-time about the child&#8217;s progress, current difficulties, and the strategies that work best.<\/pee>\n<div class=\"tip-box\">\n<div class=\"tip-box-label\">Advice for parents<\/div>\n<pee>Create a calm and organized workspace at home, use the same compensatory tools as at school, and do not hesitate to take regular breaks. Consistency between the school and family environments facilitates learning.<\/pee>\n            <\/div>\n<h2>Frequently asked questions<\/h2>\n<div class=\"faq-list\">\n<div class=\"faq-item\">\n<div class=\"faq-q\">\n                        <span>How to early identify learning disorders in a child?<\/span><br \/>\n                        <span class=\"faq-icon\">+<\/span>\n                    <\/div>\n<div class=\"faq-a\">\n                        <pee>Warning signs vary by age and type of disorder. In preschool, watch for persistent difficulties in language, fine motor skills, or letter recognition. In elementary school, observe reading, writing, calculation, or attention difficulties that persist despite adapted teaching. It is important to consult a professional if these difficulties significantly impact the child&#8217;s schooling or self-esteem.<\/pee>\n                    <\/div>\n<\/p><\/div>\n<div class=\"faq-item\">\n<div class=\"faq-q\">\n                        <span>COCO THINKS and COCO MOVES suitable for all types of disabilities?<\/span><br \/>\n                        <span class=\"faq-icon\">+<\/span>\n                    <\/div>\n<div class=\"faq-a\">\n                        <pee>The application has been designed with an adaptive filtering system that allows for personalizing the experience according to different profiles: DYS disorders, ADHD, autism, Down syndrome, and other cognitive disorders. Each game can be adapted in terms of difficulty, presentation modalities, and type of feedback to match the specific needs of each child.<\/pee>\n                    <\/div>\n<\/p><\/div>\n<div class=\"faq-item\">\n<div class=\"faq-q\">\n                        <span>How much time per day can a child use these applications?<\/span><br \/>\n                        <span class=\"faq-icon\">+<\/span>\n                    <\/div>\n<div class=\"faq-a\">\n                        <pee>COCO THINKS and COCO MOVES automatically includes sports breaks every 15 minutes of use to respect the cognitive rhythm of children. Generally, 30 to 45 minutes per day is sufficient, spread over 2-3 short sessions. The important thing is consistency rather than duration, and always respecting the child&#8217;s fatigue signals.<\/pee>\n                    <\/div>\n<\/p><\/div>\n<div class=\"faq-item\">\n<div class=\"faq-q\">\n                        <span>How to involve teachers in the use of these tools?<\/span><br \/>\n                        <span class=\"faq-icon\">+<\/span>\n                    <\/div>\n<div class=\"faq-a\">\n                        <pee>Training for teachers is essential. DYNSEO offers webinars and educational resources to support educational teams. The tools include dashboards that allow teachers to track their students&#8217; progress and adapt their teaching practices accordingly.<\/pee>\n                    <\/div>\n<\/p><\/div>\n<div class=\"faq-item\">\n<div class=\"faq-q\">\n                        <span>What is the scientific evidence for the effectiveness of these approaches?<\/span><br \/>\n                        <span class=\"faq-icon\">+<\/span>\n                    <\/div>\n<div class=\"faq-a\">\n                        <pee>Integrated approaches combining digital cognitive training and physical activity have been the subject of numerous studies. Research shows significant improvements in attention, working memory, and executive functions. Studies on COCO particularly show a 34% improvement in attention span after sports breaks.<\/pee>\n                    <\/div>\n<\/p><\/div>\n<\/p><\/div>\n<div class=\"cta-box\">\n<h3>Ready to support your child towards success?<\/h3>\n<pee>Discover COCO THINKS and COCO MOVES, the reference application for cognitive training tailored to children with disabilities. Over 30 educational games, customizable filters, and detailed progress tracking.<\/pee>\n<div class=\"cta-buttons\">\n                    <a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/coco-educational-games\/\" class=\"btn-white\">Try for free<\/a><br \/>\n                    <a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/coco-educational-games\/\" class=\"btn-outline\">Learn more<\/a>\n                <\/div>\n<\/p><\/div>\n<div class=\"article-tags\">\n                <a href=\"#\" class=\"article-tag\">Disability<\/a><br \/>\n                <a href=\"#\" class=\"article-tag\">School Inclusion<\/a><br \/>\n                <a href=\"#\" class=\"article-tag\">ADHD<\/a><br \/>\n                <a href=\"#\" class=\"article-tag\">Autism<\/a><br \/>\n                <a href=\"#\" class=\"article-tag\">DYS disorders<\/a><br \/>\n                <a href=\"#\" class=\"article-tag\">Down syndrome<\/a><br \/>\n                <a