{"id":484289,"date":"2026-01-15T12:03:52","date_gmt":"2026-01-15T11:03:52","guid":{"rendered":"https:\/\/www.dynseo.com\/learning-disorders-the-role-of-the-occupational-therapist-complete-guide\/"},"modified":"2026-01-24T11:16:19","modified_gmt":"2026-01-24T10:16:19","slug":"learning-disorders-the-role-of-the-occupational-therapist-complete-guide","status":"publish","type":"post","link":"https:\/\/www.dynseo.com\/en\/learning-disorders-the-role-of-the-occupational-therapist-complete-guide\/","title":{"rendered":"Learning Disorders: The Role of the Occupational Therapist | Complete Guide"},"content":{"rendered":"<p>[et_pb_section fb_built=&#8221;1&#8243; admin_label=&#8221;Article HTML&#8221; _builder_version=&#8221;4.16&#8243; custom_padding=&#8221;0px||0px||false|false&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_row admin_label=&#8221;Contenu&#8221; _builder_version=&#8221;4.16&#8243; width=&#8221;100%&#8221; max_width=&#8221;100%&#8221; custom_padding=&#8221;0px||0px||false|false&#8221; 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text-align: center; }\n.dbi-art-feee64 .footer-links { display: flex; justify-content: center; gap: 30px; margin-top: 25px; flex-wrap: wrap; }\n.dbi-art-feee64 .footer-links a { color: var(--jaune); text-decoration: none; }\n.dbi-art-feee64 blockquote { background: linear-gradient(135deg, #f0f0ff, #e8e8ff); border-left: 4px solid var(--bleu-principal); border-radius: 0 15px 15px 0; padding: 30px 35px; margin: 40px 0; }\n.dbi-art-feee64 blockquote p { font-style: italic; padding-left: 30px; }\n.dbi-art-feee64 blockquote cite { display: block; font-weight: 600; color: var(--bleu-principal); padding-left: 30px; }<\/p>\n<\/style>\n<div class=\"dbi-art-feee64\">\n<header class=\"article-header\">\n<div class=\"header-content\">\n<div class=\"header-badge\">\ud83d\udcda Learning Disorders<\/div>\n<h1>Learning Disorders: The Role of the Occupational Therapist<\/h1>\n<pee class=\"header-subtitle\">DYS disorders affect 6 to 8% of school-aged children. The occupational therapist plays a key role in assessment, rehabilitation, and implementing adjustments to promote academic success and the development of these children.<\/pee>\n    <\/div>\n<\/header>\n<p><main><\/p>\n<div class=\"container\">\n<pee class=\"intro\">Specific learning disorders (SLD) include dyslexia, dysorthographia, dyscalculia, and developmental coordination disorder (DCD or dyspraxia). These disorders, of neurological origin, persist throughout life and significantly impact schooling and daily life. The occupational therapist provides unique expertise on functional aspects and necessary adaptations to enable these children to develop their full potential.<\/pee>\n<nav class=\"toc\">\n<div class=\"toc-title\">\ud83d\udccb Table of Contents<\/div>\n<ol>\n<li><a href=\"#comprendre\">Understanding DYS Disorders<\/a><\/li>\n<li><a href=\"#tdc\">DCD (Dyspraxia) and Occupational Therapy<\/a><\/li>\n<li><a href=\"#tdah\">ADHD and Occupational Therapy<\/a><\/li>\n<li><a href=\"#evaluation\">Occupational Therapy Assessment<\/a><\/li>\n<li><a href=\"#reeducation\">Rehabilitation and Compensation<\/a><\/li>\n<li><a href=\"#amenagements\">School Adjustments<\/a><\/li>\n<li><a href=\"#outils\">Adapted Digital Tools<\/a><\/li>\n<li><a href=\"#accompagnement\">Global Support<\/a><\/li>\n<\/ol>\n<\/nav>\n<section id=\"comprendre\">\n<h2>\ud83e\udde0 Understanding Learning Disorders<\/h2>\n<pee>Specific learning disorders are neurodevelopmental disorders that affect the acquisition of fundamental academic skills. They are not related to intellectual deficits, sensory deficits, or lack of stimulation, but to a particular brain function.