{"id":557701,"date":"2026-04-25T02:16:28","date_gmt":"2026-04-25T00:16:28","guid":{"rendered":"https:\/\/www.dynseo.com\/formation-accompagner-les-eleves-avec-troubles-des-apprentissages-strategies-et-outils-pour-la-classe-dynseo-2\/"},"modified":"2026-04-25T09:24:20","modified_gmt":"2026-04-25T07:24:20","slug":"training-supporting-students-with-learning-disabilities-strategies-and-tools-for-the-classroom-dynseo","status":"publish","type":"post","link":"https:\/\/www.dynseo.com\/en\/training-supporting-students-with-learning-disabilities-strategies-and-tools-for-the-classroom-dynseo\/","title":{"rendered":"Training: Supporting Students with Learning Disabilities &#8211; Strategies and Tools for the Classroom | DYNSEO"},"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; 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color: #5e5ed7; margin-bottom: 8px; font-size: 0.95rem; }\n.dbi-art-95c213 .trouble-card p { font-size: 0.85rem; color: #555; margin: 0; }\n@media(max-width:768px) {\n.dbi-art-95c213 .trouble-grid { grid-template-columns: 1fr; }\n}<\/p>\n<\/style>\n<div class=\"dbi-art-95c213\">\n<article>\n<header class=\"article-header\">\n<div class=\"article-category\">\ud83d\udcda School &amp; Learning \u2014 DYNSEO Professional Training<\/div>\n<h1>Training: Supporting Students with Learning Disorders \u2014 Strategies and Tools for the Classroom<\/h1>\n<pee class=\"subtitle\">1 in 5 students has a learning disorder. How can we transform our classroom into a space where every student can progress at their own pace? This certified training provides you with concrete strategies and immediately applicable tools.<\/pee>\n<\/header>\n<div class=\"container\">\n<div class=\"intro-paragraph\">\nDyslexia, ADHD, dyspraxia, dyscalculia, dysphasia \u2014 learning disorders affect about 15 to 20% of students, or an average of 5 to 6 students in each class. However, initial training for teachers on these disorders often remains insufficient. The result: intelligent students but with chronic academic difficulties, professionals exhausted by situations they do not fully understand, and families bewildered between school demands and medical recommendations. DYNSEO&#8217;s training on learning disorders is designed to change this reality.\n<\/div>\n<div class=\"stats-grid\">\n<div class=\"stat-card\"><span class=\"stat-number\">1\/5<\/span><\/p>\n<div class=\"stat-label\">students have one or more learning disorders \u2014 averaging 5 to 6 students per class<\/div>\n<\/div>\n<div class=\"stat-card\"><span class=\"stat-number\">70%<\/span><\/p>\n<div class=\"stat-label\">of teachers report lacking training to support students with learning disorders<\/div>\n<\/div>\n<div class=\"stat-card\"><span class=\"stat-number\">Qualiopi<\/span><\/p>\n<div class=\"stat-label\">national certification \u2014 training recognized within the framework of continuing professional education<\/div>\n<\/div>\n<\/div>\n<h2>Understanding Learning Disorders: Beyond Labels<\/h2>\n<pee>The term &#8220;learning disorders&#8221; encompasses very diverse realities, but they all share a fundamental common point: <strong>the child is not lazy, nor is he\/she unintelligent<\/strong>. His\/her brain processes information differently, and certain school tasks that seem &#8220;simple&#8221; for the majority represent a considerable effort for him\/her. Understanding this basic principle transforms the perspective we have on the student \u2014 and thus the quality of support we can offer.<\/pee>\n<div class=\"trouble-grid\">\n<div class=\"trouble-card\">\n<div class=\"trouble-icon\">\ud83d\udcd6<\/div>\n<h4>Dyslexia<\/h4>\n<pee>Reading disorder. Slow and laborious decoding, letter reversals, comprehension difficulties. Affects 5-10% of students.<\/pee><\/div>\n<div class=\"trouble-card\">\n<div class=\"trouble-icon\">\u270f\ufe0f<\/div>\n<h4>Dysorthography<\/h4>\n<pee>Spelling disorder, often associated with dyslexia. Difficulties in memorizing and applying spelling rules.<\/pee><\/div>\n<div class=\"trouble-card\">\n<div class=\"trouble-icon\">\ud83d\udd22<\/div>\n<h4>Dyscalculia<\/h4>\n<pee>Calculation and numerical reasoning disorder. Difficulties with basic concepts: quantity, order, operations.<\/pee><\/div>\n<div class=\"trouble-card\">\n<div class=\"trouble-icon\">\u270b<\/div>\n<h4>Dyspraxia<\/h4>\n<pee>Coordination disorder. Laborious writing, motor difficulties, spatial disorganization. Affects 5-6% of students.<\/pee><\/div>\n<div class=\"trouble-card\">\n<div class=\"trouble-icon\">\ud83d\udcac<\/div>\n<h4>Dysphasia<\/h4>\n<pee>Oral language disorder. Difficulties in expressing and\/or understanding despite normal hearing. Less known but significant.<\/pee><\/div>\n<div class=\"trouble-card\">\n<div class=\"trouble-icon\">\ud83c\udfaf<\/div>\n<h4>ADHD<\/h4>\n<pee>Attention disorder with or without hyperactivity. Difficulty maintaining focus, impulsivity, disorganization. Affects 5% of students.<\/pee><\/div>\n<\/div>\n<h3>Comorbidity: When Multiple Disorders Coexist<\/h3>\n<pee>An often overlooked aspect is that learning disorders frequently coexist: 40 to 60% of children with dyslexia also have dysorthography, 30 to 40% also have ADHD, and the combinations are numerous. This complex reality explains why adaptations too focused on a single disorder may not be sufficient, and why a global approach \u2014 like the one taught in DYNSEO training \u2014 is essential.