{"id":697734,"date":"2026-06-07T02:48:13","date_gmt":"2026-06-07T00:48:13","guid":{"rendered":"https:\/\/www.dynseo.com\/handicaps-invisibles-en-classe-reperer-comprendre-et-amenager-formation-dynseo-2\/"},"modified":"2026-06-07T02:50:25","modified_gmt":"2026-06-07T00:50:25","slug":"invisible-handicaps-in-class-identify-understand-and-adapt-dynseo-training","status":"publish","type":"post","link":"https:\/\/www.dynseo.com\/en\/invisible-handicaps-in-class-identify-understand-and-adapt-dynseo-training\/","title":{"rendered":"Invisible Handicaps in Class: Identify, Understand and Adapt &#8211; DYNSEO Training"},"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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{display:flex;gap:14px;justify-content:center;flex-wrap:wrap}\n.dbi-art-5750d3 .btn-white {display:inline-block;background:#fff;color:var(--blue);font-family:'Montserrat',sans-serif;font-weight:700;font-size:13px;padding:13px 28px;border-radius:50px;text-decoration:none}\n.dbi-art-5750d3 .btn-outline {display:inline-block;background:transparent;border:2px solid rgba(255,255,255,.55);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-5750d3 .faq-section {background:var(--light-bg);padding:60px 24px;margin-top:60px}\n.dbi-art-5750d3 .faq-section h2 {color:var(--blue)}\n.dbi-art-5750d3 .faq-item {background:#fff;border-radius:var(--br);padding:28px 32px;margin-bottom:14px;box-shadow:var(--shc)}\n.dbi-art-5750d3 .faq-item h4 {font-size:15px;color:var(--blue);font-family:'Montserrat',sans-serif;margin-bottom:12px}\n.dbi-art-5750d3 .faq-item p {font-size:14px;margin:0;line-height:1.8}\n.dbi-art-5750d3 footer {background:linear-gradient(135deg,var(--blue),var(--blue-dark));color:#fff;padding:44px 24px;text-align:center}\n.dbi-art-5750d3 footer p {font-size:13px;color:rgba(255,255,255,.7);margin-bottom:18px}\n.dbi-art-5750d3 .footer-links {display:flex;justify-content:center;gap:10px;flex-wrap:wrap}\n.dbi-art-5750d3 .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-5750d3\">\n<header class=\"hero\">\n<div class=\"hero-tag\">\ud83c\udf92 Invisible disabilities \u00b7 Class \u00b7 School \u00b7 Teachers \u00b7 Families \u00b7 Qualiopi<\/div>\n<h1>Invisible disabilities in class: identify, understand and adapt<\/h1>\n<pee class=\"hero-sub\">ADHD, DYS disorders, autism, hypersensitivity, school anxiety, high potential \u2014 invisible disabilities affect 20% of students and are responsible for the majority of unexplained dropouts. This comprehensive guide helps teachers and families take action.<\/pee>\n  <a href=\"https:\/\/www.dynseo.com\/en\/courses\/invisible-disabilities-in-the-classroom-identify-understand-and-accommodate-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>He does nothing in class but can recite everything aloud. She cries before every assessment for no apparent reason. He constantly disrupts but is the first to help a classmate in difficulty. She understands quickly but never finishes her exercises. These children are not &#8220;difficult&#8221; or &#8220;bad students&#8221; \u2014 they have an invisible disability, which is not visible on their face, does not appear in their medical file, and yet weighs on their school experience every day. This guide provides teachers, families, and education professionals with the tools to recognize these invisible disabilities \u2014 and transform the classroom into a space where every profile can learn.<\/pee>\n<\/div>\n<h2>1. What is an invisible disability at school?<\/h2>\n<h3>1.1 A definition that goes beyond official categories<\/h3>\n<pee>An invisible disability refers to any disorder or condition that significantly affects a student&#8217;s learning, behavior, or well-being \u2014 without being perceptible to external observation. Unlike visible motor or sensory disabilities, invisible disabilities do not &#8220;show&#8221; in class: the student looks ordinary, sometimes even particularly bright \u2014 and their difficulties are all the more misunderstood and poorly supported because they contrast with a &#8220;normal&#8221; appearance.