{"id":683199,"date":"2026-05-31T11:43:00","date_gmt":"2026-05-31T09:43:00","guid":{"rendered":"https:\/\/www.dynseo.com\/troubles-dys-au-college-comprendre-reperer-et-adapter-ses-pratiques-pedagogiques-2\/"},"modified":"2026-05-31T11:46:49","modified_gmt":"2026-05-31T09:46:49","slug":"dys-disorders-in-college-understanding-identifying-and-adapting-teaching-practices","status":"publish","type":"post","link":"https:\/\/www.dynseo.com\/en\/dys-disorders-in-college-understanding-identifying-and-adapting-teaching-practices\/","title":{"rendered":"DYS Disorders in College: Understanding, Identifying, and Adapting Teaching Practices"},"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; 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{\n.dbi-art-6ff1ba .cta-formation, .dbi-art-6ff1ba .cta-outil {flex-direction:column}\n.dbi-art-6ff1ba .cards-grid {grid-template-columns:1fr}\n.dbi-art-6ff1ba .cta-formation-main .cta-body {padding:24px}\n}<\/p>\n<\/style>\n<div class=\"dbi-art-6ff1ba\">\n<header class=\"hero\">\n<div class=\"hero-tag\">\ud83d\udcda DYS disorders \u00b7 Middle School \u00b7 Inclusive Pedagogy<\/div>\n<h1>DYS disorders in middle school:<!\u2013- [et_pb_br_holder] -\u2013>understand, identify, and adapt teaching practices<\/h1>\n<pee class=\"hero-sub\">The complete guide for teachers, AESH, and families: identify the signs of DYS disorders in middle school, implement the right accommodations, and build truly inclusive pedagogy<\/pee>\n<div class=\"hero-meta\">\n    <span>\ud83d\udcd6 Reading: ~22 min<\/span><span>\u2705 Updated 2026<\/span><span>\ud83c\udfeb Teachers, AESH &amp; families<\/span>\n  <\/div>\n<\/header>\n<div class=\"stats-bar\">\n<div class=\"stats-grid\">\n<div class=\"stat-item\"><span class=\"stat-num\">1 student\/5<\/span><span class=\"stat-label\">has a learning disorder in middle school<\/span><\/div>\n<div class=\"stat-item\"><span class=\"stat-num\">60 %<\/span><span class=\"stat-label\">of DYS students enter 6th grade without a formal diagnosis<\/span><\/div>\n<div class=\"stat-item\"><span class=\"stat-num\">3 years<\/span><span class=\"stat-label\">average time between the first signals and the implementation of a PAP<\/span><\/div>\n<div class=\"stat-item\"><span class=\"stat-num\">\u00d73<\/span><span class=\"stat-label\">DYS disorders triple the risk of school dropout in middle school<\/span><\/div>\n<\/p><\/div>\n<\/div>\n<p><main class=\"container\"><\/p>\n<div class=\"intro-block\">\n    <pee>Middle school is often the moment of truth for students with DYS disorders. Where primary school could still compensate through the proximity of teachers, middle school imposes a multiplicity of teachers, new subjects, more intense rhythms, and more demanding evaluations. For a dyslexic, dyspraxic, dyscalculic, or dysphasic student, this transition is often traumatic. And yet, with the right tools, the right training, and the right accommodations, these same students can not only survive middle school but also reveal remarkable abilities. This comprehensive guide gives you all the keys to understand DYS disorders in middle school, identify them before failure, and adapt your teaching practices to build a true inclusive pedagogy.<\/pee>\n  <\/div>\n<p>  <!-- CTA MAIN TRAINING --><br \/>\n  <a href=\"https:\/\/www.dynseo.com\/en\/courses\/dys-disorders-in-middle-school-understanding-identifying-and-adapting-teaching-practices-en\/\" class=\"cta-formation-main\"><br \/>\n    <img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/03\/troubles-DYS-college.jpg\" alt=\"Training DYS Disorders in Middle School - DYNSEO\" class=\"cta-img\"><\/p>\n<div class=\"cta-body\">\n<div class=\"cta-tag\">\ud83c\udf93 QUALIOPI CERTIFIED TRAINING<\/div>\n<h4>DYS Disorders in Middle School: Understanding, Identifying, and Adapting Teaching Practices<\/h4>\n<pee>The reference training for all secondary education professionals. Identify the different DYS disorders and their manifestations in middle school, master differentiated teaching strategies, build an effective PAP, and collaborate with families and health professionals \u2014 online, at your own pace.<\/pee>\n<div class=\"cta-features\">\n        <span class=\"cta-feat\">\u2705 Qualiopi Certified<\/span><br \/>\n        <span class=\"cta-feat\">\ud83d\udcbb 100% online<\/span><br \/>\n        <span class=\"cta-feat\">\u23f1\ufe0f At your own pace<\/span><br \/>\n        <span class=\"cta-feat\">\ud83c\udfeb Teachers &amp; AESH<\/span><br \/>\n        <span class=\"cta-feat\">\ud83d\udcb0 Fundable by OPCO<\/span>\n      <\/div>\n<p>      <span class=\"btn-white-lg\">Access the training \u2192<\/span>\n    <\/div>\n<p>  <\/a><\/p>\n<h2>1. Middle School, a Difficult Transition for DYS Students<\/h2>\n<pee>The primary to middle school transition is often described by families as &#8220;the moment when everything collapsed.&#8221; And for good reason: the transition to 6th grade combines all the aggravating factors of DYS disorders without the usual compensations being present.<\/pee>\n<div class=\"cards-grid\">\n<div class=\"card\">\n<div class=\"card-icon blue\">\ud83d\udc68\u200d\ud83c\udfeb<\/div>\n<h4>Increasing Number of Teachers<\/h4>\n<pee>From 1-2 reference teachers to 10-12 teachers who do not know each other. The continuity and coherence of accommodations become a real organizational challenge for the student and their family.<\/pee><\/div>\n<div class=\"card\">\n<div class=\"card-icon teal\">\ud83d\udcda<\/div>\n<h4>Explosion of Subjects<\/h4>\n<pee>Each subject has its own codes, its own evaluation formats, its own reading and writing requirements. For a dyslexic student, each new subject is a new challenge.<\/pee><\/div>\n<div class=\"card\">\n<div class=\"card-icon yellow\">\u23f0<\/div>\n<h4>Increased Rhythm and Autonomy<\/h4>\n<pee>Complex schedule, room changes, management of the communication notebook, homework to be submitted on time \u2014 all tasks that often exceed the capabilities of dyspraxic students or those with ADHD.<\/pee><\/div>\n<div class=\"card\">\n<div class=\"card-icon pink\">\ud83d\udcdd<\/div>\n<h4>Systematic Written Evaluations<\/h4>\n<pee>Grades become the central evaluation tool. Dyslexic and dysorthographic students \u2014 who may have excellent oral knowledge \u2014 are systematically penalized by their graphic difficulties.<\/pee><\/div>\n<\/p><\/div>\n<div class=\"highlight-box\">\n<h4>\ud83d\udccc What the data says about DYS in middle school<\/h4>\n<pee>According to estimates from the Ministry of National Education, about 15 to 20% of students have a learning disorder. But only a minority benefit from a formalized PAP (Personalized Accompaniment Plan). The gap between the actual prevalence and the measures in place illustrates the importance of training professionals in early detection and pedagogical adaptation.<\/pee>\n<\/div>\n<h2>2. The different DYS disorders in middle school: recognizing each profile<\/h2>\n<pee>The term &#8220;DYS&#8221; encompasses very different disorders that are important to distinguish in order to adapt pedagogical practices appropriately. A dyslexic student and a dyspraxic student have radically different adaptation needs \u2014 even if both may struggle significantly in class.<\/pee>\n<div class=\"dys-card dyslexie\">\n<div class=\"dys-header\"><span class=\"dys-emoji\">\ud83d\udcd6<\/span><\/p>\n<div class=\"dys-title\">\n<h4>Dyslexia-dysorthographia<\/h4>\n<p><span>Most common disorder \u00b7 3-5% of students<\/span><\/div>\n<\/div>\n<pee>Dyslexia is a phonological decoding disorder \u2014 the correspondence between sounds\/letters. The dyslexic student confuses visually similar letters (b\/d, p\/q), reverses the order of syllables, reads very slowly and with effort, skips words, and loses their place in the text. Dysorthographia, often associated, manifests as persistent spelling errors despite effort and learning.<\/pee>\n    <pee><strong>In middle school:<\/strong> the dyslexic student is penalized in all subjects that require reading statements, copying from the board, and producing written texts. Their difficulties are often confused with a lack of effort or a lack of intelligence.<\/pee>\n<div class=\"dys-tags\"><span class=\"dys-tag\">Slow reading<\/span><span class=\"dys-tag\">Confusions b\/d\/p\/q<\/span><span class=\"dys-tag\">Reversals<\/span><span class=\"dys-tag\">Spelling<\/span><\/div>\n<\/div>\n<div class=\"dys-card dysorthographie\">\n<div class=\"dys-header\"><span class=\"dys-emoji\">\ud83d\udd22<\/span><\/p>\n<div class=\"dys-title\">\n<h4>Dyscalculia<\/h4>\n<p><span>Number sense disorder \u00b7 3-6% of students<\/span><\/div>\n<\/div>\n<pee>Dyscalculia is a disorder of processing numerical information. The dyscalculic student has difficulty visualizing quantities, automating multiplication tables, aligning columns in operations, reading the time, or navigating the space of numbers. It is not related to low mathematical intelligence \u2014 a student can perfectly understand concepts while being unable to automate basic operations.<\/pee>\n    <pee><strong>In middle school:<\/strong> it massively impacts mathematics, physics-chemistry, life sciences, and all subjects that use numerical data.