href=\"#\" class=\"article-tag\">Educational technologies<\/a><br \/>\n                <a href=\"#\" class=\"article-tag\">Adapted pedagogy<\/a>\n            <\/div>\n<\/p><\/div>\n<\/p><\/div>\n<p>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":4,"featured_media":154418,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"[et_pb_section fb_built=\"1\" _builder_version=\"4.16\" custom_padding=\"0px|0px|0px|0px|false|false\" margin_top=\"0px\" margin_bottom=\"0px\" global_colors_info=\"{}\"][et_pb_row _builder_version=\"4.16\" custom_padding=\"0px|0px|0px|0px|false|false\" margin_top=\"0px\" margin_bottom=\"0px\" column_structure=\"4_4\" global_colors_info=\"{}\"][et_pb_column type=\"4_4\" _builder_version=\"4.16\" custom_padding=\"0px|0px|0px|0px|false|false\" global_colors_info=\"{}\"][et_pb_code 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Every child, whether they have DYS disorders, ADHD, autism spectrum disorder, or any other particularity, deserves attention tailored to their specific needs. School inclusion is not just about welcoming these children into regular classes, but involves a profound transformation of teaching practices. Digital technologies, particularly applications like COCO THINKS and COCO MOVES, today offer unprecedented opportunities to personalize learning. This holistic approach requires close collaboration between teachers, parents, health professionals, and the children themselves. The goal is to create an environment where every child can reveal their potential, develop their skills, and thrive fully in their learning.\n            <\/div>\n\n            <div class=\"stats-grid\">\n                <div class=\"stat-card\">\n                    <span class=\"number\">400,000<\/span>\n                    <div class=\"label\">children with disabilities enrolled in France<\/div>\n                <\/div>\n                <div class=\"stat-card\">\n                    <span class=\"number\">5.6%<\/span>\n                    <div class=\"label\">of children affected by ADHD<\/div>\n                <\/div>\n                <div class=\"stat-card\">\n                    <span class=\"number\">1\/100<\/span>\n                    <div class=\"label\">child is born with autism spectrum disorder<\/div>\n                <\/div>\n                <div class=\"stat-card\">\n                    <span class=\"number\">30+<\/span>\n                    <div class=\"label\">educational games in COCO THINKS and COCO MOVES<\/div>\n                <\/div>\n            <\/div>\n\n            <h2>1. Understanding Learning and Development Disorders<\/h2>\n            \n            <p>Learning and development disorders constitute a complex set of difficulties that affect how children acquire, process, and use information. These disorders do not reflect a lack of intelligence or motivation, but rather neurobiological differences that influence cognitive processes. Understanding these particularities is essential to adapt support and propose effective learning strategies.<\/p>\n\n            <p>DYS disorders form a family of specific difficulties that affect different areas of learning. Dyslexia affects reading and word recognition, dysorthographia disrupts spelling acquisition, dyscalculia concerns mathematics, dyspraxia impacts motor coordination, and dysphasia affects the development of oral language. These disorders can appear in isolation or in combination, creating unique profiles for each child.<\/p>\n\n            <p>Early diagnosis of these disorders allows for tailored support that significantly promotes academic success. Health professionals, in collaboration with educational teams, can implement thorough assessments to precisely identify the difficulties and strengths of each child. This comprehensive diagnostic approach forms the foundation of personalized and effective support.<\/p>\n\n            <div class=\"conseil-card\">\n                <h3>\ud83d\udca1 Expert Advice<\/h3>\n                <p>Early identification of learning disorders, ideally before the age of 8, allows for the implementation of compensatory strategies that greatly facilitate the child's schooling. Do not hesitate to consult if you observe persistent difficulties despite tailored support.<\/p>\n            <\/div>\n<div class=\"key-points\">\n                <h3>Key points to remember:<\/h3>\n                <ul>\n                    <li>DYS disorders affect between 6 and 8% of the school population<\/li>\n                    <li>Each disorder requires a specific educational approach<\/li>\n                    <li>Digital tools facilitate the compensation of difficulties<\/li>\n                    <li>The early diagnosis significantly improves the prognosis<\/li>\n                <\/ul>\n            <\/div>\n\n            <h2>2. ADHD: understanding and supporting hyperactivity and attention disorders<\/h2>\n\n            <p>Attention Deficit Hyperactivity Disorder (ADHD) affects between 3.5 and 5.6% of enrolled children. This neurobiological disorder is characterized by three main symptoms that may appear in combination or isolation: inattention, hyperactivity, and impulsivity. Understanding these manifestations allows teachers and parents to adapt their approach to optimize learning.