<\/pee>\n<h2>DYNSEO Training on Learning Disorders<\/h2>\n<div class=\"formation-card\">\n    <a href=\"https:\/\/www.dynseo.com\/en\/courses\/supporting-students-with-learning-disabilities-strategies-and-tools-for-the-classroom-en-2\/\" target=\"_blank\"><br \/>\n        <img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2025\/09\/Accompagner-les-eleves-en-classe-avec-troubles-des-apprentissages-formation.png\" alt=\"Training Support students with learning disorders\" class=\"formation-card-img\"><br \/>\n    <\/a><\/p>\n<div class=\"formation-card-body\">\n        <span class=\"badge-qualiopi\">\u2705 Qualiopi Certified \u2014 Professional training<\/span><\/p>\n<h3>Support students with learning disorders: strategies and tools for the classroom<\/h3>\n<pee>Complete online training to understand learning disorders and implement effective pedagogical adaptations \u2014 in the classroom as well as at home. Accessible to all education professionals and parents.<\/pee>\n        <a href=\"https:\/\/www.dynseo.com\/en\/courses\/supporting-students-with-learning-disabilities-strategies-and-tools-for-the-classroom-en-2\/\" target=\"_blank\" class=\"cta-button\">Discover the training \u2192<\/a>\n    <\/div>\n<\/div>\n<h3>What you will learn<\/h3>\n<pee>The training covers the entire spectrum \u2014 from neurobiological fundamentals (why these disorders exist, what brain mechanisms are involved) to very concrete practical applications (how to adapt a reading exercise for a dyslexic student, how to manage the class with a student with ADHD, how to collaborate effectively with parents and health professionals).<\/pee>\n<div class=\"checklist\">\n<h4>\u2714 Training program<\/h4>\n<ul>\n<li><strong>Part 1:<\/strong> Understanding learning disorders \u2014 definitions, neurobiology, prevalence, diagnosis, and care pathways<\/li>\n<li><strong>Part 2:<\/strong> Each disorder in detail \u2014 dyslexia, dysorthographia, dyscalculia, dyspraxia, dysphasia, ADHD, and comorbidities<\/li>\n<li><strong>Part 3:<\/strong> Practical pedagogical adaptations \u2014 classroom arrangements, digital tools, visual supports, time management<\/li>\n<li><strong>Part 4:<\/strong> Institutional devices \u2014 PAP, PPS, AESH, role of the school doctor, team coordination<\/li>\n<li><strong>Part 5:<\/strong> Collaboration with families \u2014 how to communicate, support homework, avoid conflicts<\/li>\n<li><strong>Part 6:<\/strong> DYNSEO tools in the classroom \u2014 applications, structuring tools, adapted educational resources<\/li>\n<\/ul>\n<\/div>\n<h2>The pedagogical strategies that change everything<\/h2>\n<h3>Pedagogical differentiation: one principle, a thousand applications<\/h3>\n<pee>Pedagogical differentiation involves adapting the content, process, product (the way the student demonstrates what they have understood), and environment to the individual needs of students. It is not about &#8220;lowering the level&#8221; \u2014 it is about offering different pathways to the same level of learning.<\/pee>\n<pee>For a dyslexic student, differentiation may mean: providing a text in OpenDyslexic font or with increased line spacing, allowing text-to-speech, assessing orally rather than in writing. For a student with ADHD: breaking down long instructions into numbered steps, using a visual timer to represent time, seating the student in the front row away from sources of distraction.<\/pee>\n<div class=\"method-card blue\">\n<div class=\"method-badge badge-blue\">\u23f1\ufe0f The visual timer: the magic tool for ADHD<\/div>\n<h4>Materializing time for brains that do not perceive it<\/h4>\n<pee>The sense of time is one of the most deficient executive functions in ADHD. ADHD students consistently underestimate the available time and are chronically caught off guard. The <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/visual-timer\/\" target=\"_blank\"><strong>DYNSEO Visual Timer<\/strong><\/a> makes time visible and concrete by visually displaying the remaining portion of time. It is one of the simplest and most transformative adaptations for ADHD students \u2014 and it benefits the whole class.<\/pee>\n<\/div>\n<h3>Structuring tools: externalizing executive functions<\/h3>\n<pee>For students with ADHD or dyspraxia, executive functions (planning, organization, inhibition) are deficient. The most effective strategy is externalization: replacing what the brain cannot do automatically with visual and structuring tools.<\/pee>\n<pee>The <a href=\"https:\/\/www.dynseo.com\/nos-outils\/planificateur-de-devoirs\/\" target=\"_blank\"><strong>DYNSEO Weekly Homework Planner<\/strong><\/a> helps the student visualize and organize their evening work \u2014 reducing evening crises around homework and repeated forgetfulness. The <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/binder-checklist\/\" target=\"_blank\"><strong>DYNSEO Backpack Checklist<\/strong><\/a> structures the checking of the backpack \u2014 a seemingly simple task that can be a source of daily stress for a dyspraxic or ADHD student.<\/pee>\n<div class=\"method-card teal\">\n<div class=\"method-badge badge-green\">\ud83c\udfae Gamification: learning as a motivating challenge<\/div>\n<h4>Transform exercises into engaging games<\/h4>\n<pee>For students with learning disorders, the accumulation of academic failures gradually erodes intrinsic motivation. Gamification \u2014 introducing game elements into learning activities (points, badges, challenges, visible progression) \u2014 can rebuild this motivation by changing the emotional framework. The <a href=\"https:\/\/www.dynseo.com\/nos-outils\/systeme-de-gamification-scolaire\/\" target=\"_blank\"><strong>DYNSEO School Gamification System<\/strong><\/a> offers a ready-to-use framework to integrate these dynamics into the classroom.