<\/pee>\n<div class=\"stats-section\">\n<div class=\"stats-grid\">\n<div class=\"stat-item\">\n<div class=\"stat-number\">6-8%<\/div>\n<div class=\"stat-label\">of children have a DYS disorder<\/div>\n<\/p><\/div>\n<div class=\"stat-item\">\n<div class=\"stat-number\">5-6%<\/div>\n<div class=\"stat-label\">have a DCD (dyspraxia)<\/div>\n<\/p><\/div>\n<div class=\"stat-item\">\n<div class=\"stat-number\">5%<\/div>\n<div class=\"stat-label\">have ADHD<\/div>\n<\/p><\/div>\n<div class=\"stat-item\">\n<div class=\"stat-number\">40%<\/div>\n<div class=\"stat-label\">of comorbidities between disorders<\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<h3>The Different DYS Disorders<\/h3>\n<div class=\"feature-grid\">\n<div class=\"feature-card\">\n<div class=\"feature-icon\">\ud83d\udcd6<\/div>\n<h4>Dyslexia \/ Dysorthographia<\/h4>\n<pee>Reading and spelling disorders despite normal intelligence and appropriate schooling<\/pee>\n                <\/div>\n<div class=\"feature-card\">\n<div class=\"feature-icon\">\ud83d\udd22<\/div>\n<h4>Dyscalculia<\/h4>\n<pee>Difficulties in learning mathematics, number sense, operations<\/pee>\n                <\/div>\n<div class=\"feature-card\">\n<div class=\"feature-icon\">\u270b<\/div>\n<h4>DCD (Dyspraxia)<\/h4>\n<pee>Motor coordination disorder affecting gestures, writing, spatial organization<\/pee>\n                <\/div>\n<\/p><\/div>\n<h3>Common Characteristics<\/h3>\n<ul>\n<li><strong>Neurological origin:<\/strong> Differences in brain development and function<\/li>\n<li><strong>Persistence:<\/strong> Disorders last a lifetime, although compensations are possible<\/li>\n<li><strong>Specificity:<\/strong> The disorder affects a specific area, not overall intelligence<\/li>\n<li><strong>Frequent comorbidities:<\/strong> Association of multiple disorders in the same child<\/li>\n<li><strong>Functional impact:<\/strong> Effects on schooling, self-esteem, daily life<\/li>\n<\/ul>\n<div class=\"tip-box\">\n<h4>\ud83d\udca1 Multidisciplinary Diagnosis<\/h4>\n<pee>The diagnosis of DYS disorders requires a multidisciplinary assessment: doctor, neuropsychologist, speech therapist, occupational therapist depending on the suspected disorders. The occupational therapist is particularly involved in the diagnosis of DCD and the assessment of the functional impact of disorders on academic and daily activities.<\/pee>\n            <\/div>\n<\/section>\n<section id=\"tdc\">\n<h2>\u270b DCD (Dyspraxia) and Occupational Therapy<\/h2>\n<pee>Developmental Coordination Disorder (DCD), formerly known as dyspraxia, is the learning disorder where the occupational therapist has the most central role. It affects the planning and execution of motor gestures, with significant repercussions on writing, autonomy, and school life.<\/pee>\n<h3>Manifestations of DCD<\/h3>\n<ul>\n<li><strong>Gross motor skills:<\/strong> Clumsiness, coordination difficulties, unstable balance, delay in acquiring motor skills<\/li>\n<li><strong>Fine motor skills:<\/strong> Difficulties in writing, cutting, buttoning, manipulating small objects<\/li>\n<li><strong>Spatial organization:<\/strong> Difficulties in orienting on a page, organizing work, navigating<\/li>\n<li><strong>Motor planning:<\/strong> Difficulty learning new gestures, automating motor sequences<\/li>\n<li><strong>Daily life:<\/strong> Slowness in dressing, difficulties eating neatly, organizing the backpack<\/li>\n<\/ul>\n<h3>Writing: A Central Issue<\/h3>\n<div class=\"feature-grid\">\n<div class=\"feature-card\">\n<div class=\"feature-icon\">\u270d\ufe0f<\/div>\n<h4>Dysgraphia<\/h4>\n<pee>Illegible, slow, tiring writing, often associated with DCD<\/pee>\n                <\/div>\n<div class=\"feature-card\">\n<div class=\"feature-icon\">\ud83d\ude13<\/div>\n<h4>Fatigue<\/h4>\n<pee>Significant cognitive and physical cost to produce correct writing<\/pee>\n                <\/div>\n<div class=\"feature-card\">\n<div class=\"feature-icon\">\ud83d\udcc9<\/div>\n<h4>Academic Impact<\/h4>\n<pee>Poor grades, unfinished homework, gap between skills and output<\/pee>\n                <\/div>\n<\/p><\/div>\n<pee>Handwriting often represents the main reason for consultation in occupational therapy for children with DCD. The occupational therapist evaluates the quality and speed of writing, identifies limiting factors, and proposes rehabilitation or compensation strategies.<\/pee>\n<div class=\"highlight-box\">\n<h4>\u26a0\ufe0f Do not confuse rehabilitation and compensation<\/h4>\n<pee>Rehabilitation aims to improve the child&#8217;s abilities (e.g., improving writing quality). Compensation aims to circumvent difficulties (e.g., using a computer). Both approaches are complementary and must be adapted to each situation. A child with severe DCD will benefit more from early compensation than from lengthy and exhausting rehabilitation.<\/pee>\n            <\/div>\n<\/section>\n<section id=\"tdah\">\n<h2>\u26a1 ADHD and Occupational Therapy<\/h2>\n<pee>Attention Deficit Hyperactivity Disorder (ADHD) significantly impacts learning and daily life. The occupational therapist addresses functional aspects: organization, time management, motor control, compensation strategies.<\/pee>\n<h3>The Three Dimensions of ADHD<\/h3>\n<div class=\"feature-grid\">\n<div class=\"feature-card\">\n<div class=\"feature-icon\">\ud83c\udfaf<\/div>\n<h4>Inattention<\/h4>\n<pee>Difficulties maintaining attention, distractibility, frequent forgetfulness, loss of items<\/pee>\n                <\/div>\n<div class=\"feature-card\">\n<div class=\"feature-icon\">\ud83c\udfc3<\/div>\n<h4>Hyperactivity<\/h4>\n<pee>Motor agitation, need to move, difficulty staying seated, talks a lot<\/pee>\n                <\/div>\n<div class=\"feature-card\">\n<div class=\"feature-icon\">\u26a1<\/div>\n<h4>Impulsivity<\/h4>\n<pee>Acts without thinking, interrupts, difficulty waiting for their turn, takes risks<\/pee>\n                <\/div>\n<\/p><\/div>\n<h3>Occupational Therapy Intervention in ADHD<\/h3>\n<ul>\n<li><strong>Work organization:<\/strong> Structuring the workspace, using visual supports, breaking down tasks<\/li>\n<li><strong>Time management:<\/strong> Time Timer, visual planning, established routines<\/li>\n<li><strong>Motor control:<\/strong> Strategies to channel the need for movement (dynamic seating, fidgets)<\/li>\n<li><strong>Attention:<\/strong> Clutter-free environment, noise-canceling headphones, visual isolation<\/li>\n<li><strong>Executive functions:<\/strong> Planning, checking, self-regulation strategies<\/li>\n<\/ul>\n<div class=\"tip-box\">\n<h4>\ud83d\udca1 Digital Tools in ADHD<\/h4>\n<pee>Cognitive stimulation applications like COCO can help children with ADHD train their attention and executive functions in a playful way. The integrated sports break meets these children&#8217;s need for movement while promoting regulation.<\/pee>\n            <\/div>\n<\/section>\n<section id=\"evaluation\">\n<h2>\ud83d\udd0d Occupational Therapy Assessment<\/h2>\n<pee>The occupational therapy assessment of learning disorders is specific and comprehensive. It aims to identify difficulties, their origin, and their functional impact to guide intervention.