<\/p>\n\n            <p>Inattention is characterized by difficulties in maintaining attention on tasks, significant distractibility, and frequent forgetfulness. These children tend to flit from one activity to another without finishing them, easily lose their belongings, and seem not to listen when spoken to directly. The physical environment plays a crucial role: avoiding placing the child near sources of distraction such as windows or busy walkways can significantly improve their concentration.<\/p>\n\n            <p>Motor hyperactivity drives the child to move constantly, have difficulty sitting still, and seek movement. Rather than constraining this energy, it is recommended to channel it positively by assigning the child tasks that involve movement: distributing notebooks, fetching materials, erasing the board. These responsibilities allow them to move within a structured framework while contributing meaningfully to classroom life.<\/p>\n\n            <div class=\"tip-box\">\n                <div class=\"tip-box-label\">Practical tip<\/div>\n                <p>For children with ADHD, the app <a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/coco-educational-games\/\">COCO THINKS and COCO MOVES<\/a> offers games specifically designed to work on inhibition and sustained attention. The game \"The Mole Invasion\" helps develop inhibitory control by asking the child to differentiate their reactions based on the type of mole that appears.<\/p>\n            <\/div>\n\n            <div class=\"expert-box\">\n                <div class=\"expert-box-label\">DYNSEO Expertise<\/div>\n                <div class=\"expert-box-title\">Managing impulsivity in children with ADHD<\/div>\n                <div class=\"expert-inner\">\n<div class=\"expert-inner-title\">Recommended strategies:<\/div>\n                    <p>Impulsivity leads the child to react before thinking, to interrupt or to start exercises before having listened to the complete instruction. To compensate for this tendency, it is essential to break down instructions into short and clear steps, to use visual aids to remind of the instructions, and to teach the child reflective pause techniques such as counting to three before responding.<\/p>\n                <\/div>\n            <\/div>\n\n            <h2>3. Autism spectrum disorders: adapting the learning environment<\/h2>\n\n            <p>Autism spectrum disorders (ASD) affect about 1 in 100 children and are characterized by a wide variety of manifestations, hence the use of the term \"spectrum.\" These disorders primarily affect communication, social interactions, and behaviors, with varying intensities for each child. Asperger's syndrome, for example, often associates high intellectual abilities with marked difficulties in interpersonal relationships.<\/p>\n\n            <p>Communication difficulties in autistic children require an adaptation of the language used in class. These children often interpret expressions literally and do not understand metaphors, irony, or implications. Therefore, it is essential to use direct, concrete, and precise language. Avoid expressions like \"you have your head in the clouds\" or \"hurry up, we don't have all day\" which can create confusion and anxiety.<\/p>\n\n            <p>The restricted and intense interests characteristic of autism can be transformed into learning leverage. A child passionate about trains can learn mathematics through problems involving transport schedules, or develop reading skills with texts on this subject. This approach allows capitalizing on the child's natural motivation while gradually expanding their areas of interest.<\/p>\n<div class=\"conseil-card\">\n                <h3>\ud83c\udfaf Inclusion strategy<\/h3>\n                <p>Stereotyped movements (rocking, hand flapping) often serve to regulate anxiety in children with autism. Rather than systematically prohibiting them, it is better to teach the child when and where they can use them, and to offer more discreet alternatives for classroom moments.<\/p>\n            <\/div>\n\n            <h2>4. Down syndrome: understanding cognitive specificities<\/h2>\n\n            <p>Down syndrome is a genetic condition that leads to developmental particularities affecting learning. Children with Down syndrome exhibit specific cognitive disorders that require an adapted pedagogical approach. These difficulties mainly affect object classification, the creation and use of learning strategies, as well as working memory.<\/p>\n\n            <p>Hypotonia, characteristic of Down syndrome, manifests as reduced muscle tone that delays the acquisition of motor milestones. At school, this particularity can result in difficulties holding a pen correctly, maintaining a stable sitting posture, or performing precise fine movements. It is important to adapt school materials by providing ergonomic pens, slanted writing supports, and regular breaks to avoid fatigue.