<\/pee>\n<\/div>\n<h2>Dyslexia in the classroom: understanding to better adapt<\/h2>\n<pee>Dyslexia is the most common and well-documented learning disorder \u2014 and one of those for which effective pedagogical adaptations are best established. Dyslexia is not due to a lack of effort or intelligence. It is a difference in neurological functioning in phonological processing \u2014 the way the brain decodes the sounds that make up words.<\/pee>\n<h3>Signs to spot and concrete adaptations<\/h3>\n<pee>Signs of dyslexia at school: slow and laborious reading, frequent errors (letter inversions b\/d, p\/q, sound confusions), difficulty reading aloud, reading comprehension sometimes preserved despite decoding difficulties, significant fatigue during reading activities. Effective adaptations: printed texts in an adapted font (Arial, Comic Sans, OpenDyslexic), increased line spacing (1.5 minimum), allowance for text-to-speech, assessments favoring oral responses, extra time for tests.<\/pee>\n<pee>The <a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\" target=\"_blank\"><strong>COCO<\/strong><\/a> app from DYNSEO offers playful language and cognitive stimulation activities for children aged 5 to 10 \u2014 a valuable resource to maintain the engagement of young dyslexic students in language activities without the pressure of academic evaluation.<\/pee>\n<h2>ADHD in the classroom: managing attention and impulsivity<\/h2>\n<pee>ADHD is both one of the most common disorders in the classroom (5% of students) and one of the most misunderstood. The ADHD student is not &#8220;ill-mannered&#8221; or &#8220;unmotivated&#8221; \u2014 their brain has a dopaminergic system that functions differently, with a deficit in attention regulation and inhibition that is not voluntary.<\/pee>\n<h3>Effective accommodations for ADHD students<\/h3>\n<pee>Research in neuroeducation has identified accommodations whose effectiveness is well documented. The <strong>seating arrangement<\/strong>: front row, away from windows and doors (sources of distraction), within the teacher&#8217;s line of sight. The <strong>fragmented instructions<\/strong>: give one instruction at a time, both orally and in writing, numbering the steps. The <strong>active breaks<\/strong>: allow for micro-movement breaks (getting a book, walking in the hallway for 2 minutes) that recharge the dopaminergic system.<\/pee>\n<pee>The <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/motivation-chart-dynseo-training-tool\/\" target=\"_blank\"><strong>DYNSEO Motivation Board<\/strong><\/a> allows for visualizing progress and valuing efforts \u2014 a particularly effective lever for ADHD students whose motivation heavily relies on frequent positive reinforcement. The <a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\" target=\"_blank\"><strong>COCO<\/strong><\/a> app offers cognitive exercises with immediate feedback \u2014 ideal for the ADHD profile.<\/pee>\n<h2>Family-school collaboration: essential and often insufficient<\/h2>\n<pee>Effective support for students with learning disorders cannot be limited to the classroom. Families play a crucial role \u2014 in homework, in communication with professionals, in maintaining the child&#8217;s self-esteem. But this collaboration is often difficult: families feel judged, teachers feel misunderstood, and the child is caught in the middle.<\/pee>\n<h3>Building a family-school alliance<\/h3>\n<pee>The DYNSEO training dedicates an entire module to this collaboration. The keys to an effective alliance: sharing a common vocabulary (what do &#8220;PAP&#8221;, &#8220;AESH&#8221;, &#8220;extra time&#8221; mean for families discovering these terms?), recognizing respective expertise (the teacher knows the class, the family knows the child), defining common and realistic goals, and establishing regular and structured communication tools.<\/pee>\n<div class=\"app-card\">\n<h4>\ud83d\udcf1 DYNSEO apps for learning and stimulation<\/h4>\n<pee>\u2022 <a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\" target=\"_blank\"><strong>COCO<\/strong><\/a> \u2014 children 5-10 years: progressive cognitive stimulation, memory activities, attention and language adapted to DYS profiles<!\u2013- [et_pb_br_holder] -\u2013><br \/>\n    \u2022 <a href=\"https:\/\/www.dynseo.com\/mon-dico-une-application-pour-favoriser-la-communication\/\" target=\"_blank\"><strong>MY DICTIONARY<\/strong><\/a> \u2014 alternative communication for students with dysphasia or verbal expression difficulties<!\u2013- [et_pb_br_holder] -\u2013><br \/>\n    \u2022 <a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/clint-brain-games-for-adults\/\" target=\"_blank\"><strong>CLINT<\/strong><\/a> \u2014 for adolescents and adults in cognitive rehabilitation<\/pee>\n    <a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\" target=\"_blank\" class=\"cta-button\">Discover COCO for children \u2192<\/a>\n<\/div>\n<h2>Institutional devices to know<\/h2>\n<pee>The training also covers the legal and institutional devices that frame the support for students with learning disorders in France:<\/pee>\n<table class=\"comparison-table\">\n<thead>\n<tr>\n<th>Device<\/th>\n<th>For whom<\/th>\n<th>Content<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><strong>PAP<\/strong> (Personalized Support Plan)<\/td>\n<td>Students with recognized learning disorders<\/td>\n<td>Educational adjustments: extra time, digital tools, adapted instructions<\/td>\n<\/tr>\n<tr>\n<td><strong>PPS<\/strong> (Personalized Schooling Project)<\/td>\n<td>Students with