<\/pee>\n<pee>The most common invisible disabilities in school settings form a broad spectrum: DYS disorders (dyslexia, dysorthographia, dyspraxia, dyscalculia, dysphasia), ADHD in all its forms, level 1 autism said to be &#8220;without intellectual disability,&#8221; emotional and sensory hypersensitivity, school anxiety disorders, mood disorders, and high intellectual potential (HPI) with its specific set of adaptation difficulties.<\/pee>\n<div class=\"stats-grid\">\n<div class=\"stat-card blue\"><span class=\"stat-num\">20 %<\/span><span class=\"stat-label\">of primary and secondary students have at least one invisible disability \u2014 that is 4 to 5 per class on average<\/span><\/div>\n<div class=\"stat-card teal\"><span class=\"stat-num\">60 %<\/span><span class=\"stat-label\">of unexplained school dropouts have an undiagnosed invisible disability at their origin (DEPP 2022)<\/span><\/div>\n<div class=\"stat-card pink\"><span class=\"stat-num\">5 years<\/span><span class=\"stat-label\">average time between the first school signals and a diagnosis \u2014 during which the student suffers in silence<\/span><\/div>\n<div class=\"stat-card yellow\"><span class=\"stat-num\">\u00d74<\/span><span class=\"stat-label\">improvement in school well-being and results with early appropriate accommodations<\/span><\/div>\n<\/div>\n<h2>2. The most common invisible disabilities in class<\/h2>\n<div class=\"hi-grid\">\n<div class=\"hi-card h1\">\n<div class=\"hi-icon\">\ud83d\udcd6<\/div>\n<h5>DYS disorders<\/h5>\n<pee>Dyslexia, dysorthographia, dyspraxia, dyscalculia, dysphasia \u2014 specific learning disorders affecting reading, writing, calculation, or coordination.<\/pee><span class=\"hi-tag\">15\u201320 % of students<\/span><\/div>\n<div class=\"hi-card h2\">\n<div class=\"hi-icon\">\u26a1<\/div>\n<h5>ADHD<\/h5>\n<pee>Attention deficit disorder with or without hyperactivity \u2014 deficit in executive functions, impulsivity, inattention. Often confused with unwillingness.<\/pee><span class=\"hi-tag\">5\u20138 % of students<\/span><\/div>\n<div class=\"hi-card h3\">\n<div class=\"hi-icon\">\ud83e\udde9<\/div>\n<h5>Level 1 autism<\/h5>\n<pee>Autism &#8220;without intellectual disability&#8221; \u2014 difficulties in social communication, behavioral rigidity, hypersensitivities. Often diagnosed late because it is compensated.<\/pee><span class=\"hi-tag\">1\u20132 % of students<\/span><\/div>\n<div class=\"hi-card h4c\">\n<div class=\"hi-icon\">\ud83d\udc99<\/div>\n<h5>Hypersensitivity<\/h5>\n<pee>More intense processing of sensory and emotional stimuli \u2014 &#8220;disproportionate&#8221; reactions, need for calm, intense empathy, perfectionism.<\/pee><span class=\"hi-tag\">15\u201320 % of students<\/span><\/div>\n<div class=\"hi-card h5\">\n<div class=\"hi-icon\">\ud83d\ude30<\/div>\n<h5>School anxiety<\/h5>\n<pee>Performance anxiety, school phobia, social anxiety \u2014 paralyzing for assessments, presentations, new situations. Often invisible until a crisis.<\/pee><span class=\"hi-tag\">5\u201310 % of students<\/span><\/div>\n<div class=\"hi-card h6\">\n<div class=\"hi-icon\">\ud83c\udf1f<\/div>\n<h5>High potential (HPI)<\/h5>\n<pee>Atypical cognitive processing with hypersensitivity, tree thinking, intense boredom, difficulties adapting to standard school rhythms and codes.<\/pee><span class=\"hi-tag\">2\u20133 % of students<\/span><\/div>\n<\/div>\n<h2>3. DYNSEO training \u2014 invisible disabilities in class<\/h2>\n<div class=\"formation-block\">\n  <a href=\"https:\/\/www.dynseo.com\/en\/courses\/invisible-disabilities-in-the-classroom-identify-understand-and-accommodate-en\/\" target=\"_blank\"><br \/>\n    <img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/03\/handicaps-invisibles.jpg\" alt=\"Training invisible disabilities class DYNSEO\" class=\"fb-img\"><br \/>\n  <\/a><\/p>\n<div class=\"fb-body\">\n    <span class=\"fb-tag\">\ud83c\udf93 Qualiopi certified training<\/span><\/p>\n<h3>Invisible disabilities in class: identify, understand and adapt<\/h3>\n<pee>This online certified training is aimed at primary and secondary teachers, AESH, educational advisors, school psychologists, school directors, and parents who want to better identify invisible disabilities and adapt their practice so that every student can learn under the best conditions.