<\/p>\n\n            <p>Visual skills are also affected in children with Down syndrome. Their altered visual perception makes it more difficult to analyze and recognize objects, particularly when contrasts are low. It is therefore essential to provide materials with well-contrasted colors, large characters, and generous spaces between elements. The application <a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/coco-educational-games\/\">COCO THINKS and COCO MOVES<\/a> incorporates these principles by offering games with adapted visuals and optimized contrasts.<\/p>\n\n            <div class=\"tip-box\">\n<div class=\"tip-box-label\">Pedagogical adaptation<\/div>\n                <p>For children with Down syndrome, prioritize concrete and manipulable learning. Abstract concepts should be introduced gradually, relying on sensory experiences and everyday examples.<\/p>\n            <\/div>\n\n            <h2>5. Inclusion in primary school: strategies and digital tools<\/h2>\n\n            <p>Primary school is a crucial period for the inclusion of children with disabilities. It is at this time that the foundations of fundamental learning are built and the first social interactions in groups develop. Adapting activities according to individual needs allows each child to progress at their own pace while fully participating in class life.<\/p>\n\n            <p>Digital technologies, particularly educational tablets, offer remarkable adaptation possibilities. The application COCO THINKS and COCO MOVES perfectly illustrates this approach with its more than 30 educational games designed to adapt to different learning disorders. Audio instructions allow dyslexic children to bypass their reading difficulties, while clear visual interfaces facilitate understanding for autistic or children with Down syndrome.<\/p>\n\n            <p>The personalization of cognitive training represents a major asset of these digital tools. Caregivers and professionals can track each child's performance, identify their strengths and difficulties, and then adapt activities accordingly. This data-driven approach allows for precise tracking of progress and real individualization of learning paths.<\/p>\n<div class=\"key-points\">\n                <h3>Advantages of DYNSEO digital tools:<\/h3>\n                <ul>\n                    <li>Automatic adaptation to the child's level and pace<\/li>\n                    <li>Immediate feedback and positive encouragement<\/li>\n                    <li>Detailed progress tracking for professionals<\/li>\n                    <li>Inclusive interface accessible to all profiles<\/li>\n                    <li>Gamification of learning to maintain motivation<\/li>\n                <\/ul>\n            <\/div>\n\n            <h2>6. The importance of sports breaks in adapted learning<\/h2>\n\n            <p>One of the most remarkable innovations of the <a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/coco-educational-games\/\">COCO THINKS and COCO MOVES<\/a> application lies in the systematic integration of sports breaks after 15 minutes of screen activity. This approach meets a fundamental physiological and cognitive need, particularly crucial for children with disabilities who often exert greater cognitive efforts and tire more quickly.<\/p>\n\n            <p>The benefits of these sports breaks have been demonstrated by several studies. Children who benefit from these active interruptions request adult intervention less often during subsequent activities, exhibit more balanced muscle tone, and show better frustration management. These improvements are explained by the regulation that movement brings to executive functions and attention.<\/p>\n\n            <p>The inclusivity of these sports breaks deserves to be highlighted. The application offers activities adapted even for children with limited motor skills, such as the game \"mime an emotion\" which allows for working on body expression without requiring significant movement. This attention to the diversity of motor abilities ensures that all children can benefit from the positive effects of movement.<\/p>\n\n            <div class=\"expert-box\">\n                <div class=\"expert-box-label\">DYNSEO Research<\/div>\n                <div class=\"expert-box-title\">Study on the impact of sports breaks<\/div>\n                <div class=\"expert-inner\">\n<div class=\"expert-inner-title\">Observed results:<\/div>\n                    <p>A study conducted on 150 children using COCO THINKS and COCO MOVES demonstrated a 34% improvement in attention span after sports breaks, a 42% reduction in disruptive behaviors, and a 28% increase in independence in task completion.<\/p>\n                <\/div>\n            <\/div>\n\n            <h2>7. Support in middle school: towards independence and compensation<\/h2>\n\n            <p>The transition to middle school represents a particular challenge for children with disabilities. At this time, the focus shifts to developing independence and acquiring sustainable compensatory tools. As developmental disorders are permanent conditions, the goal is not to \"cure\" them but to learn to live with them by developing effective strategies.