<\/pee>\n<h3>Standardized Tests Used<\/h3>\n<ul>\n<li><strong>M-ABC 2:<\/strong> Movement assessment battery for children, screening for DCD<\/li>\n<li><strong>BHK:<\/strong> Quick assessment scale for writing (quality and speed)<\/li>\n<li><strong>Beery VMI:<\/strong> Visual-motor integration test, copying geometric shapes<\/li>\n<li><strong>DTVP:<\/strong> Visual perception test, discrimination, form constancy<\/li>\n<li><strong>Dunn&#8217;s Sensory Profile:<\/strong> Questionnaire on sensory processing<\/li>\n<li><strong>NEPSY-II:<\/strong> Relevant subtests for sensorimotor functions<\/li>\n<\/ul>\n<h3>Clinical Observation<\/h3>\n<div class=\"feature-grid\">\n<div class=\"feature-card\">\n<div class=\"feature-icon\">\u270d\ufe0f<\/div>\n<h4>Writing Analysis<\/h4>\n<pee>Posture, pencil grip, pressure, letter formation, speed, fatigue<\/pee>\n                <\/div>\n<div class=\"feature-card\">\n<div class=\"feature-icon\">\ud83d\udcda<\/div>\n<h4>School Observation<\/h4>\n<pee>Work organization, material use, participation, behavior<\/pee>\n                <\/div>\n<div class=\"feature-card\">\n<div class=\"feature-icon\">\ud83c\udfe0<\/div>\n<h4>Daily Autonomy<\/h4>\n<pee>Dressing, meals, backpack organization, time management<\/pee>\n                <\/div>\n<\/p><\/div>\n<h3>Diagnostic Criteria for DCD (DSM-5)<\/h3>\n<ul>\n<li><strong>Criterion A:<\/strong> Acquisition and execution of motor coordination skills below the expected level<\/li>\n<li><strong>Criterion B:<\/strong> The deficit significantly interferes with daily life activities and academic success<\/li>\n<li><strong>Criterion C:<\/strong> Symptoms begin in the early developmental period<\/li>\n<li><strong>Criterion D:<\/strong> The deficit is not better explained by an intellectual disability, visual impairment, or neurological condition<\/li>\n<\/ul>\n<blockquote><pee>&#8220;The assessment must go beyond test scores to understand the real impact of difficulties on the child&#8217;s life. It is this functional vision that guides occupational therapy intervention.&#8221;<\/pee>\n                <cite>\u2014 Recommendations for Best Practices<\/cite>\n            <\/p><\/blockquote>\n<\/section>\n<div class=\"cta-box\">\n<h4>\ud83d\udee0\ufe0f Tools Adapted to Learning Disorders<\/h4>\n<pee>COCO offers fun exercises to train attention, memory, and executive functions in children aged 5 to 10, with an integrated sports break.<\/pee>\n            <a href=\"https:\/\/www.dynseo.com\/en\/nos-outils\/\" class=\"cta-button\">Discover COCO \u2192<\/a>\n        <\/div>\n<section id=\"reeducation\">\n<h2>\ud83c\udfaf Rehabilitation and Compensation<\/h2>\n<pee>Occupational therapy intervention combines rehabilitation of deficient functions and implementation of compensations to enable the child to function despite their difficulties.<\/pee>\n<h3>Writing Rehabilitation<\/h3>\n<ul>\n<li><strong>Posture and setup:<\/strong> Work on sitting position, desk height, paper orientation<\/li>\n<li><strong>Pencil grip:<\/strong> Rehabilitation of the gesture, use of adapters if necessary<\/li>\n<li><strong>Letter formation:<\/strong> Explicit learning, visual and kinesthetic methods<\/li>\n<li><strong>Fluency and speed:<\/strong> Gradual work on automation, repeated exercises<\/li>\n<li><strong>Hand relaxation:<\/strong> Techniques to reduce tension and fatigue<\/li>\n<\/ul>\n<h3>CO-OP Approach<\/h3>\n<pee>The CO-OP (Cognitive Orientation to daily Occupational Performance) approach is particularly suited for children with DCD. It uses cognitive strategies to learn new gestures:<\/pee>\n<div class=\"feature-grid\">\n<div class=\"feature-card\">\n<div class=\"feature-icon\">\ud83c\udfaf<\/div>\n<h4>Goal &#8211; Plan &#8211; Do &#8211; Check<\/h4>\n<pee>Global strategy applied to each motor learning<\/pee>\n                <\/div>\n<div class=\"feature-card\">\n<div