<\/pee>\n<div class=\"fb-meta\">\n      <span>\ud83c\udfeb Teachers &#038; AESH<\/span><span>\ud83d\udc68\u200d\ud83d\udc69\u200d\ud83d\udc67 Parents<\/span><span>\u23f1\ufe0f At your own pace<\/span><span>\u2705 Qualiopi certified<\/span>\n    <\/div>\n<p>    <a href=\"https:\/\/www.dynseo.com\/en\/courses\/invisible-disabilities-in-the-classroom-identify-understand-and-accommodate-en\/\" class=\"btn-primary\">Access the training \u2192<\/a>\n  <\/div>\n<\/div>\n<h2>4. Practical accommodations according to the profile<\/h2>\n<div class=\"dynseo-table\">\n<thead>\n<tr>\n<th>Profile<\/th>\n<th>Priority accommodations<\/th>\n<th>Useful DYNSEO tools<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><strong>DYS<\/strong><\/td>\n<td>OpenDyslexic font, cream background, extra time, voice dictation, separate spelling\/content assessment<\/td>\n<td>Homework planner, Backpack checklist<\/td>\n<\/tr>\n<tr>\n<td><strong>ADHD<\/strong><\/td>\n<td>Timer on the desk, short written instructions, immediate positive reinforcement, fidget allowed, seating in the front row<\/td>\n<td>Visual timer, Motivation board, Gamification system<\/td>\n<\/tr>\n<tr>\n<td><strong>Level 1 autism<\/strong><\/td>\n<td>Visual planning, announcement of transitions, noise-canceling headphones allowed, accessible withdrawal space, explicit and direct instructions<\/td>\n<td>Visual timer, Backpack checklist<\/td>\n<\/tr>\n<tr>\n<td><strong>Hypersensitivity<\/strong><\/td>\n<td>No public corrections, withdrawal space, announcement of changes, reduced social performance demands<\/td>\n<td>Emotion thermometer (DYNSEO), Homework planner<\/td>\n<\/tr>\n<tr>\n<td><strong>School anxiety<\/strong><\/td>\n<td>Progressive assessments, right to error valued, preventive communication, alternative presentations (written, in pairs)<\/td>\n<td>Motivation board, School gamification system<\/td>\n<\/tr>\n<tr>\n<td><strong>HPI<\/strong><\/td>\n<td>In-depth tasks, independent projects, participation in co-constructing rules, avoid excessive repetition<\/td>\n<td>Homework planner, Gamification system<\/td>\n<\/tr>\n<\/tbody>\n<\/div>\n<h2>5. Universal accommodations that benefit all students<\/h2>\n<div class=\"amen-grid\">\n<div class=\"amen-card\">\n<div class=\"am-icon\">\ud83d\udda5\ufe0f<\/div>\n<h5>Multimodal instructions<\/h5>\n<pee>Give instructions orally AND in writing AND by displaying on the board \u2014 beneficial for everyone, essential for DYS, ADHD, and autism.<\/pee><\/div>\n<div class=\"amen-card\">\n<div class=\"am-icon\">\u23f1\ufe0f<\/div>\n<h5>Visible timer for the whole class<\/h5>\n<pee>Display the remaining time for each activity \u2014 reduces anxiety for all students and particularly helps ADHD and anxious students.<\/pee><\/div>\n<div class=\"amen-card\">\n<div class=\"am-icon\">\ud83c\udfc6<\/div>\n<h5>Systematic positive reinforcement<\/h5>\n<pee>Value progress rather than absolute results \u2014 beneficial for everyone, transformative for students with fragile self-esteem.<\/pee><\/div>\n<div class=\"amen-card\">\n<div class=\"am-icon\">\ud83d\udccb<\/div>\n<h5>Task checklist<\/h5>\n<pee>Display the steps of each activity \u2014 reduces the load on executive functions for everyone, essential for ADHD and dyspraxic students.<\/pee><\/div>\n<div class=\"amen-card\">\n<div class=\"am-icon\">\ud83e\udd2b<\/div>\n<h5>Quiet work zones<\/h5>\n<pee>Allow work with headphones or in a less stimulating space \u2014 universal for concentration, essential for hypersensitive and autistic students.<\/pee><\/div>\n<div class=\"amen-card\">\n<div class=\"am-icon\">\ud83d\udcac<\/div>\n<h5>Direct and caring communication<\/h5>\n<pee>Avoid insinuations, sarcasm, comparisons \u2014 a class where codes are explicit benefits everyone, not just autistic students.