<\/p>\n\n            <p>The application CLINT, specifically designed for middle school students, offers more than 30 cognitive and cultural games tailored to this age group. These activities aim to stimulate cognitive functions while integrating educational content that aligns with school curricula. The playful approach helps maintain adolescents' motivation while addressing their specific difficulties.<\/p>\n\n            <p>Digital independence becomes essential at this level. Middle school students learn to use compensatory tools such as spell checkers, text-to-speech software, or digital organizers. This technological mastery will be invaluable throughout their academic and professional journey, constituting a true investment in their future.<\/p>\n\n            <div class=\"conseil-card\">\n                <h3>\ud83d\ude80 Development of independence<\/h3>\n                <p>In middle school, encourage students to identify their effective strategies themselves and to explain their needs to new teachers. This self-advocacy is a crucial skill for their future success.<\/p>\n            <\/div>\n\n            <h2>8. Adaptive filters: customizing the learning experience<\/h2>\n\n            <p>The major innovation of <a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/coco-educational-games\/\">COCO THINKS and COCO MOVES<\/a> lies in its system of adaptive filters that allow for customizing the learning experience according to the specific needs of each child. These filters do not merely adjust the difficulty; they modify the entire interface and interactions to adapt to the cognitive particularities of each profile.<\/p>\n\n            <p>For autistic children, the filters can reduce distracting visual and auditory stimuli, simplify interfaces, and offer predictable routines. For children with ADHD, the focus will be on immediate feedback, short sessions, and frequent rewards. This differentiated approach allows each child to work under optimal conditions for their neurological profile.<\/p>\n\n            <p>The power of this customization lies in its ability to evolve with the child. The filters automatically adjust based on performance and progress, offering tailored challenges that keep the child within their zone of proximal development. This dynamic adaptation prevents both boredom from tasks that are too easy and frustration from insurmountable challenges.<\/p>\n\n            <div class=\"tip-box\">\n<div class=\"tip-box-label\">Optimal configuration<\/div>\n                <p>COCO's adaptive filters allow for precise configuration of the experience according to the child's diagnosis, age, preferences, and progress. This fine personalization maximizes the effectiveness of cognitive training and maintains long-term engagement.<\/p>\n            <\/div>\n\n            <h2>9. Interprofessional collaboration: keys to successful support<\/h2>\n\n            <p>Effective support for children with disabilities relies on close collaboration among all stakeholders involved: teachers, parents, health professionals, specialized educators, and of course, the child themselves. This systemic approach ensures the coherence of interventions and optimizes the chances of success.<\/p>\n\n            <p>Communication among the various stakeholders must be structured and regular. Digital tools facilitate this information sharing by providing detailed dashboards on the child's performance and progress. These objective data allow for real-time adjustments to pedagogical and therapeutic strategies, ensuring optimal responsiveness to the child's developments.<\/p>\n\n            <p>Ongoing training for all stakeholders is essential to maintain a level of expertise suited to the evolution of scientific knowledge and available tools. The webinars offered by DYNSEO on learning disorders are part of this ongoing training approach, providing professionals with the latest advancements in tailored support.<\/p>\n\n            <div class=\"expert-box\">\n                <div class=\"expert-box-label\">Collaborative expertise<\/div>\n                <div class=\"expert-box-title\">Interprofessional collaboration model<\/div>\n                <div class=\"expert-inner\">\n                    <div class=\"expert-inner-title\">Complementary roles:<\/div>\n                    <p>The teacher provides pedagogical expertise, the health professional the diagnosis and therapeutic strategies, the parents the intimate knowledge of the child, and the child their feelings and preferences. This complementarity creates an optimal learning ecosystem.<\/p>\n                <\/div>\n            <\/div>\n\n            <h2>10. Training and awareness: building an inclusive culture<\/h2>\n\n            <p>Building a true inclusive culture requires massive investment in the training and awareness of all educational stakeholders. Teachers must acquire the necessary skills to recognize the signs of various disorders, adapt their pedagogical practices, and effectively use available compensatory tools.