<\/pee>\n<div class=\"dys-tags\"><span class=\"dys-tag\">Difficult tables<\/span><span class=\"dys-tag\">Column alignment<\/span><span class=\"dys-tag\">Number sense<\/span><\/div>\n<\/div>\n<div class=\"dys-card dysphasie\">\n<div class=\"dys-header\"><span class=\"dys-emoji\">\ud83d\udde3\ufe0f<\/span><\/p>\n<div class=\"dys-title\">\n<h4>Dysphasia (TDL)<\/h4>\n<p><span>Developmental Language Disorder \u00b7 1-2% of students<\/span><\/div>\n<\/div>\n<pee>Dysphasia is a structural disorder of oral and\/or written language development. The dysphasic student may have a limited vocabulary, difficulties constructing grammatically correct sentences, understanding complex oral instructions, and memorizing verbal sequences. Their comprehension may be much better in writing than orally \u2014 or vice versa depending on the profile.<\/pee>\n    <pee><strong>In middle school:<\/strong> impacts oral presentations, understanding of lectures, oral questioning, and participation in class.<\/pee>\n<div class=\"dys-tags\"><span class=\"dys-tag\">Oral language<\/span><span class=\"dys-tag\">Comprehension<\/span><span class=\"dys-tag\">Vocabulary<\/span><span class=\"dys-tag\">Syntax<\/span><\/div>\n<\/div>\n<div class=\"dys-card dyspraxie\">\n<div class=\"dys-header\"><span class=\"dys-emoji\">\u270f\ufe0f<\/span><\/p>\n<div class=\"dys-title\">\n<h4>Dyspraxia (TDC)<\/h4>\n<p><span>Developmental Coordination Disorder \u00b7 5-6% of students<\/span><\/div>\n<\/div>\n<pee>Dyspraxia affects the planning and coordination of voluntary movements. The dyspraxic student has laborious and illegible handwriting, difficulties copying from the board, taking notes, creating geometric figures, and organizing on their sheet of paper. Often associated with visuo-spatial disorders that impact reading maps, graphs, and diagrams.<\/pee>\n    <pee><strong>In middle school:<\/strong> intensive note-taking, copying from the board, and geometry are major daily obstacles. The computer can radically change the situation.<\/pee>\n<div class=\"dys-tags\"><span class=\"dys-tag\">Laborious writing<\/span><span class=\"dys-tag\">Difficult copying<\/span><span class=\"dys-tag\">Geometry<\/span><span class=\"dys-tag\">Organization<\/span><\/div>\n<\/p><\/div>\n<div class=\"dys-card adhd\">\n<div class=\"dys-header\"><span class=\"dys-emoji\">\u26a1<\/span><\/p>\n<div class=\"dys-title\">\n<h4>ADHD (Attention Deficit \/ Hyperactivity Disorder)<\/h4>\n<p><span>Often associated with DYS disorders \u00b7 3-5% of students<\/span><\/div>\n<\/div>\n<pee>ADHD manifests as difficulties with sustained attention, impulsivity, and\/or hyperactivity. It is very frequently associated with DYS disorders (60 to 70% of DYS students have associated ADHD). The student with ADHD often struggles to maintain attention on a long task, regularly forgets materials, interrupts others, and starts several things without finishing them.<\/pee>\n    <pee><strong>In middle school:<\/strong> 55-minute lectures, managing the agenda, and meeting deadlines are ongoing challenges.<\/pee>\n<div class=\"dys-tags\"><span class=\"dys-tag\">Attention<\/span><span class=\"dys-tag\">Impulsivity<\/span><span class=\"dys-tag\">Organization<\/span><span class=\"dys-tag\">Frequently associated<\/span><\/div>\n<\/p><\/div>\n<h2>3. Identifying DYS disorders in middle school: warning signals by subject<\/h2>\n<pee>Each teacher is potentially the first to spot signs of a DYS disorder in their subject. Early identification can prevent years of academic suffering and loss of self-esteem. Here are the most characteristic warning signals by subject.<\/pee>\n<div class=\"table-wrap\">\n<table>\n<thead>\n<tr>\n<th>Subject<\/th>\n<th>Frequent warning signals<\/th>\n<th>Probable disorder<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><strong>French<\/strong><\/td>\n<td>Slow reading, phonological errors, chaotic copying, very short writings<\/td>\n<td><span class=\"badge badge-blue\">Dyslexia \/ Dysorthography<\/span><\/td>\n<\/tr>\n<tr>\n<td><strong>Math<\/strong><\/td>\n<td>Poorly aligned columns, non-automated tables, absent calculation sense<\/td>\n<td><span class=\"badge badge-teal\">Dyscalculia<\/span><\/td>\n<\/tr>\n<tr>\n<td><strong>History-Geography<\/strong><\/td>\n<td>Unintelligible maps, impossible chronology, unread texts<\/td>\n<td><span class=\"badge badge-yellow\">Dyslexia \/ Dyspraxia<\/span><\/td>\n<\/tr>\n<tr>\n<td><strong>Foreign Languages<\/strong><\/td>\n<td>Fixed pronunciation, unmemorized vocabulary, chaotic grammar<\/td>\n<td><span class=\"badge badge-pink\">Dyslexia \/ TDL<\/span><\/td>\n<\/tr>\n<tr>\n<td><strong>SVT \/ Physics<\/strong><\/td>\n<td>Impossible diagrams, confused numerical data<\/td>\n<td><span class=\"badge badge-blue\">Dyspraxia \/ Dyscalculia<\/span><\/td>\n<\/tr>\n<tr>\n<td><strong>PE<\/strong><\/td>\n<td>Clumsiness, slowness, difficulties following complex instructions<\/td>\n<td><span class=\"badge badge-teal\">Dyspraxia \/ ADHD<\/span><\/td>\n<\/tr>\n<tr>\n<td><strong>All subjects<\/strong><\/td>\n<td>Material forgetfulness, unsubmitted homework, inability to stay still<\/td>\n<td><span class=\"badge badge-yellow\">ADHD<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n<div class=\"tip-box\">\n<div class=\"icon\">\ud83d\udca1<\/div>\n<pee><strong>The DYS Paradox:<\/strong> A DYS student can be extremely intelligent and still face significant academic difficulties. The gap between their oral abilities (often very good) and their written performance (often poor) is the most characteristic signal of an undiagnosed DYS disorder. This gap is not laziness \u2014 it is neurology.<\/pee>\n  <\/div>\n<h2>4. The legal framework: PAP, PPS, and the rights of DYS students in middle school<\/h2>\n<pee>Students with DYS disorders are entitled to formalized educational accommodations. Two main provisions exist in middle school.<\/pee>\n<div class=\"two-cols\">\n<div class=\"col-block\">\n<h4>\ud83d\udccb The PAP (Personalized Support Plan)<\/h4>\n<ul>\n<li>For students with proven DYS disorders<\/li>\n<li>Implemented by the school doctor<\/li>\n<li>At the request of parents with a medical certificate<\/li>\n<li>Without going through the MDPH<\/li>\n<li>Contains: extra time, computer, enlarged photocopies, oral responses allowed<\/li>\n<li>Revised each school year<\/li>\n<\/ul><\/div>\n<div class=\"col-block\">\n<h4>\ud83d\udccb The PPS (Personalized Schooling Project)<\/h4>\n<ul>\n<li>For more significant disability situations<\/li>\n<li>Goes through the MDPH<\/li>\n<li>May include an AESH (accompanying person)<\/li>\n<li>Entitles to adapted educational materials<\/li>\n<li>Involves a schooling follow-up team (ESS)<\/li>\n<li>Requires a complete neuropsychological assessment<\/li>\n<\/ul><\/div>\n<\/p><\/div>\n<div class=\"warning-box\">\n    <pee>\u26a0\ufe0f <strong>Accommodations are not a favor \u2014 they are a right.<\/strong> Some teachers still consider accommodations as &#8220;cheating&#8221; or inequality towards other students. This is a fundamental error: a dyslexic student who benefits from extra time is in the same situation as a visually impaired student who uses glasses. Accommodations compensate for a neurological disability; they do not provide an unfair advantage.<\/pee>\n  <\/div>\n<h2>5. Adapting Teaching Practices: Concrete Strategies<\/h2>\n<h3>5.1 For All Teachers: Cross-Cutting Accommodations<\/h3>\n<div class=\"amenagement-band\">\n<h3>\ud83d\udee0\ufe0f Universal Educational Accommodations for DYS Students<\/h3>\n<div class=\"am-grid\">\n<div class=\"am-item\"><span class=\"am-emoji\">\ud83d\udcc4<\/span><\/p>\n<h4>Photocopied Materials<\/h4>\n<pee>Avoid writing on the board \u2014 always distribute documents in paper or digital format<\/pee><\/div>\n<div class=\"am-item\"><span class=\"am-emoji\">\ud83d\udd21<\/span><\/p>\n<h4>Adapted Font and Line Spacing<\/h4>\n<pee>Arial or Verdana size 12-14, line spacing 1.5, wide margins \u2014 improves readability for all<\/pee><\/div>\n<div class=\"am-item\"><span class=\"am-emoji\">\u23f1\ufe0f<\/span><\/p>\n<h4>Extra Time<\/h4>\n<pee>Extra time for assessments. Possibility to finish an exercise during recess<\/pee><\/div>\n<div class=\"am-item\"><span class=\"am-emoji\">\ud83d\udcbb<\/span><\/p>\n<h4>Computer Allowed<\/h4>\n<pee>For long written productions. Voice dictation is a very effective solution for dyspraxics<\/pee><\/div>\n<div class=\"am-item\"><span class=\"am-emoji\">\ud83c\udfaf<\/span><\/p>\n<h4>Evaluation on Content<\/h4>\n<pee>Do not penalize spelling mistakes in assessments of subjects other than French<\/pee><\/div>\n<div class=\"am-item\"><span class=\"am-emoji\">\ud83d\udce2<\/span><\/p>\n<h4>Oral and Written Instructions<\/h4>\n<pee>Always accompany written instructions with an oral formulation \u2014 and rephrase differently if necessary<\/pee><\/div>\n<div class=\"am-item\"><span class=\"am-emoji\">\ud83d\uddc2\ufe0f<\/span><\/p>\n<h4>Material Organization<\/h4>\n<pee>Color code by subject, supervised notebook, weekly visual work plan<\/pee><\/div>\n<div class=\"am-item\"><span class=\"am-emoji\">\u2705<\/span><\/p>\n<h4>Recognition of Successes<\/h4>\n<pee>Systematically identify what the student succeeds in \u2014 not just what is difficult<\/pee><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<h3>5.2 In French: Adapting for Dyslexia-Dysorthographia<\/h3>\n<pee>In French class, dyslexic students can benefit from enlarged texts with increased spacing, audio reader for long texts, a voice dictation system for written productions, and an evaluation that distinguishes comprehension skills (often preserved) from graphic skills (often deficient).