<\/pee><\/div>\n<\/div>\n<div class=\"hl\">\n<h4>\ud83d\udde3\ufe0f How to talk about an invisible disability to the student and their classmates<\/h4>\n<ul>\n<li>To the student: &#8220;Your brain works differently \u2014 that&#8217;s why we will adapt some things so you can show what you really know&#8221;<\/li>\n<li>To the class: &#8220;In our class, everyone has their own way of learning \u2014 some need more time, others a different support. That&#8217;s normal and fair&#8221;<\/li>\n<li>Never: &#8220;It&#8217;s because he has a problem&#8221; or explain a student&#8217;s diagnosis to their classmates without their consent<\/li>\n<li>Always: value difference as a richness, not as an embarrassing exception to manage<\/li>\n<li>To the parents: &#8220;I have observed specific difficulties that I would like to describe to you \u2014 here is what I have put in place and what I suggest you explore&#8221;<\/li>\n<\/ul>\n<\/div>\n<div class=\"cta-block\">\n<h3>\ud83c\udf92 Train yourself on invisible disabilities in class<\/h3>\n<pee>The DYNSEO training &#8220;Invisible disabilities in class&#8221; gives you the tools to identify, understand, and adapt \u2014 online, at your own pace, Qualiopi certified.<\/pee>\n<div class=\"btns\">\n    <a href=\"https:\/\/www.dynseo.com\/en\/courses\/invisible-disabilities-in-the-classroom-identify-understand-and-accommodate-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<h2>6. DYNSEO tools and applications for students with invisible disabilities<\/h2>\n<div class=\"tools-grid\">\n<div class=\"tool-card\">\n<h5>\ud83d\udcc5 Homework planner<\/h5>\n<pee>Organize the week&#8217;s work at home \u2014 support the executive functions of ADHD and DYS students.<\/pee><a href=\"https:\/\/www.dynseo.com\/nos-outils\/planificateur-de-devoirs\/\">Download \u2192<\/a><\/div>\n<div class=\"tool-card\">\n<h5>\ud83c\udfae School gamification system<\/h5>\n<pee>Transform school tasks into a points and rewards system \u2014 engagement through pleasure for the most resistant profiles.<\/pee><a href=\"https:\/\/www.dynseo.com\/nos-outils\/systeme-de-gamification-scolaire\/\">Download \u2192<\/a><\/div>\n<div class=\"tool-card\">\n<h5>\ud83c\udf92 Backpack checklist<\/h5>\n<pee>Never forget materials again \u2014 an essential basic tool for ADHD and dyspraxic students.<\/pee><a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/binder-checklist\/\">Download \u2192<\/a><\/div>\n<div class=\"tool-card\">\n<h5>\ud83c\udfc6 Motivation board<\/h5>\n<pee>Immediate positive reinforcement system \u2014 particularly effective for ADHD students and those with low school self-esteem.<\/pee><a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/motivation-chart-dynseo-training-tool\/\">Download \u2192<\/a><\/div>\n<div class=\"tool-card\">\n<h5>\u23f1\ufe0f Visual timer<\/h5>\n<pee>Make time concrete \u2014 a universal tool that benefits the whole class and is essential for ADHD.<\/pee><a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/visual-timer\/\">Download \u2192<\/a><\/div>\n<div class=\"tool-card\">\n<h5>\ud83d\uddc2\ufe0f Complete catalog<\/h5>\n<pee>50+ tools for supporting students with special needs.<\/pee><a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/\">See all \u2192<\/a><\/div>\n<\/div>\n<div class=\"apps-grid\">\n<div class=\"app-card\">\n<h5>\ud83d\udfe9 COCO \u2014 Children<\/h5>\n<pee>Cognitive stimulation for primary school students with invisible disabilities \u2014 memory, attention, executive functions. Adapted, non-competitive 15-minute sessions.<\/pee><a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\">Discover COCO \u2192<\/a><\/div>\n<div class=\"app-card\">\n<h5>\ud83d\udfe5 MY DICTIONARY \u2014 AAC<\/h5>\n<pee>For students with ASD or with verbal communication difficulties \u2014 expressing needs and emotions in class through pictograms.<\/pee><a href=\"https:\/\/www.dynseo.com\/mon-dico-une-application-pour-favoriser-la-communication\/\">Discover MY DICTIONARY \u2192<\/a><\/div>\n<div class=\"app-card\">\n<h5>\ud83d\udfe6 CLINT \u2014 Adults<\/h5>\n<pee>For teachers and parents who wish to maintain their own cognitive abilities during an intense professional period.<\/pee><a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/clint-brain-games-for-adults\/\">Discover CLINT \u2192<\/a><\/div>\n<div class=\"app-card\">\n<h5>\ud83e\udd16 DYNSEO AI Coach<\/h5>\n<pee>Questions about invisible disabilities, accommodations, resources \u2014 expert answers 24\/7 for teachers and families.