class=\"feature-icon\">\ud83d\udcad<\/div>\n<h4>Guided Discovery<\/h4>\n<pee>The child finds strategies themselves with the therapist&#8217;s help<\/pee>\n                <\/div>\n<div class=\"feature-card\">\n<div class=\"feature-icon\">\ud83d\udd04<\/div>\n<h4>Generalization<\/h4>\n<pee>Transfer of learned strategies to other situations<\/pee>\n                <\/div>\n<\/p><\/div>\n<h3>Compensation through Computer Tools<\/h3>\n<ul>\n<li><strong>Learning the keyboard:<\/strong> Blind typing to replace handwriting<\/li>\n<li><strong>Geometry software:<\/strong> GeoGebra to circumvent drawing difficulties<\/li>\n<li><strong>Voice recognition:<\/strong> Dictation for children with severe graphomotor difficulties<\/li>\n<li><strong>Prediction software:<\/strong> Assistance with spelling and written production<\/li>\n<\/ul>\n<div class=\"highlight-box\">\n<h4>\u26a0\ufe0f When to switch to a computer?<\/h4>\n<pee>The decision to compensate with a computer must be considered. It is recommended when: DCD is confirmed, rehabilitation reaches its limits, writing remains illegible or too slow, cognitive cost is too high. A structured learning of the keyboard is then essential.<\/pee>\n            <\/div>\n<\/section>\n<section id=\"amenagements\">\n<h2>\ud83c\udfeb School Adjustments<\/h2>\n<pee>The occupational therapist plays a key role in recommending school adjustments tailored to the child&#8217;s difficulties. These adjustments can be formalized in a PAP (Personalized Support Plan) or a PPS (Personalized Schooling Project).<\/pee>\n<h3>Types of Adjustments<\/h3>\n<ul>\n<li><strong>Pedagogical adjustments:<\/strong> Extra time, reduction of writing quantity, photocopies of lessons<\/li>\n<li><strong>Material adjustments:<\/strong> Computer, adapted software, ergonomic furniture<\/li>\n<li><strong>Organizational adjustments:<\/strong> Seating in class, presentation of materials, simplified instructions<\/li>\n<li><strong>Human assistance:<\/strong> AESH for certain children with significant needs<\/li>\n<\/ul>\n<h3>Common Adjustments by Disorder<\/h3>\n<div class=\"feature-grid\">\n<div class=\"feature-card\">\n<div class=\"feature-icon\">\u270b<\/div>\n<h4>DCD<\/h4>\n<pee>Computer, extra time, reduction of written tasks, adapted geometry, photocopies<\/pee>\n                <\/div>\n<div class=\"feature-card\">\n<div class=\"feature-icon\">\ud83d\udcd6<\/div>\n<h4>Dyslexia<\/h4>\n<pee>Audio reading, adapted font, extra time, reformulation of instructions<\/pee>\n                <\/div>\n<div class=\"feature-card\">\n<div class=\"feature-icon\">\u26a1<\/div>\n<h4>ADHD<\/h4>\n<pee>Strategic seating, allowed fidgets, broken-down instructions, frequent breaks<\/pee>\n                <\/div>\n<\/p><\/div>\n<h3>The Role of the Occupational Therapist<\/h3>\n<ul>\n<li><strong>Needs assessment:<\/strong> Identify necessary and appropriate adjustments<\/li>\n<li><strong>Justified recommendations:<\/strong> Write recommendations for the educational team<\/li>\n<li><strong>Teacher training:<\/strong> Explain the child&#8217;s difficulties and adapted strategies<\/li>\n<li><strong>Monitoring implementation:<\/strong> Check the effectiveness of adjustments and make adjustments<\/li>\n<li><strong>Participation in ESS:<\/strong> Follow-up teams for children with PPS<\/li>\n<\/ul>\n<blockquote><pee>&#8220;Adjustments are not a favor but a necessary compensation to allow the child to demonstrate their real abilities despite their disorder.&#8221;<\/pee>\n                <cite>\u2014 Principles of School Inclusion<\/cite>\n            <\/p><\/blockquote>\n<\/section>\n<section id=\"outils\">\n<h2>\ud83d\udcbb Adapted Digital Tools<\/h2>\n<pee>Digital tools offer valuable solutions for children with learning disorders, both for rehabilitation and for compensating difficulties.