<\/pee>\n<div class=\"cta-outil\">\n<div class=\"cta-icon\">\ud83d\udd24<\/div>\n<div>\n<h4>Memory Aid for b\/d\/p\/q Confusions DYNSEO<\/h4>\n<pee>The memory aid for b\/d\/p\/q confusions is a visual mnemonic tool that helps dyslexic students differentiate these letters that differ only by their spatial orientation. Displayed on the student&#8217;s desk or glued in their notebook, it becomes an autonomous reference that reduces errors without the permanent intervention of the teacher.<\/pee>\n      <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/memory-aid-confusions-b-d-p-q\/\" class=\"btn-blue\">Download the memory aid<\/a>\n    <\/div>\n<\/p><\/div>\n<div class=\"cta-outil\">\n<div class=\"cta-icon\">\ud83d\udcdd<\/div>\n<div>\n<h4>DYNSEO Spelling Review Grid<\/h4>\n<pee>The spelling review grid guides the dysorthographic student step by step in revising their written productions. It breaks down the proofreading process into concrete and sequential actions, allowing the student to correct as many errors as possible before submitting the work.<\/pee>\n      <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/spell-check-grid\/\" class=\"btn-blue\">Download the grid<\/a>\n    <\/div>\n<\/p><\/div>\n<h3>5.3 In Mathematics: Adapting for Dyscalculia<\/h3>\n<pee>In mathematics, dyscalculic students benefit from graph paper to align columns, an approved calculator for basic operations (to assess understanding of concepts without penalizing automation), problems with reduced data, and a visible display of multiplication tables and key formulas.<\/pee>\n<h3>5.4 In Modern Languages: Often Overlooked Adaptations<\/h3>\n<pee>Modern languages are often a nightmare for dyslexic students \u2014 particularly English, whose spelling is notorious for its lack of sound\/grapheme correspondence. Effective adaptations include prioritizing assessment on oral comprehension and oral production, reducing the number of words to memorize, using visual phonetics, and utilizing text-to-speech software for written comprehension.<\/pee>\n<div class=\"cta-outil\">\n<div class=\"cta-icon\">\ud83d\udd0a<\/div>\n<div>\n<h4>DYNSEO Complex Sounds Picture Book<\/h4>\n<pee>The complex sounds picture book helps dyslexic students and students learning foreign languages to memorize the correspondence between complex sounds and their graphic representation \u2014 through a visual and memorable image\/sound association. A particularly effective resource for French and English classes.<\/pee>\n      <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/imagier-of-complex-sounds\/\" class=\"btn-blue\">Access the picture book<\/a>\n    <\/div>\n<\/p><\/div>\n<h2>6. Collaboration with Families and Health Professionals<\/h2>\n<pee>Supporting DYS students in middle school cannot rely on a single teacher \u2014 it requires active collaboration between the educational team, the family, the school doctor, and external health professionals (speech therapist, neuropsychologist, occupational therapist). This collaboration is often the most delicate \u2014 and the most crucial for the student&#8217;s success.<\/pee>\n<div class=\"numbered-card\">\n<div class=\"num-badge\">1<\/div>\n<div class=\"num-content\">\n<h4>Reading and Understanding the Neuropsychological Assessment<\/h4>\n<pee>The neuropsychological assessment is the key document that establishes the diagnosis and guides accommodations. Knowing how to read a WISC-V profile, understanding what percentile scores mean, and identifying educational recommendations is a fundamental skill for any teacher supporting a DYS student.<\/pee>\n    <\/div>\n<\/p><\/div>\n<div class=\"numbered-card\">\n<div class=\"num-badge\">2<\/div>\n<div class=\"num-content\">\n<h4>Maintaining Regular Contact with the Family<\/h4>\n<pee>Parents of DYS students are often exhausted from years of fighting to have their child&#8217;s difficulties recognized. Caring, factual, and positive communication \u2014 focused on observed progress as much as on difficulties \u2014 builds the trust necessary for true collaboration.<\/pee>\n    <\/div>\n<\/p><\/div>\n<div class=\"numbered-card\">\n<div class=\"num-badge\">3<\/div>\n<div class=\"num-content\">\n<h4>Coordinating Accommodations Among Teachers<\/h4>\n<pee>The consistency of accommodations across all subjects is fundamental. A head teacher (Professeur Principal) who coordinates the implementation of the PAP across all subjects, and ensures that accommodations are actually applied by each colleague, makes a considerable difference.<\/pee>\n    <\/div>\n<\/p><\/div>\n<div class=\"numbered-card\">\n<div class=\"num-badge\">4<\/div>\n<div class=\"num-content\">\n<h4>Working in partnership with the AESH<\/h4>\n<pee>The AESH is neither a tutor nor a &#8220;private teacher in class.&#8221; Their role is to facilitate the student&#8217;s autonomy, not to do it for them. Clearly defining this role with the AESH and providing them with the tools to perform it effectively is the responsibility of the teaching team.<\/pee>\n    <\/div>\n<\/p><\/div>\n<div class=\"cta-outil\">\n<div class=\"cta-icon\">\ud83d\udcca<\/div>\n<div>\n<h4>DYNSEO Articulation Tracking Chart<\/h4>\n<pee>For students with dysphasia or articulation difficulties associated with their DYS disorders, the articulation tracking chart allows the teacher to monitor progress in the production of difficult phonemes, in line with the work of the speech therapist. A coordination tool between school and care.<\/pee>\n      <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/articulatory-tracking-chart\/\" class=\"btn-blue\">Access the chart<\/a>\n    <\/div>\n<\/p><\/div>\n<p>  <!-- CTA SECONDARY TRAINING --><\/p>\n<div class=\"cta-formation\">\n<div class=\"cta-icon\">\ud83c\udf93<\/div>\n<div>\n<h4>Training \u2014 DYS Disorders in Middle School: Understanding, Identifying, and Adapting<\/h4>\n<pee>The comprehensive training that gives you all the keys to effectively support DYS students in your class. Differential diagnostics, pedagogical strategies by subject, construction of the PAP, collaboration with families \u2014 online, certified Qualiopi, fundable by your institution.<\/pee>\n      <a href=\"https:\/\/www.dynseo.com\/en\/courses\/dys-disorders-in-middle-school-understanding-identifying-and-adapting-teaching-practices-en\/\" class=\"btn-white\">Access the training \u2192<\/a>\n    <\/div>\n<\/p><\/div>\n<h2>7. The emotional impact of DYS in middle school: not neglecting the student&#8217;s experience<\/h2>\n<pee>DYS disorders are not just learning disabilities \u2014 they are also self-esteem issues. Years of academic failure, unfavorable comparisons with peers, and hurtful remarks leave deep scars. Adolescence amplifies these wounds.<\/pee>\n<div class=\"cards-grid\">\n<div class=\"card\">\n<div class=\"card-icon pink\">\ud83d\udc94<\/div>\n<h4>Fragile self-esteem<\/h4>\n<pee>A dyslexic student who has spent their entire primary education being told they &#8220;don&#8217;t make an effort&#8221; arrives in middle school with a deeply negative self-image. Rebuilding this self-esteem is a prerequisite for any effective learning.<\/pee><\/div>\n<div class=\"card\">\n<div class=\"card-icon blue\">\ud83d\ude30<\/div>\n<h4>School anxiety<\/h4>\n<pee>The fear of assessments, reading aloud, being questioned at the board \u2014 this chronic anxiety consumes valuable cognitive resources and can lead to school refusal.<\/pee><\/div>\n<div class=\"card\">\n<div class=\"card-icon teal\">\ud83c\udfad<\/div>\n<h4>Avoidance behaviors<\/h4>\n<pee>Restlessness, disruptive behaviors in class, the class clown, absenteeism \u2014 behind many of these behaviors lies a DYS student who prefers to be seen as a troublemaker rather than as an &#8220;idiot.&#8221;<\/pee><\/div>\n<div class=\"card\">\n<div class=\"card-icon yellow\">\ud83c\udf1f<\/div>\n<h4>The Unknown Strengths<\/h4>\n<pee>Creativity, visual thinking, intuitive intelligence, remarkable verbal and relational skills \u2014 DYS students often have extraordinary strengths that are not valued by traditional schools.<\/pee><\/div>\n<\/p><\/div>\n<h2>8. Digital Tools for DYS Students<\/h2>\n<pee>Digital technology has transformed the support possibilities for DYS students. Tools that seem trivial for a neurotypical student can be revolutionary for a dyslexic or dyspraxic student.