<\/pee><a href=\"https:\/\/www.dynseo.com\/en\/coach-ia-english\/\">Discover the AI Coach \u2192<\/a><\/div>\n<\/div>\n<p><\/main><\/p>\n<section class=\"faq-section\">\n<div class=\"container\">\n<h2>\u2753 Frequently asked questions about invisible disabilities in class<\/h2>\n<div class=\"faq-item\">\n<h4>How to spot an invisible disability without being a specialist?<\/h4>\n<pee>The teacher does not have to make a diagnosis \u2014 but they can observe and document significant patterns. Warning signals to note: persistent gap between oral abilities and written productions, unusual fatigue after certain tasks, disproportionate emotional reactions to ordinary school situations, specific difficulties that do not improve despite standard support, and a child who &#8220;knows&#8221; but cannot &#8220;write\/show&#8221;. Document these observations factually (when, under what conditions, how often) and share them with parents and the school psychologist \u2014 without making a diagnosis.<\/pee><\/div>\n<div class=\"faq-item\">\n<h4>Can the AESH replace the teacher&#8217;s pedagogical adjustments?<\/h4>\n<pee>No \u2014 and this confusion is common. The AESH (Accompanying Students with Disabilities) is a human support for implementing adaptations \u2014 not a substitute for them. The teacher remains the pedagogical responsible and it is up to them to adapt their practices, assessments, and instructions. The AESH helps the student access these adapted practices \u2014 they do not replace the adaptation itself. A student with an AESH but without pedagogical adaptation from the teacher is still a student in difficulty.<\/pee><\/div>\n<div class=\"faq-item\">\n<h4>How to manage the reaction of other students to a classmate&#8217;s adjustments?<\/h4>\n<pee>&#8220;Why does he get to have it and not me?&#8221; \u2014 a legitimate question that deserves an honest answer. Useful phrases: &#8220;Because everyone has different needs \u2014 some need glasses to see, others need more time to read. It is not fair to give the same thing to everyone when everyone does not have the same needs \u2014 it is fair to give each person what they need.&#8221; Inclusive pedagogy benefits the whole class \u2014 the values of equity and diversity are also built in these moments.<\/pee><\/div>\n<div class=\"faq-item\">\n<h4>What to do when parents refuse the proposed psychological assessment?<\/h4>\n<pee>The assessment is a parental decision \u2014 the teacher cannot impose it. What they can do: continue to implement pedagogical adjustments that do not require a diagnosis (universal adaptations of inclusive pedagogical design), share their observations factually and kindly, propose a meeting with the school psychologist for a &#8220;pedagogical consultation&#8221; rather than an assessment (less intimidating), and maintain the connection with the family over time. Trust takes time \u2014 forcing often leads to rejection.<\/pee><\/div>\n<div class=\"faq-item\">\n<h4>Is high potential really an invisible disability?<\/h4>\n<pee>Yes \u2014 in some cases. Students with high potential whose profile is heterogeneous (high potential with DYS, ADHD, or associated ASD \u2014 called &#8220;twice exceptional&#8221; or 2E) present real school difficulties that are all the more difficult to understand as their intellectual potential masks their disorders. But even &#8220;pure&#8221; high potential students can struggle in class: intense boredom leading to disruptive behaviors, relational difficulties related to emotional mismatch, intense performance anxiety, paralyzing perfectionism. High potential is not a guarantee of academic success \u2014 it is a profile that also requires pedagogical adaptation.<\/pee><\/div>\n<div class=\"faq-item\">\n<h4>How to support a student with an invisible disability during exams (DNB, Bac)?