{"id":697320,"date":"2026-06-06T19:53:22","date_gmt":"2026-06-06T17:53:22","guid":{"rendered":"https:\/\/www.dynseo.com\/dys-troubles-dys-au-college-par-ou-commencer-dynseo-2\/"},"modified":"2026-06-06T19:55:16","modified_gmt":"2026-06-06T17:55:16","slug":"dys-dys-disorders-in-college-where-to-start-dynseo","status":"publish","type":"post","link":"https:\/\/www.dynseo.com\/en\/dys-dys-disorders-in-college-where-to-start-dynseo\/","title":{"rendered":"DYS: DYS Disorders in College &#8211; Where to Start? &#8211; 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; _builder_version=&#8221;4.16&#8243; width=&#8221;100%&#8221; max_width=&#8221;100%&#8221; custom_padding=&#8221;0px||0px||false|false&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column 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{display:inline-block;background:transparent;border:2px solid rgba(255,255,255,.5);color:#fff;font-family:'Montserrat',sans-serif;font-weight:600;font-size:13px;padding:12px 26px;border-radius:50px;text-decoration:none}\n.dbi-art-f763f4 .faq-wrap {background:var(--light-bg);padding:60px 24px;margin-top:60px}\n.dbi-art-f763f4 .faq-wrap h2 {color:var(--blue)}\n.dbi-art-f763f4 .faq-item {background:#fff;border-radius:var(--br);padding:28px 32px;margin-bottom:14px;box-shadow:var(--shc)}\n.dbi-art-f763f4 .faq-item h4 {font-size:15px;color:var(--blue);font-family:'Montserrat',sans-serif;margin-bottom:12px}\n.dbi-art-f763f4 .faq-item p {font-size:14px;margin:0;line-height:1.8}\n.dbi-art-f763f4 footer {background:linear-gradient(135deg,var(--blue),var(--blue-dark));color:#fff;padding:44px 24px;text-align:center}\n.dbi-art-f763f4 footer p {font-size:13px;color:rgba(255,255,255,.7);margin-bottom:18px}\n.dbi-art-f763f4 .footer-links {display:flex;justify-content:center;gap:10px;flex-wrap:wrap}\n.dbi-art-f763f4 .footer-links a {color:#fff;font-size:12px;font-weight:600;text-decoration:none;padding:6px 16px;border:1px solid rgba(255,255,255,.25);border-radius:50px}<\/p>\n<\/style>\n<div class=\"dbi-art-f763f4\">\n<header class=\"hero\">\n<div class=\"hero-tag\">\ud83d\udcd6 DYS disorders \u00b7 Middle School \u00b7 Where to start \u00b7 Teachers \u00b7 Families \u00b7 Qualiopi<\/div>\n<h1>DYS: DYS disorders in middle school \u2014 where to start?<\/h1>\n<pee class=\"hero-sub\">Your child is entering 6th grade with a DYS diagnosis. Or you are a teacher facing a student for whom &#8220;something is not right.&#8221; Where to start? This step-by-step guide answers this question with concrete and actionable responses right now.<\/pee>\n  <a href=\"https:\/\/www.dynseo.com\/en\/courses\/dys-disorders-in-middle-school-understanding-identifying-and-adapting-teaching-practices-en\/\" class=\"hero-cta\">Access the training \u2192<\/a><br \/>\n<\/header>\n<p><main class=\"container\"><\/p>\n<div class=\"intro-box\">\n  <pee>Middle school is a pivotal moment for DYS students: more subjects, different teachers, more reading and writing expected, less individualized support than in elementary school. This is often where DYS students who are not or poorly supported start to fall behind. And this is also where well-implemented support can make all the difference.<\/pee>\n<\/div>\n<h2>Where to start: the 6 steps in order<\/h2>\n<div class=\"etape-grid\">\n<div class=\"etape-card\">\n<div class=\"en\">1<\/div>\n<h4>Understand the diagnosis<\/h4>\n<pee>Read the speech therapy or neuropsychological assessment. Identify the specific disorder(s), their severity, and the recommendations. Many families have an &#8220;assessment&#8221; without really understanding what it says.<\/pee><\/div>\n<div class=\"etape-card\">\n<div class=\"en\">2<\/div>\n<h4>Contact the main teacher<\/h4>\n<pee>As soon as school starts \u2014 do not wait for difficulties to appear. Provide a copy of the assessment and a summary sheet of the recommended accommodations. Suggest a meeting.<\/pee><\/div>\n<div class=\"etape-card\">\n<div class=\"en\">3<\/div>\n<h4>Request an ESS<\/h4>\n<pee>School Monitoring Team \u2014 meeting with all teachers, the school doctor, and parents to formalize accommodations in a PAP or PPS. Can be requested by parents.