disabilities recognized by the MDPH<\/td>\n<td>Comprehensive support including AESH, adapted materials, special orientations<\/td>\n<\/tr>\n<tr>\n<td><strong>AESH<\/strong> (Accompanying Students with Disabilities)<\/td>\n<td>Students with PPS<\/td>\n<td>Human assistance in class \u2014 individual or shared support<\/td>\n<\/tr>\n<tr>\n<td><strong>PPRE<\/strong> (Personalized Educational Success Program)<\/td>\n<td>Students with transitional school difficulties<\/td>\n<td>Targeted remediation actions, teacher-family partnership<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2>Self-esteem: the invisible issue of learning disorders<\/h2>\n<pee>Among all the consequences of learning disorders, the most significant long-term impact is often the one least visible in school evaluations: the deep damage to self-esteem. A child who hears &#8220;you could do better if you tried harder&#8221; dozens of times a year ends up believing they are less capable, less intelligent, less worthy of attention than their peers. This belief can accompany them into adulthood and limit their ambitions well beyond their actual abilities.<\/pee>\n<pee>The training explicitly addresses this dimension \u2014 how to preserve and rebuild the self-esteem of students with learning disorders, through language (valuing efforts, not just results), adjustments (avoiding visible difficulties in front of others), and highlighting strengths (each student with DYS disorders has areas of competence to identify and exploit).<\/pee>\n<div class=\"formation-card\">\n<div class=\"formation-card-body\">\n        <span class=\"badge-qualiopi\">\ud83c\udf93 Certified training \u2014 Qualiopi No. 11757351875<\/span><\/p>\n<h3>Supporting students with learning disorders: strategies and tools for the classroom<\/h3>\n<pee>Online training at your own pace \u00b7 Video content + practical resources \u00b7 Downloadable tools \u00b7 Certificate of completion \u00b7 Support available<\/pee>\n        <a href=\"https:\/\/www.dynseo.com\/en\/courses\/supporting-students-with-learning-disabilities-strategies-and-tools-for-the-classroom-en-2\/\" target=\"_blank\" class=\"cta-button\">Sign up for the training \u2192<\/a>\n    <\/div>\n<\/div>\n<h2>Measuring progress and adapting continuously<\/h2>\n<pee>Supporting students with learning disorders is not a one-time action \u2014 it is a process of continuous adaptation. The <a href=\"https:\/\/www.dynseo.com\/en\/our-tests\/\" target=\"_blank\"><strong>DYNSEO cognitive tests<\/strong><\/a> allow for the objectification of certain abilities (attention, working memory, processing speed) and tracking their evolution over time. These evaluations do not replace the neuropsychological assessment, but they provide accessible and frequent indicators useful for adapting pedagogical strategies.<\/pee>\n<div class=\"conclusion\">\n<h2>Conclusion: every student deserves tailored support<\/h2>\n<pee>Learning disorders do not disappear with good intentions alone \u2014 they require knowledge, appropriate tools, and proven strategies. The DYNSEO training &#8220;Supporting students with learning disorders&#8221; provides you with exactly that: a solid understanding of the mechanisms at play, concrete adaptations applicable starting tomorrow, and the digital tools to implement them effectively.<\/pee>\n    <pee>Whether you are a teacher, AESH, school health professional, or parent, this training will give you the keys to transform the school experience of every student \u2014 replacing the shame of repeated failure with the pride of shared progress.<\/pee>\n    <a href=\"https:\/\/www.dynseo.com\/en\/courses\/supporting-students-with-learning-disabilities-strategies-and-tools-for-the-classroom-en-2\/\" target=\"_blank\" class=\"cta-button\">Join the training now \u2192<\/a>\n<\/div>\n<h2>FAQ<\/h2>\n<div class=\"faq-item\">\n<h4>Who is this training for?<\/h4>\n<pee>Teachers, AESH, school psychologists, speech therapists, psychomotor therapists, and parents wishing to understand and support their child. No prerequisites in neuropsychology are required.<\/pee><\/div>\n<div class=\"faq-item\">\n<h4>What are the main learning disorders?<\/h4>\n<pee>Dyslexia (reading), dysorthographia (spelling), dyscalculia (calculation), dyspraxia (coordination), dysphasia (oral language), ADHD (attention). They affect 1 in 5 students and frequently coexist.<\/pee><\/div>\n<div class=\"faq-item\">\n<h4>How to adapt the classroom for these students?<\/h4>\n<pee>Digital tools (text-to-speech, visual timer, planner), fragmented instructions, extra time, suitable seating, gamification of learning, highlighting strengths.<\/pee><\/div>\n<div class=\"faq-item\">\n<h4>Is the PAP mandatory?<\/h4>\n<pee>No, but it is strongly recommended once a learning disorder is recognized. It formalizes the accommodations and makes them enforceable in case of inspection. Its implementation follows the student from year to year.<\/pee><\/div>\n<div class=\"faq-item\">\n<h4>Is the training certified?<\/h4>\n<pee>Yes \u2014 DYNSEO is Qualiopi certified. A certificate of completion is issued at the end of the training.