<\/h4>\n<pee>Exam adjustments for students with disabilities (extra time, secretary, use of computer, adapted subjects) are granted by the MDPH upon medical request. The procedure: specialized assessment (speech therapist, neuropsychologist), request via the MDPH, transmission to the examination commission. It is essential to start the process as early as the 4th grade for the Brevet and as early as the 10th grade for the Bac \u2014 the timelines are long. The teacher can support the process by attesting to the observed difficulties, but the decision is medical and administrative.<\/pee><\/div>\n<div class=\"faq-item\">\n<h4>COCO from DYNSEO can it be used in class?<\/h4>\n<pee>Yes \u2014 COCO can be integrated as a cognitive stimulation activity at the beginning of the session (5-10 minutes), as an alternative to independent work for students who need it, or as an activity during extracurricular times. Its documented effects on working memory and attention particularly benefit students with ADHD, DYS, and learning difficulties. The non-competitive format and adaptive levels allow for inclusive use \u2014 each student works at their level without it being visible to others.<\/pee><\/div>\n<div class=\"faq-item\">\n<h4>How to maintain the academic motivation of a student with an invisible disability who is accumulating failures?<\/h4>\n<pee>The accumulation of failures creates learned helplessness \u2014 the student stops trying because they have internalized that their efforts do not pay off. To break this cycle: systematically identify and value successes, no matter how small. Reduce the difficulty of tasks until finding the level where the student can succeed \u2014 then progress from there. Use the DYNSEO school gamification system to make progress visible and tangible. Separate the assessment of knowledge from the assessment of raw academic performance. And above all: change the student&#8217;s narrative about themselves \u2014 &#8220;you are not dumb, you learn differently&#8221;.<\/pee><\/div>\n<\/p><\/div>\n<\/section>\n<div class=\"container\">\n<div class=\"formation-block\">\n<div class=\"fb-body\" style=\"text-align:center\">\n    <span class=\"fb-tag\">\ud83c\udf92 Training for invisible disabilities in class<\/span><\/p>\n<h3>Invisible disabilities in class: identify, understand and adapt<\/h3>\n<pee>Online, at your own pace, certified Qualiopi \u2014 for all those who want to transform their class into a space where every profile can learn.<\/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\/invisible-disabilities-in-the-classroom-identify-understand-and-accommodate-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 THINKS and COCO MOVES<\/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":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\" 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{display:flex;gap:14px;justify-content:center;flex-wrap:wrap}\n.dbi-art-5750d3 .btn-white {display:inline-block;background:#fff;color:var(--blue);font-family:'Montserrat',sans-serif;font-weight:700;font-size:13px;padding:13px 28px;border-radius:50px;text-decoration:none}\n.dbi-art-5750d3 .btn-outline {display:inline-block;background:transparent;border:2px solid rgba(255,255,255,.55);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-5750d3 .faq-section {background:var(--light-bg);padding:60px 24px;margin-top:60px}\n.dbi-art-5750d3 .faq-section h2 {color:var(--blue)}\n.dbi-art-5750d3 .faq-item {background:#fff;border-radius:var(--br);padding:28px 32px;margin-bottom:14px;box-shadow:var(--shc)}\n.dbi-art-5750d3 .faq-item h4 {font-size:15px;color:var(--blue);font-family:'Montserrat',sans-serif;margin-bottom:12px}\n.dbi-art-5750d3 .faq-item p {font-size:14px;margin:0;line-height:1.8}\n.dbi-art-5750d3 footer {background:linear-gradient(135deg,var(--blue),var(--blue-dark));color:#fff;padding:44px 24px;text-align:center}\n.dbi-art-5750d3 footer p {font-size:13px;color:rgba(255,255,255,.7);margin-bottom:18px}\n.dbi-art-5750d3 .footer-links {display:flex;justify-content:center;gap:10px;flex-wrap:wrap}\n.dbi-art-5750d3 .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-5750d3\">\n<header class=\"hero\">\n  <div class=\"hero-tag\">\ud83c\udf92 Invisible disabilities \u00b7 Class \u00b7 School \u00b7 Teachers \u00b7 Families \u00b7 Qualiopi<\/div>\n  <h1>Invisible disabilities in class: identify, understand and adapt<\/h1>\n  <p class=\"hero-sub\">ADHD, DYS disorders, autism, hypersensitivity, school anxiety, high potential \u2014 invisible disabilities affect 20% of students and are responsible for the majority of unexplained dropouts. This comprehensive guide helps teachers and families take action.