<\/p>\n\n            <p>This training cannot be limited to technical aspects; it must also address the psychological and emotional dimensions of support. Understanding the impact of disability on self-esteem, motivation, and social relationships allows for a caring and encouraging approach that fosters the child's development.<\/p>\n\n            <p>Awareness also extends to the other students in the class, who must understand and accept their peers' differences. Awareness-raising actions regarding disability, conducted in a playful and positive manner, contribute to creating an inclusive classroom climate where every child can thrive without fear of judgment or rejection.<\/p>\n<div class=\"key-points\">\n                <h3>Priority training areas:<\/h3>\n                <ul>\n                    <li>Early identification of learning disorders<\/li>\n                    <li>Adaptation of teaching materials and methods<\/li>\n                    <li>Use of compensatory digital tools<\/li>\n                    <li>Management of challenging behaviors<\/li>\n                    <li>Collaboration with families and professionals<\/li>\n                    <li>Adapted assessment of skills<\/li>\n                <\/ul>\n            <\/div>\n\n            <h2>11. Adapted assessment: measuring progress fairly<\/h2>\n\n            <p>Assessing children with disabilities requires a rethought approach that goes beyond traditional methods. It is about measuring progress fairly, taking into account the particularities of each child and valuing their strengths rather than focusing solely on their difficulties. This positive approach to assessment significantly contributes to the development of self-esteem and motivation.<\/p>\n\n            <p>Digital tools offer particularly relevant possibilities for continuous and differentiated assessment. The application COCO THINKS and COCO MOVES, for example, offers a detailed tracking system that analyzes performance across different cognitive dimensions, allowing for precise identification of areas for improvement and those requiring reinforcement.<\/p>\n\n            <p>Adapted assessment also involves modifying the administration methods: additional time, oral instructions, visual supports, use of compensatory tools, etc. These adjustments are not \"facilities\" but necessary adaptations to allow the child to demonstrate their true abilities without being penalized by their specific difficulties.<\/p>\n<div class=\"conseil-card\">\n                <h3>\ud83d\udcca Positive evaluation<\/h3>\n                <p>Favor an evaluation that highlights the progress made rather than the persistent gaps. Use progress charts, success portfolios, and self-assessments to involve the child in recognizing their own advancements.<\/p>\n            <\/div>\n\n            <h2>12. The importance of family support in inclusion<\/h2>\n\n            <p>The family plays a central role in the success of the school inclusion of children with disabilities. Parents are the first to observe their child's difficulties and are essential partners for education professionals. Their intimate knowledge of the child, their reactions, preferences, and history provides valuable insights for adapting support.<\/p>\n\n            <p>Family support is not limited to homework help; it encompasses building a caring family environment that values efforts and celebrates progress. Parents must learn to balance their help to promote their child's autonomy while providing the necessary support. This delicate balance often requires guidance and advice from professionals.<\/p>\n\n            <p>Communication between the family and the school is of paramount importance. Digital tools facilitate this communication by providing shared interfaces where parents and teachers can exchange in real-time about the child's progress, current difficulties, and the strategies that work best.<\/p>\n\n            <div class=\"tip-box\">\n                <div class=\"tip-box-label\">Advice for parents<\/div>\n                <p>Create a calm and organized workspace at home, use the same compensatory tools as at school, and do not hesitate to take regular breaks. Consistency between the school and family environments facilitates learning.<\/p>\n            <\/div>\n\n            <h2>Frequently asked questions<\/h2>\n\n            <div class=\"faq-list\">\n                <div class=\"faq-item\">\n                    <div class=\"faq-q\">\n                        <span>How to early identify learning disorders in a child?<\/span>\n                        <span class=\"faq-icon\">+<\/span>\n                    <\/div>\n                    <div class=\"faq-a\">\n                        <p>Warning signs vary by age and type of disorder. In preschool, watch for persistent difficulties in language, fine motor skills, or letter recognition. In elementary school, observe reading, writing, calculation, or attention difficulties that persist despite adapted teaching. It is important to consult a professional if these difficulties significantly impact the child's schooling or self-esteem.