<\/pee><\/div>\n<\/div>\n<footer class=\"article-footer\">\n<h3>DYNSEO Training \u2014 Learning Disorders<\/h3>\n<div class=\"footer-links\">\n        <a href=\"https:\/\/www.dynseo.com\/en\/courses\/supporting-students-with-learning-disabilities-strategies-and-tools-for-the-classroom-en-2\/\" target=\"_blank\">The training<\/a><br \/>\n        <a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\" target=\"_blank\">COCO Application<\/a><br \/>\n        <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/\" target=\"_blank\">All tools<\/a><br \/>\n        <a href=\"https:\/\/www.dynseo.com\/en\/our-tests\/\" target=\"_blank\">Cognitive tests<\/a>\n    <\/div>\n<\/footer>\n<\/article>\n<\/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":412655,"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\" admin_label=\"Article HTML\" _builder_version=\"4.16\" custom_padding=\"0px||0px||false|false\" global_colors_info=\"{}\"][et_pb_row admin_label=\"Contenu\" _builder_version=\"4.16\" width=\"100%\" max_width=\"100%\" custom_padding=\"0px||0px||false|false\" global_colors_info=\"{}\"][et_pb_column type=\"4_4\" _builder_version=\"4.16\" global_colors_info=\"{}\"][et_pb_code admin_label=\"HTML import\u00e9\" _builder_version=\"4.16\" global_colors_info=\"{}\"]<style type=\"text\/css\">\n@import url('https:\/\/fonts.googleapis.com\/css2?family=Montserrat:wght@600;700;800&family=Poppins:wght@400;500;600&display=swap');\n        * { margin: 0; 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How can we transform our classroom into a space where every student can progress at their own pace? This certified training provides you with concrete strategies and immediately applicable tools.<\/p>\n<\/header>\n\n<div class=\"container\">\n\n<div class=\"intro-paragraph\">\nDyslexia, ADHD, dyspraxia, dyscalculia, dysphasia \u2014 learning disorders affect about 15 to 20% of students, or an average of 5 to 6 students in each class. However, initial training for teachers on these disorders often remains insufficient. The result: intelligent students but with chronic academic difficulties, professionals exhausted by situations they do not fully understand, and families bewildered between school demands and medical recommendations. DYNSEO's training on learning disorders is designed to change this reality.\n<\/div>\n\n<div class=\"stats-grid\">\n    <div class=\"stat-card\"><span class=\"stat-number\">1\/5<\/span><div class=\"stat-label\">students have one or more learning disorders \u2014 averaging 5 to 6 students per class<\/div><\/div>\n    <div class=\"stat-card\"><span class=\"stat-number\">70%<\/span><div class=\"stat-label\">of teachers report lacking training to support students with learning disorders<\/div><\/div>\n    <div class=\"stat-card\"><span class=\"stat-number\">Qualiopi<\/span><div class=\"stat-label\">national certification \u2014 training recognized within the framework of continuing professional education<\/div><\/div>\n<\/div>\n\n<h2>Understanding Learning Disorders: Beyond Labels<\/h2>\n\n<p>The term \"learning disorders\" encompasses very diverse realities, but they all share a fundamental common point: <strong>the child is not lazy, nor is he\/she unintelligent<\/strong>. His\/her brain processes information differently, and certain school tasks that seem \"simple\" for the majority represent a considerable effort for him\/her. Understanding this basic principle transforms the perspective we have on the student \u2014 and thus the quality of support we can offer.<\/p>\n\n<div class=\"trouble-grid\">\n    <div class=\"trouble-card\"><div class=\"trouble-icon\">\ud83d\udcd6<\/div><h4>Dyslexia<\/h4><p>Reading disorder. Slow and laborious decoding, letter reversals, comprehension difficulties. Affects 5-10% of students.<\/p><\/div>\n    <div class=\"trouble-card\"><div class=\"trouble-icon\">\u270f\ufe0f<\/div><h4>Dysorthography<\/h4><p>Spelling disorder, often associated with dyslexia. Difficulties in memorizing and applying spelling rules.<\/p><\/div>\n    <div class=\"trouble-card\"><div class=\"trouble-icon\">\ud83d\udd22<\/div><h4>Dyscalculia<\/h4><p>Calculation and numerical reasoning disorder. Difficulties with basic concepts: quantity, order, operations.<\/p><\/div>\n    <div class=\"trouble-card\"><div class=\"trouble-icon\">\u270b<\/div><h4>Dyspraxia<\/h4><p>Coordination disorder. Laborious writing, motor difficulties, spatial disorganization. Affects 5-6% of students.<\/p><\/div>\n    <div class=\"trouble-card\"><div class=\"trouble-icon\">\ud83d\udcac<\/div><h4>Dysphasia<\/h4><p>Oral language disorder. Difficulties in expressing and\/or understanding despite normal hearing. Less known but significant.<\/p><\/div>\n    <div class=\"trouble-card\"><div class=\"trouble-icon\">\ud83c\udfaf<\/div><h4>ADHD<\/h4><p>Attention disorder with or without hyperactivity. Difficulty maintaining focus, impulsivity, disorganization. Affects 5% of students.<\/p><\/div>\n<\/div>\n\n<h3>Comorbidity: When Multiple Disorders Coexist<\/h3>\n\n<p>An often overlooked aspect is that learning disorders frequently coexist: 40 to 60% of children with dyslexia also have dysorthography, 30 to 40% also have ADHD, and the combinations are numerous. This complex reality explains why adaptations too focused on a single disorder may not be sufficient, and why a global approach \u2014 like the one taught in DYNSEO training \u2014 is essential.<\/p>\n\n<h2>DYNSEO Training on Learning Disorders<\/h2>\n<div class=\"formation-card\">\n    <a href=\"https:\/\/www.dynseo.com\/courses\/accompagner-les-eleves-avec-troubles-des-apprentissages-strategies-et-outils-pour-la-classe\/\" target=\"_blank\">\n        <img src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2025\/09\/Accompagner-les-eleves-en-classe-avec-troubles-des-apprentissages-formation.png\" alt=\"Training Support students with learning disorders\" class=\"formation-card-img\">\n    <\/a>\n    <div class=\"formation-card-body\">\n        <span class=\"badge-qualiopi\">\u2705 Qualiopi Certified \u2014 Professional training<\/span>\n        <h3>Support students with learning disorders: strategies and tools for the classroom<\/h3>\n        <p>Complete online training to understand learning disorders and implement effective pedagogical adaptations \u2014 in the classroom as well as at home. Accessible to all education professionals and parents.