<\/pee><\/div>\n<div class=\"etape-card\">\n<div class=\"en\">4<\/div>\n<h4>Implement the accommodations<\/h4>\n<pee>Concrete pedagogical accommodations: extra time, adapted font, right to use a dictionary, written AND oral instructions, evaluation without spelling penalties for content.<\/pee><\/div>\n<div class=\"etape-card\">\n<div class=\"en\">5<\/div>\n<h4>Equip the student at home<\/h4>\n<pee>Homework planner, backpack checklist, notebook organizer \u2014 tools that compensate for organizational difficulties at home, often as penalizing as reading difficulties.<\/pee><\/div>\n<div class=\"etape-card\">\n<div class=\"en\">6<\/div>\n<h4>Maintain motivation<\/h4>\n<pee>The self-esteem of DYS students is often weakened by years of misunderstanding. Motivation chart, gamification system \u2014 rebuild a positive relationship with learning.<\/pee><\/div>\n<\/div>\n<h2>DYS disorders in middle school: what each subject involves<\/h2>\n<div class=\"dynseo-table\">\n<thead>\n<tr>\n<th>DYS Disorder<\/th>\n<th>Most impacted subjects<\/th>\n<th>Priority accommodations<\/th>\n<th>DYNSEO tools<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><strong>Dyslexia<\/strong><\/td>\n<td>French, Languages, History-Geography<\/td>\n<td>Adapted font, extra time, audio-books, voice dictation<\/td>\n<td>Proofreading grid, Reminder b\/d<\/td>\n<\/tr>\n<tr>\n<td><strong>Dysorthography<\/strong><\/td>\n<td>French (writing), Dictations<\/td>\n<td>Spelling penalties separate from content, accepted corrector<\/td>\n<td>Spelling proofreading grid<\/td>\n<\/tr>\n<tr>\n<td><strong>Dyscalculia<\/strong><\/td>\n<td>Math, Physics-Chemistry, Life Sciences<\/td>\n<td>Multiplication table provided, calculator allowed, diagrams<\/td>\n<td>Digital visual tools<\/td>\n<\/tr>\n<tr>\n<td><strong>Dyspraxia<\/strong><\/td>\n<td>All (handwriting), PE<\/td>\n<td>Computer allowed, photocopied lessons, adapted PE<\/td>\n<td>Backpack checklist, Planner<\/td>\n<\/tr>\n<tr>\n<td><strong>Dysphasia<\/strong><\/td>\n<td>Languages, Oral presentations, Oral French<\/td>\n<td>Written presentations accepted, extra time for oral, AESH<\/td>\n<td>MY DICTIONARY for AAC<\/td>\n<\/tr>\n<\/tbody>\n<\/div>\n<div class=\"fb\">\n  <a href=\"https:\/\/www.dynseo.com\/en\/courses\/dys-disorders-in-middle-school-understanding-identifying-and-adapting-teaching-practices-en\/\" target=\"_blank\"><br \/>\n    <img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/03\/troubles-DYS-college.jpg\" alt=\"Training DYS disorders middle school DYNSEO\"><br \/>\n  <\/a><\/p>\n<div class=\"fb-body\">\n    <span class=\"fb-tag\">\ud83c\udf93 Qualiopi certified training<\/span><\/p>\n<h3>DYS disorders in middle school: understand, identify, and adapt your teaching practices<\/h3>\n<pee>Online certified training for secondary school teachers, AESH, librarians, CPE, and parents of DYS students in middle school. It deepens each step of this guide with practical cases, adapted educational resources, and inclusive assessment strategies.<\/pee>\n<div class=\"fb-meta\"><span>\ud83c\udfeb Middle school teachers<\/span><span>\ud83d\udc68\u200d\ud83d\udc69\u200d\ud83d\udc67 Parents<\/span><span>\u23f1\ufe0f At your own pace<\/span><span>\u2705 Qualiopi<\/span><\/div>\n<p>    <a href=\"https:\/\/www.dynseo.com\/en\/courses\/dys-disorders-in-middle-school-understanding-identifying-and-adapting-teaching-practices-en\/\" class=\"btn-primary\">Access the training \u2192<\/a>\n  <\/div>\n<\/div>\n<h2>DYNSEO tools for DYS students in middle school<\/h2>\n<div class=\"tool-row\">\n<div class=\"tool-card\">\n<h5>\ud83d\udcdd Reminder for b\/d p\/q confusions<\/h5>\n<pee>The reference tool for letter confusions in dyslexia \u2014 to stick in the notebook.<\/pee><a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/memory-aid-confusions-b-d-p-q\/\">Download \u2192<\/a><\/div>\n<div class=\"tool-card\">\n<h5>\u2705 Spelling proofreading grid<\/h5>\n<pee>Proofread your work systematically and structured \u2014 reduce errors without human help.<\/pee><a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/spell-check-grid\/\">Download \u2192<\/a><\/div>\n<div class=\"tool-card\">\n<h5>\ud83d\udd0a Imagery of complex sounds<\/h5>\n<pee>Memorize complex sounds through image association \u2014 for dyslexia and dysorthography.