<\/pee>\n<ul class=\"checklist\">\n<li><strong>Voice Dictation<\/strong> \u2014 allows the dyspraxic student to express their knowledge without being penalized by graphomotor skills<\/li>\n<li><strong>Text-to-Speech<\/strong> \u2014 reads texts aloud for the dyslexic student, freeing their resources for comprehension<\/li>\n<li><strong>Advanced Spell Checker<\/strong> \u2014 reduces the revision burden for the dysorthographic student<\/li>\n<li><strong>Mind Mapping Software<\/strong> \u2014 allows structuring ideas visually without graphic constraints<\/li>\n<li><strong>ENT (Digital Workspace)<\/strong> \u2014 allows receiving lessons in digital format, avoiding laborious copying<\/li>\n<li><strong>Cognitive Stimulation Applications<\/strong> \u2014 maintain and develop cognitive abilities outside of class hours<\/li>\n<\/ul>\n<pee>The application <a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\" style=\"color:var(--blue)\"><strong>COCO<\/strong><\/a> from DYNSEO offers cognitive stimulation activities tailored for children and young adolescents, working on executive functions, memory, and attention \u2014 functions often involved in DYS disorders. For older adolescents, the application <a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/clint-brain-games-for-adults\/\" style=\"color:var(--blue)\"><strong>CLINT<\/strong><\/a> offers exercises tailored to adult cognitive functions, accessible from a tablet or computer. The <a href=\"https:\/\/www.dynseo.com\/en\/our-tests\/\" style=\"color:var(--blue)\">DYNSEO cognitive tests<\/a> allow for assessing cognitive profiles and informing shared evaluations with the educational team.<\/pee>\n<h2>9. Preparing Assessments: Adapting Without Betraying Learning<\/h2>\n<pee>The question of assessing DYS students is one of the most complex for teachers. How to fairly assess a student whose difficulties affect the very tool of assessment (writing) rather than the knowledge itself?<\/pee>\n<div class=\"two-cols\">\n<div class=\"col-block\">\n<h4>\u2705 Recommended Assessment Adaptations<\/h4>\n<ul>\n<li>Systematic extra time for all assessments<\/li>\n<li>Computer allowed for long productions<\/li>\n<li>Enlargement of subjects (150%)<\/li>\n<li>Oral assessments in addition to written assessments<\/li>\n<li>Multiple-choice questions in addition to open-ended questions<\/li>\n<li>No penalty for spelling outside of French classes<\/li>\n<li>Possibility to respond in diagrams or lists rather than in written text<\/li>\n<\/ul><\/div>\n<div class=\"col-block\">\n<h4>\u274c What to avoid<\/h4>\n<ul>\n<li>Reading aloud in front of the class without prior preparation<\/li>\n<li>Evaluating only in writing without considering the PAP<\/li>\n<li>Penalizing spelling mistakes in all subjects<\/li>\n<li>Comparing results with peers without considering the disability<\/li>\n<li>Highlighting difficulties in front of the class<\/li>\n<li>Refusing PAP accommodations on the pretext of fairness<\/li>\n<\/ul><\/div>\n<\/p><\/div>\n<h2>10. Building an inclusive culture in the institution<\/h2>\n<pee>Supporting DYS students cannot rely on a few willing teachers. It must become an institutional culture \u2014 driven by the management, formalized in the educational project, and supported by ongoing training for the entire team.<\/pee>\n<pee>An inclusive institution is recognized by a few indicators: an identified DYS referent in the team, a documented detection protocol, regular training for teachers, proactive communication with families from the first warning signs, and an annual evaluation of the effectiveness of the accommodations put in place.<\/pee>\n<div class=\"quote-box\">\n    <pee>\u201cDifferentiated pedagogy is not about teaching less well or teaching less. It is about teaching differently, so that all students \u2014 DYS or not \u2014 achieve the same objectives through different paths. It is demanding, but it is the very definition of a school that respects the diversity of intelligences.\u201d<\/pee>\n    <cite>\u2014 Perspective of specialists in inclusive pedagogy and neurodiversity<\/cite>\n  <\/div>\n<div class=\"conclusion\">\n<h2>DYS disorders in middle school: from obstacle to opportunity<\/h2>\n<pee>A well-supported DYS student in middle school can reveal remarkable abilities that traditional school would never have seen. The key is teacher training \u2014 to understand, detect, and adapt. DYNSEO has designed a comprehensive training course, accessible online, at your own pace, to provide you with all the tools you need.<\/pee>\n    <a href=\"https:\/\/www.dynseo.com\/en\/courses\/dys-disorders-in-middle-school-understanding-identifying-and-adapting-teaching-practices-en\/\" class=\"btn-cta\">Access the DYS middle school training \u2192<\/a>\n  <\/div>\n<p><\/main><\/p>\n<section class=\"faq-section\">\n<div class=\"container\">\n<h2>FAQ \u2014 DYS disorders in middle school<\/h2>\n<div class=\"faq-item\">\n<h4><span>Q1<\/span> How to obtain a PAP for my child in middle school?<\/h4>\n<pee>The PAP (Personalized Support Plan) is obtained by consulting the school doctor of the institution with a medical certificate attesting to the DYS disorder (issued by the attending physician, speech therapist, or neuropsychologist). The school doctor then writes the PAP in collaboration with the teaching team and the family. There is no need to go through the MDPH. The PAP is revised each school year and can be requested at any time of the year.<\/pee><\/div>\n<div class=\"faq-item\">\n<h4><span>Q2<\/span> Can my DYS child benefit from a computer in class?<\/h4>\n<pee>Yes \u2014 the use of a computer can be formalized in the PAP or the PPS. It is particularly recommended for dyspraxic students (whose handwriting is very laborious) and dysorthographic students (who benefit from spell check). The implementation generally requires a decision from the teaching team formalized in the PAP, and sometimes the acquisition of the computer (possible coverage by the MDPH as part of a PPS).<\/pee><\/div>\n<div class=\"faq-item\">\n<h4><span>Q3<\/span> Does a DYS student benefit from accommodations for the diploma?<\/h4>\n<pee>Yes \u2014 candidates recognized as having a DYS disorder can benefit from accommodations for the middle school diploma: extra time, use of a computer, enlarged support, questions read by a third party. These accommodations must be requested by the school doctor and validated by the rectorate. The request must be made at the beginning of the 3rd year. The same accommodations continue in high school and for the baccalaureate.<\/pee><\/div>\n<div class=\"faq-item\">\n<h4><span>Q4<\/span> How to approach the subject of DYS with a student who does not have a diagnosis?<\/h4>\n<pee>In the face of a student showing characteristic signals without a formal diagnosis, the teacher can: report their observations to the reference teacher or the school doctor (in writing, with concrete examples), contact the family for a supportive meeting focused on factual observations (not the diagnosis \u2014 that is not your role), and immediately implement sensible accommodations (enlargement, photocopied materials) without waiting for the diagnosis.<\/pee><\/div>\n<div class=\"faq-item\">\n<h4><span>Q5<\/span> Does DYNSEO training only target French teachers?<\/h4>\n<pee>No \u2014 the training <a href=\"https:\/\/www.dynseo.com\/en\/courses\/dys-disorders-in-middle-school-understanding-identifying-and-adapting-teaching-practices-en\/\" style=\"color:var(--blue)\">DYS disorders in middle school<\/a> from DYNSEO is aimed at all secondary school teachers regardless of their subject, as well as AESH, principal education advisors, school psychologists, and families. It addresses the impacts of DYS disorders in all subjects and offers cross-cutting adaptation strategies. It is accessible online, certified Qualiopi, and can be funded through the institution&#8217;s training plan or via the CPF.<\/pee><\/div>\n<\/p><\/div>\n<\/section>\n<footer class=\"article-footer\">\n  <pee>DYNSEO \u2014 Training and resources for inclusive pedagogy and DYS disorders<\/pee>\n<div class=\"footer-links\">\n    <a href=\"https:\/\/www.dynseo.com\/en\/courses\/dys-disorders-in-middle-school-understanding-identifying-and-adapting-teaching-practices-en\/\">DYS middle school training<\/a><br \/>\n    <a href=\"https:\/\/www.dynseo.com\/en\/our-training-courses\/\">All trainings<\/a><br \/>\n    <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/\">Free tools<\/a><br \/>\n    <a href=\"https:\/\/www.dynseo.com\/en\/our-tests\/\">Cognitive tests<\/a><br \/>\n    <a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\">COCO<\/a><br \/>\n    <a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/clint-brain-games-for-adults\/\">CLINT<\/a>\n  <\/div>\n<\/footer>\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":410101,"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 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10px;border-radius:50px;font-size:12px;font-weight:600;background:rgba(94,94,215,.08);color:var(--blue)}\n.dbi-art-6ff1ba .amenagement-band {background:linear-gradient(135deg,var(--blue),var(--blue-dark));border-radius:var(--br);padding:38px 30px;margin:36px 0;color:#fff}\n.dbi-art-6ff1ba .amenagement-band h3 {color:#fff;margin-top:0;font-size:19px;margin-bottom:22px;text-align:center}\n.dbi-art-6ff1ba .am-grid {display:grid;grid-template-columns:repeat(auto-fit,minmax(160px,1fr));gap:12px}\n.dbi-art-6ff1ba .am-item {background:rgba(255,255,255,.12);border-radius:12px;padding:16px 12px;text-align:center}\n.dbi-art-6ff1ba .am-item .am-emoji {font-size:24px;display:block;margin-bottom:8px}\n.dbi-art-6ff1ba .am-item h4 {font-size:13px;font-weight:700;color:#fff;margin-bottom:4px;line-height:1.3}\n.dbi-art-6ff1ba .am-item p {font-size:12px;color:rgba(255,255,255,.8);margin:0;line-height:1.4}\n.dbi-art-6ff1ba .faq-section {background:var(--light-bg);padding:52px 24px;margin-top:52px}\n.dbi-art-6ff1ba .faq-section h2 {color:var(--blue);border-color:var(--teal)}\n.dbi-art-6ff1ba .faq-item {background:#fff;border-radius:var(--br);padding:24px 28px;margin-bottom:14px;box-shadow:var(--shc)}\n.dbi-art-6ff1ba .faq-item h4 {font-size:16px;font-weight:700;color:var(--blue);margin-bottom:12px;display:flex;gap:12px}\n.dbi-art-6ff1ba .faq-item h4 span {color:var(--teal);flex-shrink:0}\n.dbi-art-6ff1ba .faq-item p {font-size:15px;margin:0}\n.dbi-art-6ff1ba .conclusion {background:linear-gradient(135deg,rgba(94,94,215,.08) 0%,rgba(169,226,228,.15) 100%);border-radius:var(--br);padding:40px 36px;margin:40px 0;text-align:center}\n.dbi-art-6ff1ba .conclusion h2 {border:none;margin-top:0}\n.dbi-art-6ff1ba .conclusion p {font-size:16px;max-width:640px;margin:0 auto 24px}\n.dbi-art-6ff1ba .btn-cta {display:inline-block;background:linear-gradient(135deg,var(--blue),var(--blue-dark));color:#fff;font-family:'Montserrat',sans-serif;font-weight:700;font-size:15px;padding:14px 32px;border-radius:50px;text-decoration:none;box-shadow:0 6px 20px rgba(94,94,215,.3);transition:transform .2s}\n.dbi-art-6ff1ba .btn-cta:hover {transform:translateY(-3px)}\n.dbi-art-6ff1ba .article-footer {background:linear-gradient(135deg,var(--blue),var(--blue-dark));color:#fff;padding:40px 24px;text-align:center}\n.dbi-art-6ff1ba .article-footer p {color:rgba(255,255,255,.8);font-size:14px;margin-bottom:16px}\n.dbi-art-6ff1ba .footer-links {display:flex;justify-content:center;gap:16px;flex-wrap:wrap}\n.dbi-art-6ff1ba .footer-links a {color:#fff;text-decoration:none;font-size:13px;font-weight:600;padding:8px 18px;border:1px solid rgba(255,255,255,.3);border-radius:50px;transition:background .2s}\n.dbi-art-6ff1ba .footer-links a:hover {background:rgba(255,255,255,.15)}\n@media(max-width:640px) {\n.dbi-art-6ff1ba .cta-formation, .dbi-art-6ff1ba .cta-outil {flex-direction:column}\n.dbi-art-6ff1ba .cards-grid {grid-template-columns:1fr}\n.dbi-art-6ff1ba .cta-formation-main .cta-body {padding:24px}\n}\n\n<\/style>\n<div class=\"dbi-art-6ff1ba\">\n<header class=\"hero\">\n  <div class=\"hero-tag\">\ud83d\udcda DYS disorders \u00b7 Middle School \u00b7 Inclusive Pedagogy<\/div>\n  <h1>DYS disorders in middle school:<br>understand, identify, and adapt teaching practices<\/h1>\n  <p class=\"hero-sub\">The complete guide for teachers, AESH, and families: identify the signs of DYS disorders in middle school, implement the right accommodations, and build truly inclusive pedagogy<\/p>\n  <div class=\"hero-meta\">\n    <span>\ud83d\udcd6 Reading: ~22 min<\/span><span>\u2705 Updated 2026<\/span><span>\ud83c\udfeb Teachers, AESH &amp; families<\/span>\n  <\/div>\n<\/header>\n\n<div class=\"stats-bar\">\n  <div class=\"stats-grid\">\n    <div class=\"stat-item\"><span class=\"stat-num\">1 student\/5<\/span><span class=\"stat-label\">has a learning disorder in middle school<\/span><\/div>\n    <div class=\"stat-item\"><span class=\"stat-num\">60 %<\/span><span class=\"stat-label\">of DYS students enter 6th grade without a formal diagnosis<\/span><\/div>\n    <div class=\"stat-item\"><span class=\"stat-num\">3 years<\/span><span class=\"stat-label\">average time between the first signals and the implementation of a PAP<\/span><\/div>\n    <div class=\"stat-item\"><span class=\"stat-num\">\u00d73<\/span><span class=\"stat-label\">DYS disorders triple the risk of school dropout in middle school<\/span><\/div>\n  <\/div>\n<\/div>\n\n<main class=\"container\">\n<div class=\"intro-block\">\n    <p>Middle school is often the moment of truth for students with DYS disorders. Where primary school could still compensate through the proximity of teachers, middle school imposes a multiplicity of teachers, new subjects, more intense rhythms, and more demanding evaluations. For a dyslexic, dyspraxic, dyscalculic, or dysphasic student, this transition is often traumatic. And yet, with the right tools, the right training, and the right accommodations, these same students can not only survive middle school but also reveal remarkable abilities. This comprehensive guide gives you all the keys to understand DYS disorders in middle school, identify them before failure, and adapt your teaching practices to build a true inclusive pedagogy.<\/p>\n  <\/div>\n\n  <!-- CTA MAIN TRAINING -->\n  <a href=\"https:\/\/www.dynseo.com\/courses\/troubles-dys-au-college-comprendre-reperer-et-adapter-ses-pratiques-pedagogiques\/\" class=\"cta-formation-main\">\n    <img src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/03\/troubles-DYS-college.jpg\" alt=\"Training DYS Disorders in Middle School - DYNSEO\" class=\"cta-img\">\n    <div class=\"cta-body\">\n      <div class=\"cta-tag\">\ud83c\udf93 QUALIOPI CERTIFIED TRAINING<\/div>\n      <h4>DYS Disorders in Middle School: Understanding, Identifying, and Adapting Teaching Practices<\/h4>\n      <p>The reference training for all secondary education professionals. Identify the different DYS disorders and their manifestations in middle school, master differentiated teaching strategies, build an effective PAP, and collaborate with families and health professionals \u2014 online, at your own pace.<\/p>\n      <div class=\"cta-features\">\n        <span class=\"cta-feat\">\u2705 Qualiopi Certified<\/span>\n        <span class=\"cta-feat\">\ud83d\udcbb 100% online<\/span>\n        <span class=\"cta-feat\">\u23f1\ufe0f At your own pace<\/span>\n        <span class=\"cta-feat\">\ud83c\udfeb Teachers &amp; AESH<\/span>\n        <span class=\"cta-feat\">\ud83d\udcb0 Fundable by OPCO<\/span>\n      <\/div>\n      <span class=\"btn-white-lg\">Access the training \u2192<\/span>\n    <\/div>\n  <\/a>\n\n  <h2>1. Middle School, a Difficult Transition for DYS Students<\/h2>\n\n  <p>The primary to middle school transition is often described by families as \"the moment when everything collapsed.\" And for good reason: the transition to 6th grade combines all the aggravating factors of DYS disorders without the usual compensations being present.<\/p>\n\n  <div class=\"cards-grid\">\n    <div class=\"card\"><div class=\"card-icon blue\">\ud83d\udc68\u200d\ud83c\udfeb<\/div><h4>Increasing Number of Teachers<\/h4><p>From 1-2 reference teachers to 10-12 teachers who do not know each other. The continuity and coherence of accommodations become a real organizational challenge for the student and their family.<\/p><\/div>\n    <div class=\"card\"><div class=\"card-icon teal\">\ud83d\udcda<\/div><h4>Explosion of Subjects<\/h4><p>Each subject has its own codes, its own evaluation formats, its own reading and writing requirements. For a dyslexic student, each new subject is a new challenge.<\/p><\/div>\n    <div class=\"card\"><div class=\"card-icon yellow\">\u23f0<\/div><h4>Increased Rhythm and Autonomy<\/h4><p>Complex schedule, room changes, management of the communication notebook, homework to be submitted on time \u2014 all tasks that often exceed the capabilities of dyspraxic students or those with ADHD.<\/p><\/div>\n    <div class=\"card\"><div class=\"card-icon pink\">\ud83d\udcdd<\/div><h4>Systematic Written Evaluations<\/h4><p>Grades become the central evaluation tool. Dyslexic and dysorthographic students \u2014 who may have excellent oral knowledge \u2014 are systematically penalized by their graphic difficulties.<\/p><\/div>\n  <\/div>\n<div class=\"highlight-box\">\n    <h4>\ud83d\udccc What the data says about DYS in middle school<\/h4>\n    <p>According to estimates from the Ministry of National Education, about 15 to 20% of students have a learning disorder. But only a minority benefit from a formalized PAP (Personalized Accompaniment Plan). The gap between the actual prevalence and the measures in place illustrates the importance of training professionals in early detection and pedagogical adaptation.<\/p>\n<\/div>\n\n<h2>2. The different DYS disorders in middle school: recognizing each profile<\/h2>\n\n<p>The term \"DYS\" encompasses very different disorders that are important to distinguish in order to adapt pedagogical practices appropriately. A dyslexic student and a dyspraxic student have radically different adaptation needs \u2014 even if both may struggle significantly in class.<\/p>\n\n<div class=\"dys-card dyslexie\">\n    <div class=\"dys-header\"><span class=\"dys-emoji\">\ud83d\udcd6<\/span><div class=\"dys-title\"><h4>Dyslexia-dysorthographia<\/h4><span>Most common disorder \u00b7 3-5% of students<\/span><\/div><\/div>\n    <p>Dyslexia is a phonological decoding disorder \u2014 the correspondence between sounds\/letters. The dyslexic student confuses visually similar letters (b\/d, p\/q), reverses the order of syllables, reads very slowly and with effort, skips words, and loses their place in the text. Dysorthographia, often associated, manifests as persistent spelling errors despite effort and learning.<\/p>\n    <p><strong>In middle school:<\/strong> the dyslexic student is penalized in all subjects that require reading statements, copying from the board, and producing written texts. Their difficulties are often confused with a lack of effort or a lack of intelligence.