<\/p>\n        <a href=\"https:\/\/www.dynseo.com\/courses\/accompagner-les-eleves-avec-troubles-des-apprentissages-strategies-et-outils-pour-la-classe\/\" target=\"_blank\" class=\"cta-button\">Discover the training \u2192<\/a>\n    <\/div>\n<\/div>\n\n<h3>What you will learn<\/h3>\n\n<p>The training covers the entire spectrum \u2014 from neurobiological fundamentals (why these disorders exist, what brain mechanisms are involved) to very concrete practical applications (how to adapt a reading exercise for a dyslexic student, how to manage the class with a student with ADHD, how to collaborate effectively with parents and health professionals).<\/p>\n\n<div class=\"checklist\">\n    <h4>\u2714 Training program<\/h4>\n    <ul>\n        <li><strong>Part 1:<\/strong> Understanding learning disorders \u2014 definitions, neurobiology, prevalence, diagnosis, and care pathways<\/li>\n        <li><strong>Part 2:<\/strong> Each disorder in detail \u2014 dyslexia, dysorthographia, dyscalculia, dyspraxia, dysphasia, ADHD, and comorbidities<\/li>\n        <li><strong>Part 3:<\/strong> Practical pedagogical adaptations \u2014 classroom arrangements, digital tools, visual supports, time management<\/li>\n        <li><strong>Part 4:<\/strong> Institutional devices \u2014 PAP, PPS, AESH, role of the school doctor, team coordination<\/li>\n        <li><strong>Part 5:<\/strong> Collaboration with families \u2014 how to communicate, support homework, avoid conflicts<\/li>\n        <li><strong>Part 6:<\/strong> DYNSEO tools in the classroom \u2014 applications, structuring tools, adapted educational resources<\/li>\n    <\/ul>\n<\/div>\n\n<h2>The pedagogical strategies that change everything<\/h2>\n\n<h3>Pedagogical differentiation: one principle, a thousand applications<\/h3>\n\n<p>Pedagogical differentiation involves adapting the content, process, product (the way the student demonstrates what they have understood), and environment to the individual needs of students. It is not about \"lowering the level\" \u2014 it is about offering different pathways to the same level of learning.<\/p>\n\n<p>For a dyslexic student, differentiation may mean: providing a text in OpenDyslexic font or with increased line spacing, allowing text-to-speech, assessing orally rather than in writing. For a student with ADHD: breaking down long instructions into numbered steps, using a visual timer to represent time, seating the student in the front row away from sources of distraction.<\/p>\n\n<div class=\"method-card blue\">\n<div class=\"method-badge badge-blue\">\u23f1\ufe0f The visual timer: the magic tool for ADHD<\/div>\n    <h4>Materializing time for brains that do not perceive it<\/h4>\n    <p>The sense of time is one of the most deficient executive functions in ADHD. ADHD students consistently underestimate the available time and are chronically caught off guard. The <a href=\"https:\/\/www.dynseo.com\/nos-outils\/timer-visuel\/\" target=\"_blank\"><strong>DYNSEO Visual Timer<\/strong><\/a> makes time visible and concrete by visually displaying the remaining portion of time. It is one of the simplest and most transformative adaptations for ADHD students \u2014 and it benefits the whole class.<\/p>\n<\/div>\n\n<h3>Structuring tools: externalizing executive functions<\/h3>\n\n<p>For students with ADHD or dyspraxia, executive functions (planning, organization, inhibition) are deficient. The most effective strategy is externalization: replacing what the brain cannot do automatically with visual and structuring tools.<\/p>\n\n<p>The <a href=\"https:\/\/www.dynseo.com\/nos-outils\/planificateur-de-devoirs\/\" target=\"_blank\"><strong>DYNSEO Weekly Homework Planner<\/strong><\/a> helps the student visualize and organize their evening work \u2014 reducing evening crises around homework and repeated forgetfulness. The <a href=\"https:\/\/www.dynseo.com\/nos-outils\/checklist-cartable\/\" target=\"_blank\"><strong>DYNSEO Backpack Checklist<\/strong><\/a> structures the checking of the backpack \u2014 a seemingly simple task that can be a source of daily stress for a dyspraxic or ADHD student.<\/p>\n\n<div class=\"method-card teal\">\n<div class=\"method-badge badge-green\">\ud83c\udfae Gamification: learning as a motivating challenge<\/div>\n    <h4>Transform exercises into engaging games<\/h4>\n    <p>For students with learning disorders, the accumulation of academic failures gradually erodes intrinsic motivation. Gamification \u2014 introducing game elements into learning activities (points, badges, challenges, visible progression) \u2014 can rebuild this motivation by changing the emotional framework. The <a href=\"https:\/\/www.dynseo.com\/nos-outils\/systeme-de-gamification-scolaire\/\" target=\"_blank\"><strong>DYNSEO School Gamification System<\/strong><\/a> offers a ready-to-use framework to integrate these dynamics into the classroom.<\/p>\n<\/div>\n\n<h2>Dyslexia in the classroom: understanding to better adapt<\/h2>\n\n<p>Dyslexia is the most common and well-documented learning disorder \u2014 and one of those for which effective pedagogical adaptations are best established. Dyslexia is not due to a lack of effort or intelligence. It is a difference in neurological functioning in phonological processing \u2014 the way the brain decodes the sounds that make up words.