<\/p>\n                    <\/div>\n                <\/div>\n\n                <div class=\"faq-item\">\n                    <div class=\"faq-q\">\n                        <span>COCO THINKS and COCO MOVES suitable for all types of disabilities?<\/span>\n                        <span class=\"faq-icon\">+<\/span>\n                    <\/div>\n                    <div class=\"faq-a\">\n                        <p>The application has been designed with an adaptive filtering system that allows for personalizing the experience according to different profiles: DYS disorders, ADHD, autism, Down syndrome, and other cognitive disorders. Each game can be adapted in terms of difficulty, presentation modalities, and type of feedback to match the specific needs of each child.<\/p>\n                    <\/div>\n                <\/div>\n\n                <div class=\"faq-item\">\n<div class=\"faq-q\">\n                        <span>How much time per day can a child use these applications?<\/span>\n                        <span class=\"faq-icon\">+<\/span>\n                    <\/div>\n                    <div class=\"faq-a\">\n                        <p>COCO THINKS and COCO MOVES automatically includes sports breaks every 15 minutes of use to respect the cognitive rhythm of children. Generally, 30 to 45 minutes per day is sufficient, spread over 2-3 short sessions. The important thing is consistency rather than duration, and always respecting the child's fatigue signals.<\/p>\n                    <\/div>\n                <\/div>\n\n                <div class=\"faq-item\">\n                    <div class=\"faq-q\">\n                        <span>How to involve teachers in the use of these tools?<\/span>\n                        <span class=\"faq-icon\">+<\/span>\n                    <\/div>\n                    <div class=\"faq-a\">\n                        <p>Training for teachers is essential. DYNSEO offers webinars and educational resources to support educational teams. The tools include dashboards that allow teachers to track their students' progress and adapt their teaching practices accordingly.<\/p>\n                    <\/div>\n                <\/div>\n\n                <div class=\"faq-item\">\n                    <div class=\"faq-q\">\n                        <span>What is the scientific evidence for the effectiveness of these approaches?<\/span>\n                        <span class=\"faq-icon\">+<\/span>\n                    <\/div>\n                    <div class=\"faq-a\">\n                        <p>Integrated approaches combining digital cognitive training and physical activity have been the subject of numerous studies. Research shows significant improvements in attention, working memory, and executive functions. Studies on COCO particularly show a 34% improvement in attention span after sports breaks.<\/p>\n                    <\/div>\n                <\/div>\n            <\/div>\n\n            <div class=\"cta-box\">\n                <h3>Ready to support your child towards success?<\/h3>\n                <p>Discover COCO THINKS and COCO MOVES, the reference application for cognitive training tailored to children with disabilities. Over 30 educational games, customizable filters, and detailed progress tracking.<\/p>\n                <div class=\"cta-buttons\">\n                    <a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/coco-educational-games\/\" class=\"btn-white\">Try for free<\/a>\n                    <a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/coco-educational-games\/\" class=\"btn-outline\">Learn more<\/a>\n                <\/div>\n            <\/div>\n\n            <div class=\"article-tags\">\n                <a href=\"#\" class=\"article-tag\">Disability<\/a>\n                <a href=\"#\" class=\"article-tag\">School Inclusion<\/a>\n                <a href=\"#\" class=\"article-tag\">ADHD<\/a>\n                <a href=\"#\" class=\"article-tag\">Autism<\/a>\n                <a href=\"#\" class=\"article-tag\">DYS disorders<\/a>\n                <a href=\"#\" class=\"article-tag\">Down syndrome<\/a>\n                <a href=\"#\" class=\"article-tag\">Educational technologies<\/a>\n                <a href=\"#\" class=\"article-tag\">Adapted pedagogy<\/a>\n            <\/div>\n        <\/div>\n    <\/div>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]","_et_gb_content_width":"","footnotes":""},"categories":[2915,3300],"tags":[3095],"class_list":["post-422026","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-les-conseils-des-coachs","category-tout-sur-les-personnes-non-verbales","tag-besoins-particuliers"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.8 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Supporting Children with Disabilities - DYNSEO - Educational apps &amp; 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