<\/p>\n    <div class=\"dys-tags\"><span class=\"dys-tag\">Slow reading<\/span><span class=\"dys-tag\">Confusions b\/d\/p\/q<\/span><span class=\"dys-tag\">Reversals<\/span><span class=\"dys-tag\">Spelling<\/span><\/div>\n<\/div>\n\n<div class=\"dys-card dysorthographie\">\n    <div class=\"dys-header\"><span class=\"dys-emoji\">\ud83d\udd22<\/span><div class=\"dys-title\"><h4>Dyscalculia<\/h4><span>Number sense disorder \u00b7 3-6% of students<\/span><\/div><\/div>\n    <p>Dyscalculia is a disorder of processing numerical information. The dyscalculic student has difficulty visualizing quantities, automating multiplication tables, aligning columns in operations, reading the time, or navigating the space of numbers. It is not related to low mathematical intelligence \u2014 a student can perfectly understand concepts while being unable to automate basic operations.<\/p>\n    <p><strong>In middle school:<\/strong> it massively impacts mathematics, physics-chemistry, life sciences, and all subjects that use numerical data.<\/p>\n    <div class=\"dys-tags\"><span class=\"dys-tag\">Difficult tables<\/span><span class=\"dys-tag\">Column alignment<\/span><span class=\"dys-tag\">Number sense<\/span><\/div>\n<\/div>\n\n<div class=\"dys-card dysphasie\">\n    <div class=\"dys-header\"><span class=\"dys-emoji\">\ud83d\udde3\ufe0f<\/span><div class=\"dys-title\"><h4>Dysphasia (TDL)<\/h4><span>Developmental Language Disorder \u00b7 1-2% of students<\/span><\/div><\/div>\n    <p>Dysphasia is a structural disorder of oral and\/or written language development. The dysphasic student may have a limited vocabulary, difficulties constructing grammatically correct sentences, understanding complex oral instructions, and memorizing verbal sequences. Their comprehension may be much better in writing than orally \u2014 or vice versa depending on the profile.<\/p>\n    <p><strong>In middle school:<\/strong> impacts oral presentations, understanding of lectures, oral questioning, and participation in class.<\/p>\n    <div class=\"dys-tags\"><span class=\"dys-tag\">Oral language<\/span><span class=\"dys-tag\">Comprehension<\/span><span class=\"dys-tag\">Vocabulary<\/span><span class=\"dys-tag\">Syntax<\/span><\/div>\n<\/div>\n\n<div class=\"dys-card dyspraxie\">\n    <div class=\"dys-header\"><span class=\"dys-emoji\">\u270f\ufe0f<\/span>\n<div class=\"dys-title\"><h4>Dyspraxia (TDC)<\/h4><span>Developmental Coordination Disorder \u00b7 5-6% of students<\/span><\/div><\/div>\n    <p>Dyspraxia affects the planning and coordination of voluntary movements. The dyspraxic student has laborious and illegible handwriting, difficulties copying from the board, taking notes, creating geometric figures, and organizing on their sheet of paper. Often associated with visuo-spatial disorders that impact reading maps, graphs, and diagrams.<\/p>\n    <p><strong>In middle school:<\/strong> intensive note-taking, copying from the board, and geometry are major daily obstacles. The computer can radically change the situation.<\/p>\n    <div class=\"dys-tags\"><span class=\"dys-tag\">Laborious writing<\/span><span class=\"dys-tag\">Difficult copying<\/span><span class=\"dys-tag\">Geometry<\/span><span class=\"dys-tag\">Organization<\/span><\/div>\n  <\/div>\n\n  <div class=\"dys-card adhd\">\n    <div class=\"dys-header\"><span class=\"dys-emoji\">\u26a1<\/span><div class=\"dys-title\"><h4>ADHD (Attention Deficit \/ Hyperactivity Disorder)<\/h4><span>Often associated with DYS disorders \u00b7 3-5% of students<\/span><\/div><\/div>\n    <p>ADHD manifests as difficulties with sustained attention, impulsivity, and\/or hyperactivity. It is very frequently associated with DYS disorders (60 to 70% of DYS students have associated ADHD). The student with ADHD often struggles to maintain attention on a long task, regularly forgets materials, interrupts others, and starts several things without finishing them.<\/p>\n    <p><strong>In middle school:<\/strong> 55-minute lectures, managing the agenda, and meeting deadlines are ongoing challenges.<\/p>\n    <div class=\"dys-tags\"><span class=\"dys-tag\">Attention<\/span><span class=\"dys-tag\">Impulsivity<\/span><span class=\"dys-tag\">Organization<\/span><span class=\"dys-tag\">Frequently associated<\/span><\/div>\n  <\/div>\n\n  <h2>3. Identifying DYS disorders in middle school: warning signals by subject<\/h2>\n\n  <p>Each teacher is potentially the first to spot signs of a DYS disorder in their subject. Early identification can prevent years of academic suffering and loss of self-esteem. Here are the most characteristic warning signals by subject.<\/p>\n\n  <div class=\"table-wrap\">\n    <table>\n      <thead><tr><th>Subject<\/th><th>Frequent warning signals<\/th><th>Probable disorder<\/th><\/tr><\/thead>\n      <tbody>\n        <tr><td><strong>French<\/strong><\/td><td>Slow reading, phonological errors, chaotic copying, very short writings<\/td><td><span class=\"badge badge-blue\">Dyslexia \/ Dysorthography<\/span><\/td><\/tr>\n        <tr><td><strong>Math<\/strong><\/td><td>Poorly aligned columns, non-automated tables, absent calculation sense<\/td><td><span class=\"badge badge-teal\">Dyscalculia<\/span><\/td><\/tr>\n        <tr><td><strong>History-Geography<\/strong><\/td><td>Unintelligible maps, impossible chronology, unread texts<\/td><td><span class=\"badge badge-yellow\">Dyslexia \/ Dyspraxia<\/span><\/td><\/tr>\n        <tr><td><strong>Foreign Languages<\/strong><\/td><td>Fixed pronunciation, unmemorized vocabulary, chaotic grammar<\/td><td><span class=\"badge badge-pink\">Dyslexia \/ TDL<\/span><\/td><\/tr>\n        <tr><td><strong>SVT \/ Physics<\/strong><\/td><td>Impossible diagrams, confused numerical data<\/td><td><span class=\"badge badge-blue\">Dyspraxia \/ Dyscalculia<\/span><\/td><\/tr>\n        <tr><td><strong>PE<\/strong><\/td><td>Clumsiness, slowness, difficulties following complex instructions<\/td><td><span class=\"badge badge-teal\">Dyspraxia \/ ADHD<\/span><\/td><\/tr>\n        <tr><td><strong>All subjects<\/strong><\/td><td>Material forgetfulness, unsubmitted homework, inability to stay still<\/td><td><span class=\"badge badge-yellow\">ADHD<\/span><\/td><\/tr>\n      <\/tbody>\n    <\/table>\n  <\/div>\n\n  <div class=\"tip-box\">\n    <div class=\"icon\">\ud83d\udca1<\/div>\n    <p><strong>The DYS Paradox:<\/strong> A DYS student can be extremely intelligent and still face significant academic difficulties. The gap between their oral abilities (often very good) and their written performance (often poor) is the most characteristic signal of an undiagnosed DYS disorder. This gap is not laziness \u2014 it is neurology.<\/p>\n  <\/div>\n\n  <h2>4. The legal framework: PAP, PPS, and the rights of DYS students in middle school<\/h2>\n\n  <p>Students with DYS disorders are entitled to formalized educational accommodations. Two main provisions exist in middle school.<\/p>\n\n  <div class=\"two-cols\">\n<div class=\"col-block\">\n      <h4>\ud83d\udccb The PAP (Personalized Support Plan)<\/h4>\n      <ul>\n        <li>For students with proven DYS disorders<\/li>\n        <li>Implemented by the school doctor<\/li>\n        <li>At the request of parents with a medical certificate<\/li>\n        <li>Without going through the MDPH<\/li>\n        <li>Contains: extra time, computer, enlarged photocopies, oral responses allowed<\/li>\n        <li>Revised each school year<\/li>\n      <\/ul>\n    <\/div>\n    <div class=\"col-block\">\n      <h4>\ud83d\udccb The PPS (Personalized Schooling Project)<\/h4>\n      <ul>\n        <li>For more significant disability situations<\/li>\n        <li>Goes through the MDPH<\/li>\n        <li>May include an AESH (accompanying person)<\/li>\n        <li>Entitles to adapted educational materials<\/li>\n        <li>Involves a schooling follow-up team (ESS)<\/li>\n        <li>Requires a complete neuropsychological assessment<\/li>\n      <\/ul>\n    <\/div>\n  <\/div>\n\n  <div class=\"warning-box\">\n    <p>\u26a0\ufe0f <strong>Accommodations are not a favor \u2014 they are a right.<\/strong> Some teachers still consider accommodations as \"cheating\" or inequality towards other students. This is a fundamental error: a dyslexic student who benefits from extra time is in the same situation as a visually impaired student who uses glasses. Accommodations compensate for a neurological disability; they do not provide an unfair advantage.<\/p>\n  <\/div>\n\n  <h2>5. Adapting Teaching Practices: Concrete Strategies<\/h2>\n\n  <h3>5.1 For All Teachers: Cross-Cutting Accommodations<\/h3>\n\n  <div class=\"amenagement-band\">\n    <h3>\ud83d\udee0\ufe0f Universal Educational Accommodations for DYS Students<\/h3>\n    <div class=\"am-grid\">\n      <div class=\"am-item\"><span class=\"am-emoji\">\ud83d\udcc4<\/span><h4>Photocopied Materials<\/h4><p>Avoid writing on the board \u2014 always distribute documents in paper or digital format<\/p><\/div>\n      <div class=\"am-item\"><span class=\"am-emoji\">\ud83d\udd21<\/span><h4>Adapted Font and Line Spacing<\/h4><p>Arial or Verdana size 12-14, line spacing 1.5, wide margins \u2014 improves readability for all<\/p><\/div>\n      <div class=\"am-item\"><span class=\"am-emoji\">\u23f1\ufe0f<\/span><h4>Extra Time<\/h4><p>Extra time for assessments. Possibility to finish an exercise during recess<\/p><\/div>\n      <div class=\"am-item\"><span class=\"am-emoji\">\ud83d\udcbb<\/span><h4>Computer Allowed<\/h4><p>For long written productions. Voice dictation is a very effective solution for dyspraxics<\/p><\/div>\n      <div class=\"am-item\"><span class=\"am-emoji\">\ud83c\udfaf<\/span><h4>Evaluation on Content<\/h4><p>Do not penalize spelling mistakes in assessments of subjects other than French<\/p><\/div>\n      <div class=\"am-item\"><span class=\"am-emoji\">\ud83d\udce2<\/span><h4>Oral and Written Instructions<\/h4><p>Always accompany written instructions with an oral formulation \u2014 and rephrase differently if necessary<\/p><\/div>\n      <div class=\"am-item\"><span class=\"am-emoji\">\ud83d\uddc2\ufe0f<\/span><h4>Material Organization<\/h4><p>Color code by subject, supervised notebook, weekly visual work plan<\/p><\/div>\n      <div class=\"am-item\"><span class=\"am-emoji\">\u2705<\/span><h4>Recognition of Successes<\/h4><p>Systematically identify what the student succeeds in \u2014 not just what is difficult<\/p><\/div>\n    <\/div>\n  <\/div>\n\n  <h3>5.2 In French: Adapting for Dyslexia-Dysorthographia<\/h3>\n  <p>In French class, dyslexic students can benefit from enlarged texts with increased spacing, audio reader for long texts, a voice dictation system for written productions, and an evaluation that distinguishes comprehension skills (often preserved) from graphic skills (often deficient).