<\/pee><a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/imagier-of-complex-sounds\/\">Download \u2192<\/a><\/div>\n<div class=\"tool-card\">\n<h5>\ud83d\udcca Articulation tracking chart<\/h5>\n<pee>For students with dysphasia or articulation difficulties associated with DYS.<\/pee><a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/articulatory-tracking-chart\/\">Download \u2192<\/a><\/div>\n<div class=\"tool-card\">\n<h5>\ud83d\uddc2\ufe0f Complete catalog<\/h5>\n<pee>50+ tools for DYS students, ADHD, and those with special needs.<\/pee><a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/\">See all \u2192<\/a><\/div>\n<\/div>\n<div class=\"hl\">\n<h4>\ud83d\udccb The 10 most impactful accommodations in middle school for a DYS student<\/h4>\n<ul>\n<li>Extra time granted systematically (PAP or PPS) \u2014 the most requested and the most useful<\/li>\n<li>Documents provided in OpenDyslexic or Arial font, cream background, line spacing 1.5<\/li>\n<li>Instructions given in writing AND orally on all assessments<\/li>\n<li>Evaluation separate from content and form \u2014 spelling does not penalize the content<\/li>\n<li>Calculator and multiplication table allowed for dyscalculic students<\/li>\n<li>Computer or tablet allowed for dyspraxic students (not penalized for handwriting)<\/li>\n<li>Photocopied lessons or sent by email \u2014 no handwritten copy from the board<\/li>\n<li>Separate exam room or small room for tests<\/li>\n<li>Accommodations for the Brevet and Bac requested from the MDPH as early as 8th grade<\/li>\n<li>Access to a digital dictionary during all written assessments<\/li>\n<\/ul>\n<\/div>\n<div class=\"app-row\">\n<div class=\"app-card\">\n<h5>\ud83d\udfe9 COCO \u2014 Children<\/h5>\n<pee>Cognitive stimulation for DYS students in 6th-5th grade \u2014 strengthen working memory and attention that support school learning.<\/pee><a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\">Discover \u2192<\/a><\/div>\n<div class=\"app-card\">\n<h5>\ud83d\udfe6 CLINT \u2014 Adults<\/h5>\n<pee>For DYS middle school students in 9th grade and beyond \u2014 adult interface, advanced cognitive stimulation.<\/pee><a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/clint-brain-games-for-adults\/\">Discover \u2192<\/a><\/div>\n<div class=\"app-card\">\n<h5>\ud83d\udfe5 MY DICTIONARY<\/h5>\n<pee>For students with dysphasia or verbal communication difficulties \u2014 express needs and difficulties in class.<\/pee><a href=\"https:\/\/www.dynseo.com\/mon-dico-une-application-pour-favoriser-la-communication\/\">Discover \u2192<\/a><\/div>\n<div class=\"app-card\">\n<h5>\ud83e\udd16 DYNSEO AI Coach<\/h5>\n<pee>Questions about DYS, accommodations, procedures \u2014 expert answers 24\/7.<\/pee><a href=\"https:\/\/www.dynseo.com\/en\/coach-ia-english\/\">Discover \u2192<\/a><\/div>\n<\/div>\n<div class=\"cta-block\">\n<h3>\ud83d\udcd6 Train yourself on DYS in middle school<\/h3>\n<pee>The DYNSEO training deepens each step of this guide with advanced inclusive pedagogical strategies \u2014 Qualiopi certified, online, at your own pace.<\/pee>\n<div class=\"cta-btns\">\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><br \/>\n    <a href=\"https:\/\/www.dynseo.com\/en\/our-training-courses\/\" class=\"btn-outline\">All our trainings<\/a>\n  <\/div>\n<\/div>\n<p><\/main><\/p>\n<section class=\"faq-wrap\">\n<div class=\"container\">\n<h2>\u2753 Frequently Asked Questions \u2014 DYS in Middle School<\/h2>\n<div class=\"faq-item\">\n<h4>What is the difference between a PAP and a PPS in middle school?<\/h4>\n<pee>The PAP (Personalized Support Plan) is implemented by the school without going through the MDPH \u2014 upon the proposal of the school doctor after examination and at the request of the family. It formalizes the educational accommodations without official recognition of disability. The PPS (Personalized Schooling Project) requires an MDPH notification and officially recognizes the disability \u2014 it can include an AESH, material aids, and specialized orientations. For a moderately to severely DYS student, the PPS is generally more protective than the PAP.<\/pee><\/div>\n<div class=\"faq-item\">\n<h4>How to talk about DYS to teachers who &#8220;don&#8217;t believe in DYS&#8221;?