<\/pee>\n<h3>Cognitive Stimulation Applications<\/h3>\n<pee>The COCO application from DYNSEO is particularly suited for children with learning disorders. It offers fun exercises targeting the functions often deficient in these children.<\/pee>\n<div class=\"feature-grid\">\n<div class=\"feature-card\">\n<div class=\"feature-icon\">\ud83c\udfaf<\/div>\n<h4>Attention<\/h4>\n<pee>Exercises for sustained, selective, and divided attention, adapted for ADHD<\/pee>\n                <\/div>\n<div class=\"feature-card\">\n<div class=\"feature-icon\">\ud83e\udde0<\/div>\n<h4>Working Memory<\/h4>\n<pee>Training of visual and auditory memory, essential for learning<\/pee>\n                <\/div>\n<div class=\"feature-card\">\n<div class=\"feature-icon\">\ud83c\udfc3<\/div>\n<h4>Sports Break<\/h4>\n<pee>Integrated physical activities to meet the need for movement<\/pee>\n                <\/div>\n<\/p><\/div>\n<h3>Compensation Software<\/h3>\n<ul>\n<li><strong>Adapted word processing:<\/strong> With efficient spell checker, word prediction<\/li>\n<li><strong>Text-to-speech:<\/strong> For proofreading written texts<\/li>\n<li><strong>Voice recognition:<\/strong> Dragon, Word dictation to circumvent writing<\/li>\n<li><strong>Geometry software:<\/strong> GeoGebra, Geoplan for geometric constructions<\/li>\n<li><strong>Mind mapping:<\/strong> Organizing ideas visually<\/li>\n<\/ul>\n<div class=\"tip-box\">\n<h4>\ud83d\udca1 Learning the Keyboard<\/h4>\n<pee>Before being able to use the computer as a compensation tool, the child must learn blind typing. Specialized software (TapTouche, Typing Club) allows for this learning. The occupational therapist supervises this process and ensures that typing speed exceeds that of handwriting.<\/pee>\n            <\/div>\n<\/section>\n<section id=\"accompagnement\">\n<h2>\ud83e\udd1d Global Support<\/h2>\n<pee>Supporting a child with learning disorders goes beyond technical rehabilitation. It encompasses emotional support, coordination with other stakeholders, and family guidance.<\/pee>\n<h3>Psychological Impact of DYS Disorders<\/h3>\n<ul>\n<li><strong>Self-esteem:<\/strong> Repeated feelings of failure, comparison with peers<\/li>\n<li><strong>Anxiety:<\/strong> Fear of school, tests, writing situations<\/li>\n<li><strong>Discouragement:<\/strong> Disproportionate effort compared to results<\/li>\n<li><strong>Behavioral disorders:<\/strong> Sometimes reactive to difficulties<\/li>\n<\/ul>\n<h3>Parental Guidance<\/h3>\n<div class=\"feature-grid\">\n<div class=\"feature-card\">\n<div class=\"feature-icon\">\ud83d\udca1<\/div>\n<h4>Inform<\/h4>\n<pee>Explain the disorder, its manifestations, its enduring nature<\/pee>\n                <\/div>\n<div class=\"feature-card\">\n<div class=\"feature-icon\">\ud83d\udee0\ufe0f<\/div>\n<h4>Equip<\/h4>\n<pee>Provide concrete strategies to help the child in daily life<\/pee>\n                <\/div>\n<div class=\"feature-card\">\n<div class=\"feature-icon\">\u2764\ufe0f<\/div>\n<h4>Support<\/h4>\n<pee>Assist parents in acceptance and adaptation<\/pee>\n                <\/div>\n<\/p><\/div>\n<h3>Networking<\/h3>\n<ul>\n<li><strong>Speech therapist:<\/strong> Coordination on written language disorders<\/li>\n<li><strong>Psychomotor therapist:<\/strong> Complementarity on gross motor skills<\/li>\n<li><strong>Psychologist:<\/strong> Emotional support, cognitive assessment<\/li>\n<li><strong>Teachers:<\/strong> Implementation of adjustments, pedagogical adaptation<\/li>\n<li><strong>Doctor:<\/strong> Medical coordination, renewal of prescriptions<\/li>\n<\/ul>\n<\/section>\n<div class=\"cta-box\">\n<h4>\ud83c\udf93 Train Yourself on Learning Disorders<\/h4>\n<pee>DYNSEO offers training to optimize the use of digital tools in supporting children with DYS.