<\/p>\n\n  <div class=\"cta-outil\">\n    <div class=\"cta-icon\">\ud83d\udd24<\/div>\n    <div>\n      <h4>Memory Aid for b\/d\/p\/q Confusions DYNSEO<\/h4>\n      <p>The memory aid for b\/d\/p\/q confusions is a visual mnemonic tool that helps dyslexic students differentiate these letters that differ only by their spatial orientation. Displayed on the student's desk or glued in their notebook, it becomes an autonomous reference that reduces errors without the permanent intervention of the teacher.<\/p>\n      <a href=\"https:\/\/www.dynseo.com\/nos-outils\/aide-memoire-confusions-b-d-p-q\/\" class=\"btn-blue\">Download the memory aid<\/a>\n    <\/div>\n  <\/div>\n\n  <div class=\"cta-outil\">\n<div class=\"cta-icon\">\ud83d\udcdd<\/div>\n    <div>\n      <h4>DYNSEO Spelling Review Grid<\/h4>\n      <p>The spelling review grid guides the dysorthographic student step by step in revising their written productions. It breaks down the proofreading process into concrete and sequential actions, allowing the student to correct as many errors as possible before submitting the work.<\/p>\n      <a href=\"https:\/\/www.dynseo.com\/nos-outils\/grille-de-relecture-orthographique\/\" class=\"btn-blue\">Download the grid<\/a>\n    <\/div>\n  <\/div>\n\n  <h3>5.3 In Mathematics: Adapting for Dyscalculia<\/h3>\n  <p>In mathematics, dyscalculic students benefit from graph paper to align columns, an approved calculator for basic operations (to assess understanding of concepts without penalizing automation), problems with reduced data, and a visible display of multiplication tables and key formulas.<\/p>\n\n  <h3>5.4 In Modern Languages: Often Overlooked Adaptations<\/h3>\n  <p>Modern languages are often a nightmare for dyslexic students \u2014 particularly English, whose spelling is notorious for its lack of sound\/grapheme correspondence. Effective adaptations include prioritizing assessment on oral comprehension and oral production, reducing the number of words to memorize, using visual phonetics, and utilizing text-to-speech software for written comprehension.<\/p>\n\n  <div class=\"cta-outil\">\n    <div class=\"cta-icon\">\ud83d\udd0a<\/div>\n    <div>\n      <h4>DYNSEO Complex Sounds Picture Book<\/h4>\n      <p>The complex sounds picture book helps dyslexic students and students learning foreign languages to memorize the correspondence between complex sounds and their graphic representation \u2014 through a visual and memorable image\/sound association. A particularly effective resource for French and English classes.<\/p>\n      <a href=\"https:\/\/www.dynseo.com\/nos-outils\/imagier-des-sons-complexes\/\" class=\"btn-blue\">Access the picture book<\/a>\n    <\/div>\n  <\/div>\n\n  <h2>6. Collaboration with Families and Health Professionals<\/h2>\n\n  <p>Supporting DYS students in middle school cannot rely on a single teacher \u2014 it requires active collaboration between the educational team, the family, the school doctor, and external health professionals (speech therapist, neuropsychologist, occupational therapist). This collaboration is often the most delicate \u2014 and the most crucial for the student's success.<\/p>\n\n  <div class=\"numbered-card\">\n    <div class=\"num-badge\">1<\/div>\n    <div class=\"num-content\">\n      <h4>Reading and Understanding the Neuropsychological Assessment<\/h4>\n      <p>The neuropsychological assessment is the key document that establishes the diagnosis and guides accommodations. Knowing how to read a WISC-V profile, understanding what percentile scores mean, and identifying educational recommendations is a fundamental skill for any teacher supporting a DYS student.<\/p>\n    <\/div>\n  <\/div>\n  <div class=\"numbered-card\">\n    <div class=\"num-badge\">2<\/div>\n    <div class=\"num-content\">\n      <h4>Maintaining Regular Contact with the Family<\/h4>\n      <p>Parents of DYS students are often exhausted from years of fighting to have their child's difficulties recognized. Caring, factual, and positive communication \u2014 focused on observed progress as much as on difficulties \u2014 builds the trust necessary for true collaboration.<\/p>\n    <\/div>\n  <\/div>\n  <div class=\"numbered-card\">\n    <div class=\"num-badge\">3<\/div>\n    <div class=\"num-content\">\n      <h4>Coordinating Accommodations Among Teachers<\/h4>\n      <p>The consistency of accommodations across all subjects is fundamental. A head teacher (Professeur Principal) who coordinates the implementation of the PAP across all subjects, and ensures that accommodations are actually applied by each colleague, makes a considerable difference.<\/p>\n    <\/div>\n  <\/div>\n<div class=\"numbered-card\">\n    <div class=\"num-badge\">4<\/div>\n    <div class=\"num-content\">\n      <h4>Working in partnership with the AESH<\/h4>\n      <p>The AESH is neither a tutor nor a \"private teacher in class.\" Their role is to facilitate the student's autonomy, not to do it for them. Clearly defining this role with the AESH and providing them with the tools to perform it effectively is the responsibility of the teaching team.<\/p>\n    <\/div>\n  <\/div>\n\n  <div class=\"cta-outil\">\n    <div class=\"cta-icon\">\ud83d\udcca<\/div>\n    <div>\n      <h4>DYNSEO Articulation Tracking Chart<\/h4>\n      <p>For students with dysphasia or articulation difficulties associated with their DYS disorders, the articulation tracking chart allows the teacher to monitor progress in the production of difficult phonemes, in line with the work of the speech therapist. A coordination tool between school and care.<\/p>\n      <a href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-de-suivi-articulatoire\/\" class=\"btn-blue\">Access the chart<\/a>\n    <\/div>\n  <\/div>\n\n  <!-- CTA SECONDARY TRAINING -->\n  <div class=\"cta-formation\">\n    <div class=\"cta-icon\">\ud83c\udf93<\/div>\n    <div>\n      <h4>Training \u2014 DYS Disorders in Middle School: Understanding, Identifying, and Adapting<\/h4>\n      <p>The comprehensive training that gives you all the keys to effectively support DYS students in your class. Differential diagnostics, pedagogical strategies by subject, construction of the PAP, collaboration with families \u2014 online, certified Qualiopi, fundable by your institution.<\/p>\n      <a href=\"https:\/\/www.dynseo.com\/courses\/troubles-dys-au-college-comprendre-reperer-et-adapter-ses-pratiques-pedagogiques\/\" class=\"btn-white\">Access the training \u2192<\/a>\n    <\/div>\n  <\/div>\n\n  <h2>7. The emotional impact of DYS in middle school: not neglecting the student's experience<\/h2>\n\n  <p>DYS disorders are not just learning disabilities \u2014 they are also self-esteem issues. Years of academic failure, unfavorable comparisons with peers, and hurtful remarks leave deep scars. Adolescence amplifies these wounds.<\/p>\n\n  <div class=\"cards-grid\">\n    <div class=\"card\"><div class=\"card-icon pink\">\ud83d\udc94<\/div><h4>Fragile self-esteem<\/h4><p>A dyslexic student who has spent their entire primary education being told they \"don't make an effort\" arrives in middle school with a deeply negative self-image. Rebuilding this self-esteem is a prerequisite for any effective learning.<\/p><\/div>\n    <div class=\"card\"><div class=\"card-icon blue\">\ud83d\ude30<\/div><h4>School anxiety<\/h4><p>The fear of assessments, reading aloud, being questioned at the board \u2014 this chronic anxiety consumes valuable cognitive resources and can lead to school refusal.<\/p><\/div>\n    <div class=\"card\"><div class=\"card-icon teal\">\ud83c\udfad<\/div><h4>Avoidance behaviors<\/h4><p>Restlessness, disruptive behaviors in class, the class clown, absenteeism \u2014 behind many of these behaviors lies a DYS student who prefers to be seen as a troublemaker rather than as an \"idiot.\"<\/p><\/div>\n    <div class=\"card\">\n<div class=\"card-icon yellow\">\ud83c\udf1f<\/div><h4>The Unknown Strengths<\/h4><p>Creativity, visual thinking, intuitive intelligence, remarkable verbal and relational skills \u2014 DYS students often have extraordinary strengths that are not valued by traditional schools.