<\/p>\n\n<h3>Signs to spot and concrete adaptations<\/h3>\n\n<p>Signs of dyslexia at school: slow and laborious reading, frequent errors (letter inversions b\/d, p\/q, sound confusions), difficulty reading aloud, reading comprehension sometimes preserved despite decoding difficulties, significant fatigue during reading activities. Effective adaptations: printed texts in an adapted font (Arial, Comic Sans, OpenDyslexic), increased line spacing (1.5 minimum), allowance for text-to-speech, assessments favoring oral responses, extra time for tests.<\/p>\n\n<p>The <a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\" target=\"_blank\"><strong>COCO<\/strong><\/a> app from DYNSEO offers playful language and cognitive stimulation activities for children aged 5 to 10 \u2014 a valuable resource to maintain the engagement of young dyslexic students in language activities without the pressure of academic evaluation.<\/p>\n\n<h2>ADHD in the classroom: managing attention and impulsivity<\/h2>\n\n<p>ADHD is both one of the most common disorders in the classroom (5% of students) and one of the most misunderstood. The ADHD student is not \"ill-mannered\" or \"unmotivated\" \u2014 their brain has a dopaminergic system that functions differently, with a deficit in attention regulation and inhibition that is not voluntary.<\/p>\n\n<h3>Effective accommodations for ADHD students<\/h3>\n\n<p>Research in neuroeducation has identified accommodations whose effectiveness is well documented. The <strong>seating arrangement<\/strong>: front row, away from windows and doors (sources of distraction), within the teacher's line of sight. The <strong>fragmented instructions<\/strong>: give one instruction at a time, both orally and in writing, numbering the steps. The <strong>active breaks<\/strong>: allow for micro-movement breaks (getting a book, walking in the hallway for 2 minutes) that recharge the dopaminergic system.<\/p>\n\n<p>The <a href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-de-motivation\/\" target=\"_blank\"><strong>DYNSEO Motivation Board<\/strong><\/a> allows for visualizing progress and valuing efforts \u2014 a particularly effective lever for ADHD students whose motivation heavily relies on frequent positive reinforcement. The <a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\" target=\"_blank\"><strong>COCO<\/strong><\/a> app offers cognitive exercises with immediate feedback \u2014 ideal for the ADHD profile.<\/p>\n\n<h2>Family-school collaboration: essential and often insufficient<\/h2>\n\n<p>Effective support for students with learning disorders cannot be limited to the classroom. Families play a crucial role \u2014 in homework, in communication with professionals, in maintaining the child's self-esteem. But this collaboration is often difficult: families feel judged, teachers feel misunderstood, and the child is caught in the middle.<\/p>\n\n<h3>Building a family-school alliance<\/h3>\n\n<p>The DYNSEO training dedicates an entire module to this collaboration. The keys to an effective alliance: sharing a common vocabulary (what do \"PAP\", \"AESH\", \"extra time\" mean for families discovering these terms?), recognizing respective expertise (the teacher knows the class, the family knows the child), defining common and realistic goals, and establishing regular and structured communication tools.<\/p>\n<div class=\"app-card\">\n    <h4>\ud83d\udcf1 DYNSEO apps for learning and stimulation<\/h4>\n    <p>\u2022 <a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\" target=\"_blank\"><strong>COCO<\/strong><\/a> \u2014 children 5-10 years: progressive cognitive stimulation, memory activities, attention and language adapted to DYS profiles<br>\n    \u2022 <a href=\"https:\/\/www.dynseo.com\/mon-dico-une-application-pour-favoriser-la-communication\/\" target=\"_blank\"><strong>MY DICTIONARY<\/strong><\/a> \u2014 alternative communication for students with dysphasia or verbal expression difficulties<br>\n    \u2022 <a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/clint-brain-games-for-adults\/\" target=\"_blank\"><strong>CLINT<\/strong><\/a> \u2014 for adolescents and adults in cognitive rehabilitation<\/p>\n    <a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\" target=\"_blank\" class=\"cta-button\">Discover COCO for children \u2192<\/a>\n<\/div>\n\n<h2>Institutional devices to know<\/h2>\n\n<p>The training also covers the legal and institutional devices that frame the support for students with learning disorders in France:<\/p>\n\n<table class=\"comparison-table\">\n    <thead><tr><th>Device<\/th><th>For whom<\/th><th>Content<\/th><\/tr><\/thead>\n    <tbody>\n    <tr><td><strong>PAP<\/strong> (Personalized Support Plan)<\/td><td>Students with recognized learning disorders<\/td><td>Educational adjustments: extra time, digital tools, adapted instructions<\/td><\/tr>\n    <tr><td><strong>PPS<\/strong> (Personalized Schooling Project)<\/td><td>Students with disabilities recognized by the MDPH<\/td><td>Comprehensive support including AESH, adapted materials, special orientations<\/td><\/tr>\n    <tr><td><strong>AESH<\/strong> (Accompanying Students with Disabilities)<\/td><td>Students with PPS<\/td><td>Human assistance in class \u2014 individual or shared support<\/td><\/tr>\n    <tr><td><strong>PPRE<\/strong> (Personalized Educational Success Program)<\/td><td>Students with transitional school difficulties<\/td><td>Targeted remediation actions, teacher-family partnership<\/td><\/tr>\n    <\/tbody>\n<\/table>\n\n<h2>Self-esteem: the invisible issue of learning disorders<\/h2>\n\n<p>Among all the consequences of learning disorders, the most significant long-term impact is often the one least visible in school evaluations: the deep damage to self-esteem. A child who hears \"you could do better if you tried harder\" dozens of times a year ends up believing they are less capable, less intelligent, less worthy of attention than their peers. This belief can accompany them into adulthood and limit their ambitions well beyond their actual abilities.