<\/p>\n  <a href=\"https:\/\/www.dynseo.com\/courses\/handicaps-invisibles-en-classe-reperer-comprendre-et-amenager\/\" class=\"hero-cta\">Access the training \u2192<\/a>\n<\/header>\n\n<main class=\"container\">\n\n<div class=\"intro-box\">\n  <p>He does nothing in class but can recite everything aloud. She cries before every assessment for no apparent reason. He constantly disrupts but is the first to help a classmate in difficulty. She understands quickly but never finishes her exercises. These children are not \"difficult\" or \"bad students\" \u2014 they have an invisible disability, which is not visible on their face, does not appear in their medical file, and yet weighs on their school experience every day. This guide provides teachers, families, and education professionals with the tools to recognize these invisible disabilities \u2014 and transform the classroom into a space where every profile can learn.<\/p>\n<\/div>\n\n<h2>1. What is an invisible disability at school?<\/h2>\n\n<h3>1.1 A definition that goes beyond official categories<\/h3>\n<p>An invisible disability refers to any disorder or condition that significantly affects a student's learning, behavior, or well-being \u2014 without being perceptible to external observation. Unlike visible motor or sensory disabilities, invisible disabilities do not \"show\" in class: the student looks ordinary, sometimes even particularly bright \u2014 and their difficulties are all the more misunderstood and poorly supported because they contrast with a \"normal\" appearance.<\/p>\n<p>The most common invisible disabilities in school settings form a broad spectrum: DYS disorders (dyslexia, dysorthographia, dyspraxia, dyscalculia, dysphasia), ADHD in all its forms, level 1 autism said to be \"without intellectual disability,\" emotional and sensory hypersensitivity, school anxiety disorders, mood disorders, and high intellectual potential (HPI) with its specific set of adaptation difficulties.<\/p>\n\n<div class=\"stats-grid\">\n  <div class=\"stat-card blue\"><span class=\"stat-num\">20 %<\/span><span class=\"stat-label\">of primary and secondary students have at least one invisible disability \u2014 that is 4 to 5 per class on average<\/span><\/div>\n  <div class=\"stat-card teal\"><span class=\"stat-num\">60 %<\/span><span class=\"stat-label\">of unexplained school dropouts have an undiagnosed invisible disability at their origin (DEPP 2022)<\/span><\/div>\n  <div class=\"stat-card pink\"><span class=\"stat-num\">5 years<\/span><span class=\"stat-label\">average time between the first school signals and a diagnosis \u2014 during which the student suffers in silence<\/span><\/div>\n  <div class=\"stat-card yellow\"><span class=\"stat-num\">\u00d74<\/span><span class=\"stat-label\">improvement in school well-being and results with early appropriate accommodations<\/span><\/div>\n<\/div>\n\n<h2>2. The most common invisible disabilities in class<\/h2>\n\n<div class=\"hi-grid\">\n  <div class=\"hi-card h1\"><div class=\"hi-icon\">\ud83d\udcd6<\/div><h5>DYS disorders<\/h5><p>Dyslexia, dysorthographia, dyspraxia, dyscalculia, dysphasia \u2014 specific learning disorders affecting reading, writing, calculation, or coordination.<\/p><span class=\"hi-tag\">15\u201320 % of students<\/span><\/div>\n  <div class=\"hi-card h2\"><div class=\"hi-icon\">\u26a1<\/div><h5>ADHD<\/h5><p>Attention deficit disorder with or without hyperactivity \u2014 deficit in executive functions, impulsivity, inattention. Often confused with unwillingness.<\/p><span class=\"hi-tag\">5\u20138 % of students<\/span><\/div>\n  <div class=\"hi-card h3\"><div class=\"hi-icon\">\ud83e\udde9<\/div><h5>Level 1 autism<\/h5><p>Autism \"without intellectual disability\" \u2014 difficulties in social communication, behavioral rigidity, hypersensitivities. Often diagnosed late because it is compensated.