<\/h4>\n<pee>Bring the speech therapy or neuropsychological assessment \u2014 not just a note from the doctor. Skeptical teachers generally respond better to objective data (results from standardized tests) than to parental statements. Focus on observable behaviors (&#8220;he confuses b\/d even after 4 years of work&#8221;) rather than labels. And involve the school doctor \u2014 their role is precisely to bridge the gap between the medical diagnosis and educational accommodations.<\/pee><\/div>\n<div class=\"faq-item\">\n<h4>Can a dyslexic student really succeed in the diploma and the baccalaureate with the right accommodations?<\/h4>\n<pee>Yes \u2014 and the data confirms it. Dyslexic students benefiting from appropriate accommodations (extra time, adapted support, secretary if needed) achieve results that reflect their actual understanding of the subjects, not their grapho-phonological difficulties. Personalities like Albert Einstein, Steve Jobs, Richard Branson, Gustave Flaubert are presumed to be dyslexic. Dyslexia is not a ceiling \u2014 the lack of accommodations sometimes is.<\/pee><\/div>\n<div class=\"faq-item\">\n<h4>My child refuses to use their accommodations to &#8220;not stand out&#8221; \u2014 what to do?<\/h4>\n<pee>This is one of the most common challenges during adolescence \u2014 shame and the desire to &#8220;appear normal&#8221; sometimes take precedence over the effectiveness of accommodations. Approaches: choose the least visible accommodations (computer used by everyone, adapted font on the screen, leaving 5 minutes before the extra time). Talk with the teacher so that the accommodation is discreet. And work on self-esteem and normalization \u2014 talk about brilliant dyslexic personalities, join groups of DYS adolescents.<\/pee><\/div>\n<div class=\"faq-item\">\n<h4>How is the Memory Aid for b\/d p\/q confusions DYNSEO used in class?<\/h4>\n<pee>It is designed to be glued in the French notebook and in the language notebook \u2014 accessible at any time without the student needing to ask for it. The teacher can also display a discreet copy in the corner of the board. It does not replace speech therapy remediation \u2014 it compensates for the disorder while remediation progresses. It can be used during assessments if the PAP or PPS allows it.<\/pee><\/div>\n<div class=\"faq-item\">\n<h4>Until what age do DYS disorders persist?<\/h4>\n<pee>DYS disorders are permanent neurodevelopmental disorders \u2014 they do not &#8220;disappear&#8221; with age. What evolves: the compensatory skills developed with remediation and practice, and the adaptive strategies that allow overcoming difficulties. A well-supported dyslexic adult can lead a fulfilling professional and personal life \u2014 but they remain dyslexic and will benefit from adaptations throughout their life (especially at work, via RQTH).<\/pee><\/div>\n<div class=\"faq-item\">\n<h4>When to start the procedures for accommodations for the diploma (DNB)?<\/h4>\n<pee>Starting from the 8th grade \u2014 not in 9th grade. Administrative delays (recent assessment, MDPH request, notification, transmission to the examination commission) often take 6 to 12 months. A neuropsychological or speech therapy assessment less than 3 years old is generally required. The disability reference teacher (ERH) of the middle school can guide the procedures.<\/pee><\/div>\n<div class=\"faq-item\">\n<h4>Can COCO really help a DYS middle school student with their academic results?<\/h4>\n<pee>COCO strengthens the transversal cognitive functions that underlie all learning \u2014 working memory, sustained attention, processing speed, cognitive flexibility. For a dyslexic student, improving working memory facilitates the decoding of complex words. For a dyscalculic student, improving sustained attention reduces inattentive errors in calculations. COCO is not a specialized DYS remediation \u2014 it is a general cognitive reinforcement that supports the effect of speech therapy remediation.<\/pee><\/div>\n<\/p><\/div>\n<\/section>\n<div class=\"container\">\n<div class=\"fb\">\n<div class=\"fb-body\" style=\"text-align:center\">\n    <span class=\"fb-tag\">\ud83d\udcd6 DYS Training for Middle School<\/span><\/p>\n<h3>DYS disorders in middle school: understand, identify, and adapt<\/h3>\n<pee>Online training, at your own pace, certified Qualiopi \u2014 to effectively support each DYS student.