<\/p><\/div>\n  <\/div>\n\n  <h2>8. Digital Tools for DYS Students<\/h2>\n\n  <p>Digital technology has transformed the support possibilities for DYS students. Tools that seem trivial for a neurotypical student can be revolutionary for a dyslexic or dyspraxic student.<\/p>\n\n  <ul class=\"checklist\">\n    <li><strong>Voice Dictation<\/strong> \u2014 allows the dyspraxic student to express their knowledge without being penalized by graphomotor skills<\/li>\n    <li><strong>Text-to-Speech<\/strong> \u2014 reads texts aloud for the dyslexic student, freeing their resources for comprehension<\/li>\n    <li><strong>Advanced Spell Checker<\/strong> \u2014 reduces the revision burden for the dysorthographic student<\/li>\n    <li><strong>Mind Mapping Software<\/strong> \u2014 allows structuring ideas visually without graphic constraints<\/li>\n    <li><strong>ENT (Digital Workspace)<\/strong> \u2014 allows receiving lessons in digital format, avoiding laborious copying<\/li>\n    <li><strong>Cognitive Stimulation Applications<\/strong> \u2014 maintain and develop cognitive abilities outside of class hours<\/li>\n  <\/ul>\n\n  <p>The application <a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\" style=\"color:var(--blue)\"><strong>COCO<\/strong><\/a> from DYNSEO offers cognitive stimulation activities tailored for children and young adolescents, working on executive functions, memory, and attention \u2014 functions often involved in DYS disorders. For older adolescents, the application <a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/clint-brain-games-for-adults\/\" style=\"color:var(--blue)\"><strong>CLINT<\/strong><\/a> offers exercises tailored to adult cognitive functions, accessible from a tablet or computer. The <a href=\"https:\/\/www.dynseo.com\/nos-tests\/\" style=\"color:var(--blue)\">DYNSEO cognitive tests<\/a> allow for assessing cognitive profiles and informing shared evaluations with the educational team.<\/p>\n\n  <h2>9. Preparing Assessments: Adapting Without Betraying Learning<\/h2>\n\n  <p>The question of assessing DYS students is one of the most complex for teachers. How to fairly assess a student whose difficulties affect the very tool of assessment (writing) rather than the knowledge itself?<\/p>\n\n  <div class=\"two-cols\">\n    <div class=\"col-block\">\n      <h4>\u2705 Recommended Assessment Adaptations<\/h4>\n      <ul>\n        <li>Systematic extra time for all assessments<\/li>\n        <li>Computer allowed for long productions<\/li>\n        <li>Enlargement of subjects (150%)<\/li>\n        <li>Oral assessments in addition to written assessments<\/li>\n        <li>Multiple-choice questions in addition to open-ended questions<\/li>\n        <li>No penalty for spelling outside of French classes<\/li>\n        <li>Possibility to respond in diagrams or lists rather than in written text<\/li>\n      <\/ul>\n    <\/div>\n<div class=\"col-block\">\n      <h4>\u274c What to avoid<\/h4>\n      <ul>\n        <li>Reading aloud in front of the class without prior preparation<\/li>\n        <li>Evaluating only in writing without considering the PAP<\/li>\n        <li>Penalizing spelling mistakes in all subjects<\/li>\n        <li>Comparing results with peers without considering the disability<\/li>\n        <li>Highlighting difficulties in front of the class<\/li>\n        <li>Refusing PAP accommodations on the pretext of fairness<\/li>\n      <\/ul>\n    <\/div>\n  <\/div>\n\n  <h2>10. Building an inclusive culture in the institution<\/h2>\n\n  <p>Supporting DYS students cannot rely on a few willing teachers. It must become an institutional culture \u2014 driven by the management, formalized in the educational project, and supported by ongoing training for the entire team.<\/p>\n\n  <p>An inclusive institution is recognized by a few indicators: an identified DYS referent in the team, a documented detection protocol, regular training for teachers, proactive communication with families from the first warning signs, and an annual evaluation of the effectiveness of the accommodations put in place.<\/p>\n\n  <div class=\"quote-box\">\n    <p>\u201cDifferentiated pedagogy is not about teaching less well or teaching less. It is about teaching differently, so that all students \u2014 DYS or not \u2014 achieve the same objectives through different paths. It is demanding, but it is the very definition of a school that respects the diversity of intelligences.\u201d<\/p>\n    <cite>\u2014 Perspective of specialists in inclusive pedagogy and neurodiversity<\/cite>\n  <\/div>\n\n  <div class=\"conclusion\">\n    <h2>DYS disorders in middle school: from obstacle to opportunity<\/h2>\n    <p>A well-supported DYS student in middle school can reveal remarkable abilities that traditional school would never have seen. The key is teacher training \u2014 to understand, detect, and adapt. DYNSEO has designed a comprehensive training course, accessible online, at your own pace, to provide you with all the tools you need.<\/p>\n    <a href=\"https:\/\/www.dynseo.com\/courses\/troubles-dys-au-college-comprendre-reperer-et-adapter-ses-pratiques-pedagogiques\/\" class=\"btn-cta\">Access the DYS middle school training \u2192<\/a>\n  <\/div>\n\n<\/main>\n<section class=\"faq-section\">\n  <div class=\"container\">\n    <h2>FAQ \u2014 DYS disorders in middle school<\/h2>\n    <div class=\"faq-item\"><h4><span>Q1<\/span> How to obtain a PAP for my child in middle school?<\/h4><p>The PAP (Personalized Support Plan) is obtained by consulting the school doctor of the institution with a medical certificate attesting to the DYS disorder (issued by the attending physician, speech therapist, or neuropsychologist). The school doctor then writes the PAP in collaboration with the teaching team and the family. There is no need to go through the MDPH. The PAP is revised each school year and can be requested at any time of the year.<\/p><\/div>\n    <div class=\"faq-item\"><h4><span>Q2<\/span> Can my DYS child benefit from a computer in class?<\/h4><p>Yes \u2014 the use of a computer can be formalized in the PAP or the PPS. It is particularly recommended for dyspraxic students (whose handwriting is very laborious) and dysorthographic students (who benefit from spell check). The implementation generally requires a decision from the teaching team formalized in the PAP, and sometimes the acquisition of the computer (possible coverage by the MDPH as part of a PPS).<\/p><\/div>\n    <div class=\"faq-item\"><h4><span>Q3<\/span> Does a DYS student benefit from accommodations for the diploma?<\/h4><p>Yes \u2014 candidates recognized as having a DYS disorder can benefit from accommodations for the middle school diploma: extra time, use of a computer, enlarged support, questions read by a third party. These accommodations must be requested by the school doctor and validated by the rectorate. The request must be made at the beginning of the 3rd year. The same accommodations continue in high school and for the baccalaureate.<\/p><\/div>\n    <div class=\"faq-item\"><h4><span>Q4<\/span> How to approach the subject of DYS with a student who does not have a diagnosis?<\/h4><p>In the face of a student showing characteristic signals without a formal diagnosis, the teacher can: report their observations to the reference teacher or the school doctor (in writing, with concrete examples), contact the family for a supportive meeting focused on factual observations (not the diagnosis \u2014 that is not your role), and immediately implement sensible accommodations (enlargement, photocopied materials) without waiting for the diagnosis.<\/p><\/div>\n    <div class=\"faq-item\"><h4><span>Q5<\/span> Does DYNSEO training only target French teachers?<\/h4><p>No \u2014 the training <a href=\"https:\/\/www.dynseo.com\/courses\/troubles-dys-au-college-comprendre-reperer-et-adapter-ses-pratiques-pedagogiques\/\" style=\"color:var(--blue)\">DYS disorders in middle school<\/a> from DYNSEO is aimed at all secondary school teachers regardless of their subject, as well as AESH, principal education advisors, school psychologists, and families. It addresses the impacts of DYS disorders in all subjects and offers cross-cutting adaptation strategies. It is accessible online, certified Qualiopi, and can be funded through the institution's training plan or via the CPF.<\/p><\/div>\n  <\/div>\n<\/section>\n\n<footer class=\"article-footer\">\n  <p>DYNSEO \u2014 Training and resources for inclusive pedagogy and DYS disorders<\/p>\n  <div class=\"footer-links\">\n    <a href=\"https:\/\/www.dynseo.com\/courses\/troubles-dys-au-college-comprendre-reperer-et-adapter-ses-pratiques-pedagogiques\/\">DYS middle school training<\/a>\n    <a href=\"https:\/\/www.dynseo.com\/nos-formations\/\">All trainings<\/a>\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/\">Free tools<\/a>\n    <a href=\"https:\/\/www.dynseo.com\/nos-tests\/\">Cognitive tests<\/a>\n    <a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\">COCO<\/a>\n    <a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/clint-brain-games-for-adults\/\">CLINT<\/a>\n  <\/div>\n<\/footer>\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-683199","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>DYS Disorders in College: Understanding, Identifying, and Adapting Teaching Practices - DYNSEO - Educational apps &amp; 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