<\/pee>\n            <a href=\"https:\/\/www.dynseo.com\/en\/nos-formations\/\" class=\"cta-button\">Discover our training \u2192<\/a>\n        <\/div>\n<div class=\"conclusion\">\n<h2>\ud83c\udfaf Conclusion<\/h2>\n<pee>Learning disorders affect a significant number of children who, without appropriate support, risk academic failure and psychological distress. The occupational therapist provides unique expertise on the functional aspects of these disorders, particularly for DCD and writing difficulties.<\/pee>\n            <pee>Occupational therapy intervention combines rehabilitation and compensation, always serving the child&#8217;s participation in their schooling and daily life. Digital tools, whether cognitive stimulation applications like COCO or compensation software, greatly enrich the possibilities for support.<\/pee>\n            <pee>Working in partnership with parents, schools, and other professionals is essential to ensure the coherence of support and allow the child to develop their full potential despite their difficulties.<\/pee>\n            <pee style=\"text-align: center; margin-top: 30px;\"><strong>Want to enrich your practice with children with DYS?<!\u2013- [et_pb_br_holder] -\u2013>DYNSEO supports you with adapted tools.<\/strong><\/pee>\n        <\/div>\n<\/p><\/div>\n<p><\/main><\/p>\n<footer class=\"article-footer\">\n<div class=\"container\">\n        <pee>Article written by the <strong>DYNSEO<\/strong> team, specialists in cognitive stimulation applications.<\/pee>\n<div class=\"footer-links\">\n            <a href=\"https:\/\/www.dynseo.com\/en\/nos-outils\/\">Our Tools<\/a><br \/>\n            <a href=\"https:\/\/www.dynseo.com\/en\/nos-formations\/\">Our Training<\/a><br \/>\n            <a href=\"https:\/\/www.dynseo.com\/en\/professionnels-de-sante\/\">Health Professionals<\/a><br \/>\n            <a href=\"https:\/\/www.dynseo.com\/en\/\">DYNSEO<\/a>\n        <\/div>\n<\/p><\/div>\n<\/footer>\n<\/div>\n<p>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n<p>[et_pb_code]<script type=\"application\/ld+json\">{\"@context\":\"https:\/\/schema.org\",\"@type\":\"FAQPage\",\"mainEntity\":[{\"@type\":\"Question\",\"name\":\"What percentage of school-aged children are affected by DYS disorders?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"DYS disorders affect 6 to 8% of school-aged children. 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It is one of the specific learning disorders that significantly impact schooling and daily life, requiring specialized support and adaptations.\"}}]}<\/script>[\/et_pb_code]<\/p>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":4,"featured_media":410101,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[2915],"tags":[],"class_list":["post-484289","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-les-conseils-des-coachs"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.4 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Learning Disorders: The Role of the Occupational Therapist | Complete Guide - DYNSEO - Educational apps &amp; brain training apps for all<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.dynseo.com\/en\/learning-disorders-the-role-of-the-occupational-therapist-complete-guide\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Learning Disorders: The Role of the Occupational Therapist | Complete Guide - DYNSEO - Educational apps &amp; 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