<\/pee>\n<div class=\"fb-meta\" style=\"justify-content:center\"><span>\ud83c\udfeb Teachers<\/span><span>\ud83d\udc68\u200d\ud83d\udc69\u200d\ud83d\udc67 Parents<\/span><span>\u2705 Qualiopi<\/span><\/div>\n<p>    <a href=\"https:\/\/www.dynseo.com\/en\/courses\/dys-disorders-in-middle-school-understanding-identifying-and-adapting-teaching-practices-en\/\" class=\"btn-primary\">Access the training \u2192<\/a>\n  <\/div>\n<\/div>\n<\/div>\n<footer>\n  <pee>DYNSEO \u2014 Specialist in cognitive stimulation and health training \u00b7 Paris 75015<\/pee>\n<div class=\"footer-links\">\n    <a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\">COCO<\/a><br \/>\n    <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/\">Our tools<\/a><br \/>\n    <a href=\"https:\/\/www.dynseo.com\/en\/our-training-courses\/\">Our training<\/a><br \/>\n    <a href=\"https:\/\/www.dynseo.com\/en\/\">dynseo.com<\/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":100456,"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\" 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.footer-links {display:flex;justify-content:center;gap:10px;flex-wrap:wrap}\n.dbi-art-f763f4 .footer-links a {color:#fff;font-size:12px;font-weight:600;text-decoration:none;padding:6px 16px;border:1px solid rgba(255,255,255,.25);border-radius:50px}\n\n<\/style>\n<div class=\"dbi-art-f763f4\">\n<header class=\"hero\">\n  <div class=\"hero-tag\">\ud83d\udcd6 DYS disorders \u00b7 Middle School \u00b7 Where to start \u00b7 Teachers \u00b7 Families \u00b7 Qualiopi<\/div>\n  <h1>DYS: DYS disorders in middle school \u2014 where to start?<\/h1>\n  <p class=\"hero-sub\">Your child is entering 6th grade with a DYS diagnosis. Or you are a teacher facing a student for whom \"something is not right.\" Where to start? This step-by-step guide answers this question with concrete and actionable responses right now.<\/p>\n  <a href=\"https:\/\/www.dynseo.com\/courses\/troubles-dys-au-college-comprendre-reperer-et-adapter-ses-pratiques-pedagogiques\/\" class=\"hero-cta\">Access the training \u2192<\/a>\n<\/header>\n\n<main class=\"container\">\n\n<div class=\"intro-box\">\n  <p>Middle school is a pivotal moment for DYS students: more subjects, different teachers, more reading and writing expected, less individualized support than in elementary school. This is often where DYS students who are not or poorly supported start to fall behind. And this is also where well-implemented support can make all the difference.<\/p>\n<\/div>\n\n<h2>Where to start: the 6 steps in order<\/h2>\n\n<div class=\"etape-grid\">\n  <div class=\"etape-card\"><div class=\"en\">1<\/div><h4>Understand the diagnosis<\/h4><p>Read the speech therapy or neuropsychological assessment. Identify the specific disorder(s), their severity, and the recommendations. Many families have an \"assessment\" without really understanding what it says.<\/p><\/div>\n  <div class=\"etape-card\"><div class=\"en\">2<\/div><h4>Contact the main teacher<\/h4><p>As soon as school starts \u2014 do not wait for difficulties to appear. Provide a copy of the assessment and a summary sheet of the recommended accommodations. Suggest a meeting.<\/p><\/div>\n  <div class=\"etape-card\"><div class=\"en\">3<\/div><h4>Request an ESS<\/h4><p>School Monitoring Team \u2014 meeting with all teachers, the school doctor, and parents to formalize accommodations in a PAP or PPS. Can be requested by parents.<\/p><\/div>\n  <div class=\"etape-card\"><div class=\"en\">4<\/div><h4>Implement the accommodations<\/h4><p>Concrete pedagogical accommodations: extra time, adapted font, right to use a dictionary, written AND oral instructions, evaluation without spelling penalties for content.<\/p><\/div>\n  <div class=\"etape-card\"><div class=\"en\">5<\/div><h4>Equip the student at home<\/h4><p>Homework planner, backpack checklist, notebook organizer \u2014 tools that compensate for organizational difficulties at home, often as penalizing as reading difficulties.<\/p><\/div>\n  <div class=\"etape-card\"><div class=\"en\">6<\/div><h4>Maintain motivation<\/h4><p>The self-esteem of DYS students is often weakened by years of misunderstanding. Motivation chart, gamification system \u2014 rebuild a positive relationship with learning.