<\/p>\n\n<p>The training explicitly addresses this dimension \u2014 how to preserve and rebuild the self-esteem of students with learning disorders, through language (valuing efforts, not just results), adjustments (avoiding visible difficulties in front of others), and highlighting strengths (each student with DYS disorders has areas of competence to identify and exploit).<\/p>\n\n<div class=\"formation-card\">\n    <div class=\"formation-card-body\">\n        <span class=\"badge-qualiopi\">\ud83c\udf93 Certified training \u2014 Qualiopi No. 11757351875<\/span>\n        <h3>Supporting students with learning disorders: strategies and tools for the classroom<\/h3>\n        <p>Online training at your own pace \u00b7 Video content + practical resources \u00b7 Downloadable tools \u00b7 Certificate of completion \u00b7 Support available<\/p>\n        <a href=\"https:\/\/www.dynseo.com\/courses\/accompagner-les-eleves-avec-troubles-des-apprentissages-strategies-et-outils-pour-la-classe\/\" target=\"_blank\" class=\"cta-button\">Sign up for the training \u2192<\/a>\n    <\/div>\n<\/div>\n\n<h2>Measuring progress and adapting continuously<\/h2>\n\n<p>Supporting students with learning disorders is not a one-time action \u2014 it is a process of continuous adaptation. The <a href=\"https:\/\/www.dynseo.com\/nos-tests\/\" target=\"_blank\"><strong>DYNSEO cognitive tests<\/strong><\/a> allow for the objectification of certain abilities (attention, working memory, processing speed) and tracking their evolution over time. These evaluations do not replace the neuropsychological assessment, but they provide accessible and frequent indicators useful for adapting pedagogical strategies.<\/p>\n<div class=\"conclusion\">\n    <h2>Conclusion: every student deserves tailored support<\/h2>\n    <p>Learning disorders do not disappear with good intentions alone \u2014 they require knowledge, appropriate tools, and proven strategies. The DYNSEO training \"Supporting students with learning disorders\" provides you with exactly that: a solid understanding of the mechanisms at play, concrete adaptations applicable starting tomorrow, and the digital tools to implement them effectively.<\/p>\n    <p>Whether you are a teacher, AESH, school health professional, or parent, this training will give you the keys to transform the school experience of every student \u2014 replacing the shame of repeated failure with the pride of shared progress.<\/p>\n    <a href=\"https:\/\/www.dynseo.com\/courses\/accompagner-les-eleves-avec-troubles-des-apprentissages-strategies-et-outils-pour-la-classe\/\" target=\"_blank\" class=\"cta-button\">Join the training now \u2192<\/a>\n<\/div>\n\n<h2>FAQ<\/h2>\n<div class=\"faq-item\"><h4>Who is this training for?<\/h4><p>Teachers, AESH, school psychologists, speech therapists, psychomotor therapists, and parents wishing to understand and support their child. No prerequisites in neuropsychology are required.<\/p><\/div>\n<div class=\"faq-item\"><h4>What are the main learning disorders?<\/h4><p>Dyslexia (reading), dysorthographia (spelling), dyscalculia (calculation), dyspraxia (coordination), dysphasia (oral language), ADHD (attention). They affect 1 in 5 students and frequently coexist.<\/p><\/div>\n<div class=\"faq-item\"><h4>How to adapt the classroom for these students?<\/h4><p>Digital tools (text-to-speech, visual timer, planner), fragmented instructions, extra time, suitable seating, gamification of learning, highlighting strengths.<\/p><\/div>\n<div class=\"faq-item\"><h4>Is the PAP mandatory?<\/h4><p>No, but it is strongly recommended once a learning disorder is recognized. It formalizes the accommodations and makes them enforceable in case of inspection. Its implementation follows the student from year to year.<\/p><\/div>\n<div class=\"faq-item\"><h4>Is the training certified?<\/h4><p>Yes \u2014 DYNSEO is Qualiopi certified. A certificate of completion is issued at the end of the training.<\/p><\/div>\n\n<\/div>\n\n<footer class=\"article-footer\">\n    <h3>DYNSEO Training \u2014 Learning Disorders<\/h3>\n    <div class=\"footer-links\">\n        <a href=\"https:\/\/www.dynseo.com\/courses\/accompagner-les-eleves-avec-troubles-des-apprentissages-strategies-et-outils-pour-la-classe\/\" target=\"_blank\">The training<\/a>\n        <a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\" target=\"_blank\">COCO Application<\/a>\n        <a href=\"https:\/\/www.dynseo.com\/nos-outils\/\" target=\"_blank\">All tools<\/a>\n        <a href=\"https:\/\/www.dynseo.com\/nos-tests\/\" target=\"_blank\">Cognitive tests<\/a>\n    <\/div>\n<\/footer>\n<\/article>\n<\/div>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]","_et_gb_content_width":"","footnotes":""},"categories":[2915],"tags":[],"class_list":["post-557701","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 v27.7 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Training: Supporting Students with Learning Disabilities - Strategies and Tools for the Classroom | DYNSEO - DYNSEO - Educational apps &amp; 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