<\/p><\/div>\n<\/div>\n\n<h2>DYS disorders in middle school: what each subject involves<\/h2>\n\n<div class=\"dynseo-table\">\n  <thead><tr><th>DYS Disorder<\/th><th>Most impacted subjects<\/th><th>Priority accommodations<\/th><th>DYNSEO tools<\/th><\/tr><\/thead>\n  <tbody>\n    <tr><td><strong>Dyslexia<\/strong><\/td><td>French, Languages, History-Geography<\/td><td>Adapted font, extra time, audio-books, voice dictation<\/td><td>Proofreading grid, Reminder b\/d<\/td><\/tr>\n    <tr><td><strong>Dysorthography<\/strong><\/td><td>French (writing), Dictations<\/td><td>Spelling penalties separate from content, accepted corrector<\/td><td>Spelling proofreading grid<\/td><\/tr>\n    <tr><td><strong>Dyscalculia<\/strong><\/td><td>Math, Physics-Chemistry, Life Sciences<\/td><td>Multiplication table provided, calculator allowed, diagrams<\/td><td>Digital visual tools<\/td><\/tr>\n    <tr><td><strong>Dyspraxia<\/strong><\/td><td>All (handwriting), PE<\/td><td>Computer allowed, photocopied lessons, adapted PE<\/td><td>Backpack checklist, Planner<\/td><\/tr>\n    <tr><td><strong>Dysphasia<\/strong><\/td><td>Languages, Oral presentations, Oral French<\/td><td>Written presentations accepted, extra time for oral, AESH<\/td><td>MY DICTIONARY for AAC<\/td><\/tr>\n  <\/tbody>\n<\/div>\n\n<div class=\"fb\">\n  <a href=\"https:\/\/www.dynseo.com\/courses\/troubles-dys-au-college-comprendre-reperer-et-adapter-ses-pratiques-pedagogiques\/\" target=\"_blank\">\n    <img src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/03\/troubles-DYS-college.jpg\" alt=\"Training DYS disorders middle school DYNSEO\">\n  <\/a>\n  <div class=\"fb-body\">\n    <span class=\"fb-tag\">\ud83c\udf93 Qualiopi certified training<\/span>\n    <h3>DYS disorders in middle school: understand, identify, and adapt your teaching practices<\/h3>\n    <p>Online certified training for secondary school teachers, AESH, librarians, CPE, and parents of DYS students in middle school. It deepens each step of this guide with practical cases, adapted educational resources, and inclusive assessment strategies.<\/p>\n    <div class=\"fb-meta\"><span>\ud83c\udfeb Middle school teachers<\/span><span>\ud83d\udc68\u200d\ud83d\udc69\u200d\ud83d\udc67 Parents<\/span><span>\u23f1\ufe0f At your own pace<\/span><span>\u2705 Qualiopi<\/span><\/div>\n    <a href=\"https:\/\/www.dynseo.com\/courses\/troubles-dys-au-college-comprendre-reperer-et-adapter-ses-pratiques-pedagogiques\/\" class=\"btn-primary\">Access the training \u2192<\/a>\n  <\/div>\n<\/div>\n\n<h2>DYNSEO tools for DYS students in middle school<\/h2>\n\n<div class=\"tool-row\">\n  <div class=\"tool-card\"><h5>\ud83d\udcdd Reminder for b\/d p\/q confusions<\/h5><p>The reference tool for letter confusions in dyslexia \u2014 to stick in the notebook.<\/p><a href=\"https:\/\/www.dynseo.com\/nos-outils\/aide-memoire-confusions-b-d-p-q\/\">Download \u2192<\/a><\/div>\n  <div class=\"tool-card\"><h5>\u2705 Spelling proofreading grid<\/h5><p>Proofread your work systematically and structured \u2014 reduce errors without human help.<\/p><a href=\"https:\/\/www.dynseo.com\/nos-outils\/grille-de-relecture-orthographique\/\">Download \u2192<\/a><\/div>\n  <div class=\"tool-card\"><h5>\ud83d\udd0a Imagery of complex sounds<\/h5><p>Memorize complex sounds through image association \u2014 for dyslexia and dysorthography.<\/p><a href=\"https:\/\/www.dynseo.com\/nos-outils\/imagier-des-sons-complexes\/\">Download \u2192<\/a><\/div>\n  <div class=\"tool-card\"><h5>\ud83d\udcca Articulation tracking chart<\/h5><p>For students with dysphasia or articulation difficulties associated with DYS.<\/p><a href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-de-suivi-articulatoire\/\">Download \u2192<\/a><\/div>\n  <div class=\"tool-card\"><h5>\ud83d\uddc2\ufe0f Complete catalog<\/h5><p>50+ tools for DYS students, ADHD, and those with special needs.<\/p><a href=\"https:\/\/www.dynseo.com\/nos-outils\/\">See all \u2192<\/a><\/div>\n<\/div>\n\n<div class=\"hl\">\n  <h4>\ud83d\udccb The 10 most impactful accommodations in middle school for a DYS student<\/h4>\n  <ul>\n    <li>Extra time granted systematically (PAP or PPS) \u2014 the most requested and the most useful<\/li>\n    <li>Documents provided in OpenDyslexic or Arial font, cream background, line spacing 1.5<\/li>\n    <li>Instructions given in writing AND orally on all assessments<\/li>\n    <li>Evaluation separate from content and form \u2014 spelling does not penalize the content<\/li>\n    <li>Calculator and multiplication table allowed for dyscalculic students<\/li>\n    <li>Computer or tablet allowed for dyspraxic students (not penalized for handwriting)<\/li>\n    <li>Photocopied lessons or sent by email \u2014 no handwritten copy from the board<\/li>\n    <li>Separate exam room or small room for tests<\/li>\n    <li>Accommodations for the Brevet and Bac requested from the MDPH as early as 8th grade<\/li>\n    <li>Access to a digital dictionary during all written assessments<\/li>\n  <\/ul>\n<\/div>\n\n<div class=\"app-row\">\n  <div class=\"app-card\"><h5>\ud83d\udfe9 COCO \u2014 Children<\/h5><p>Cognitive stimulation for DYS students in 6th-5th grade \u2014 strengthen working memory and attention that support school learning.<\/p><a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\">Discover \u2192<\/a><\/div>\n  <div class=\"app-card\"><h5>\ud83d\udfe6 CLINT \u2014 Adults<\/h5><p>For DYS middle school students in 9th grade and beyond \u2014 adult interface, advanced cognitive stimulation.<\/p><a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/clint-brain-games-for-adults\/\">Discover \u2192<\/a><\/div>\n  <div class=\"app-card\"><h5>\ud83d\udfe5 MY DICTIONARY<\/h5><p>For students with dysphasia or verbal communication difficulties \u2014 express needs and difficulties in class.<\/p><a href=\"https:\/\/www.dynseo.com\/mon-dico-une-application-pour-favoriser-la-communication\/\">Discover \u2192<\/a><\/div>\n  <div class=\"app-card\"><h5>\ud83e\udd16 DYNSEO AI Coach<\/h5><p>Questions about DYS, accommodations, procedures \u2014 expert answers 24\/7.<\/p><a href=\"https:\/\/www.dynseo.com\/coach-ia\/\">Discover \u2192<\/a><\/div>\n<\/div>\n\n<div class=\"cta-block\">\n  <h3>\ud83d\udcd6 Train yourself on DYS in middle school<\/h3>\n  <p>The DYNSEO training deepens each step of this guide with advanced inclusive pedagogical strategies \u2014 Qualiopi certified, online, at your own pace.<\/p>\n  <div class=\"cta-btns\">\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    <a href=\"https:\/\/www.dynseo.com\/nos-formations\/\" class=\"btn-outline\">All our trainings<\/a>\n  <\/div>\n<\/div>\n\n<\/main>\n\n<section class=\"faq-wrap\">\n<div class=\"container\">\n    <h2>\u2753 Frequently Asked Questions \u2014 DYS in Middle School<\/h2>\n    <div class=\"faq-item\"><h4>What is the difference between a PAP and a PPS in middle school?<\/h4><p>The PAP (Personalized Support Plan) is implemented by the school without going through the MDPH \u2014 upon the proposal of the school doctor after examination and at the request of the family. It formalizes the educational accommodations without official recognition of disability. The PPS (Personalized Schooling Project) requires an MDPH notification and officially recognizes the disability \u2014 it can include an AESH, material aids, and specialized orientations. For a moderately to severely DYS student, the PPS is generally more protective than the PAP.<\/p><\/div>\n    <div class=\"faq-item\"><h4>How to talk about DYS to teachers who \"don't believe in DYS\"?<\/h4><p>Bring the speech therapy or neuropsychological assessment \u2014 not just a note from the doctor. Skeptical teachers generally respond better to objective data (results from standardized tests) than to parental statements. Focus on observable behaviors (\"he confuses b\/d even after 4 years of work\") rather than labels. And involve the school doctor \u2014 their role is precisely to bridge the gap between the medical diagnosis and educational accommodations.<\/p><\/div>\n    <div class=\"faq-item\"><h4>Can a dyslexic student really succeed in the diploma and the baccalaureate with the right accommodations?<\/h4><p>Yes \u2014 and the data confirms it. Dyslexic students benefiting from appropriate accommodations (extra time, adapted support, secretary if needed) achieve results that reflect their actual understanding of the subjects, not their grapho-phonological difficulties. Personalities like Albert Einstein, Steve Jobs, Richard Branson, Gustave Flaubert are presumed to be dyslexic. Dyslexia is not a ceiling \u2014 the lack of accommodations sometimes is.<\/p><\/div>\n    <div class=\"faq-item\"><h4>My child refuses to use their accommodations to \"not stand out\" \u2014 what to do?<\/h4><p>This is one of the most common challenges during adolescence \u2014 shame and the desire to \"appear normal\" sometimes take precedence over the effectiveness of accommodations. Approaches: choose the least visible accommodations (computer used by everyone, adapted font on the screen, leaving 5 minutes before the extra time). Talk with the teacher so that the accommodation is discreet. And work on self-esteem and normalization \u2014 talk about brilliant dyslexic personalities, join groups of DYS adolescents.<\/p><\/div>\n    <div class=\"faq-item\"><h4>How is the Memory Aid for b\/d p\/q confusions DYNSEO used in class?<\/h4><p>It is designed to be glued in the French notebook and in the language notebook \u2014 accessible at any time without the student needing to ask for it. The teacher can also display a discreet copy in the corner of the board. It does not replace speech therapy remediation \u2014 it compensates for the disorder while remediation progresses. It can be used during assessments if the PAP or PPS allows it.<\/p><\/div>\n    <div class=\"faq-item\"><h4>Until what age do DYS disorders persist?<\/h4><p>DYS disorders are permanent neurodevelopmental disorders \u2014 they do not \"disappear\" with age. What evolves: the compensatory skills developed with remediation and practice, and the adaptive strategies that allow overcoming difficulties. A well-supported dyslexic adult can lead a fulfilling professional and personal life \u2014 but they remain dyslexic and will benefit from adaptations throughout their life (especially at work, via RQTH).<\/p><\/div>\n    <div class=\"faq-item\"><h4>When to start the procedures for accommodations for the diploma (DNB)?<\/h4><p>Starting from the 8th grade \u2014 not in 9th grade. Administrative delays (recent assessment, MDPH request, notification, transmission to the examination commission) often take 6 to 12 months. A neuropsychological or speech therapy assessment less than 3 years old is generally required. The disability reference teacher (ERH) of the middle school can guide the procedures.<\/p><\/div>\n    <div class=\"faq-item\"><h4>Can COCO really help a DYS middle school student with their academic results?<\/h4><p>COCO strengthens the transversal cognitive functions that underlie all learning \u2014 working memory, sustained attention, processing speed, cognitive flexibility. For a dyslexic student, improving working memory facilitates the decoding of complex words. For a dyscalculic student, improving sustained attention reduces inattentive errors in calculations. COCO is not a specialized DYS remediation \u2014 it is a general cognitive reinforcement that supports the effect of speech therapy remediation.<\/p><\/div>\n  <\/div>\n<\/section>\n<div class=\"container\">\n<div class=\"fb\">\n  <div class=\"fb-body\" style=\"text-align:center\">\n    <span class=\"fb-tag\">\ud83d\udcd6 DYS Training for Middle School<\/span>\n    <h3>DYS disorders in middle school: understand, identify, and adapt<\/h3>\n    <p>Online training, at your own pace, certified Qualiopi \u2014 to effectively support each DYS student.<\/p>\n    <div class=\"fb-meta\" style=\"justify-content:center\"><span>\ud83c\udfeb Teachers<\/span><span>\ud83d\udc68\u200d\ud83d\udc69\u200d\ud83d\udc67 Parents<\/span><span>\u2705 Qualiopi<\/span><\/div>\n    <a href=\"https:\/\/www.dynseo.com\/courses\/troubles-dys-au-college-comprendre-reperer-et-adapter-ses-pratiques-pedagogiques\/\" class=\"btn-primary\">Access the training \u2192<\/a>\n  <\/div>\n<\/div>\n<\/div>\n\n<footer>\n  <p>DYNSEO \u2014 Specialist in cognitive stimulation and health training \u00b7 Paris 75015<\/p>\n  <div class=\"footer-links\">\n    <a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\">COCO<\/a>\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/\">Our tools<\/a>\n    <a href=\"https:\/\/www.dynseo.com\/nos-formations\/\">Our training<\/a>\n    <a href=\"https:\/\/www.dynseo.com\/\">dynseo.com<\/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-697320","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: DYS Disorders in College - Where to Start? 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