<\/p><span class=\"hi-tag\">1\u20132 % of students<\/span><\/div>\n  <div class=\"hi-card h4c\"><div class=\"hi-icon\">\ud83d\udc99<\/div><h5>Hypersensitivity<\/h5><p>More intense processing of sensory and emotional stimuli \u2014 \"disproportionate\" reactions, need for calm, intense empathy, perfectionism.<\/p><span class=\"hi-tag\">15\u201320 % of students<\/span><\/div>\n  <div class=\"hi-card h5\"><div class=\"hi-icon\">\ud83d\ude30<\/div><h5>School anxiety<\/h5><p>Performance anxiety, school phobia, social anxiety \u2014 paralyzing for assessments, presentations, new situations. Often invisible until a crisis.<\/p><span class=\"hi-tag\">5\u201310 % of students<\/span><\/div>\n  <div class=\"hi-card h6\"><div class=\"hi-icon\">\ud83c\udf1f<\/div><h5>High potential (HPI)<\/h5><p>Atypical cognitive processing with hypersensitivity, tree thinking, intense boredom, difficulties adapting to standard school rhythms and codes.<\/p><span class=\"hi-tag\">2\u20133 % of students<\/span><\/div>\n<\/div>\n\n<h2>3. DYNSEO training \u2014 invisible disabilities in class<\/h2>\n\n<div class=\"formation-block\">\n  <a href=\"https:\/\/www.dynseo.com\/courses\/handicaps-invisibles-en-classe-reperer-comprendre-et-amenager\/\" target=\"_blank\">\n    <img src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/03\/handicaps-invisibles.jpg\" alt=\"Training invisible disabilities class DYNSEO\" class=\"fb-img\">\n  <\/a>\n  <div class=\"fb-body\">\n    <span class=\"fb-tag\">\ud83c\udf93 Qualiopi certified training<\/span>\n    <h3>Invisible disabilities in class: identify, understand and adapt<\/h3>\n    <p>This online certified training is aimed at primary and secondary teachers, AESH, educational advisors, school psychologists, school directors, and parents who want to better identify invisible disabilities and adapt their practice so that every student can learn under the best conditions.<\/p>\n    <div class=\"fb-meta\">\n      <span>\ud83c\udfeb Teachers & AESH<\/span><span>\ud83d\udc68\u200d\ud83d\udc69\u200d\ud83d\udc67 Parents<\/span><span>\u23f1\ufe0f At your own pace<\/span><span>\u2705 Qualiopi certified<\/span>\n    <\/div>\n    <a href=\"https:\/\/www.dynseo.com\/courses\/handicaps-invisibles-en-classe-reperer-comprendre-et-amenager\/\" class=\"btn-primary\">Access the training \u2192<\/a>\n  <\/div>\n<\/div>\n\n<h2>4. Practical accommodations according to the profile<\/h2>\n\n<div class=\"dynseo-table\">\n  <thead><tr><th>Profile<\/th><th>Priority accommodations<\/th><th>Useful DYNSEO tools<\/th><\/tr><\/thead>\n  <tbody>\n    <tr><td><strong>DYS<\/strong><\/td><td>OpenDyslexic font, cream background, extra time, voice dictation, separate spelling\/content assessment<\/td><td>Homework planner, Backpack checklist<\/td><\/tr>\n    <tr><td><strong>ADHD<\/strong><\/td><td>Timer on the desk, short written instructions, immediate positive reinforcement, fidget allowed, seating in the front row<\/td><td>Visual timer, Motivation board, Gamification system<\/td><\/tr>\n    <tr><td><strong>Level 1 autism<\/strong><\/td><td>Visual planning, announcement of transitions, noise-canceling headphones allowed, accessible withdrawal space, explicit and direct instructions<\/td><td>Visual timer, Backpack checklist<\/td><\/tr>\n    <tr><td><strong>Hypersensitivity<\/strong><\/td><td>No public corrections, withdrawal space, announcement of changes, reduced social performance demands<\/td><td>Emotion thermometer (DYNSEO), Homework planner<\/td><\/tr>\n    <tr><td><strong>School anxiety<\/strong><\/td><td>Progressive assessments, right to error valued, preventive communication, alternative presentations (written, in pairs)<\/td><td>Motivation board, School gamification system<\/td><\/tr>\n    <tr><td><strong>HPI<\/strong><\/td><td>In-depth tasks, independent projects, participation in co-constructing rules, avoid excessive repetition<\/td><td>Homework planner, Gamification system<\/td><\/tr>\n  <\/tbody>\n<\/div>\n\n<h2>5. Universal accommodations that benefit all students<\/h2>\n\n<div class=\"amen-grid\">\n  <div class=\"amen-card\"><div class=\"am-icon\">\ud83d\udda5\ufe0f<\/div><h5>Multimodal instructions<\/h5><p>Give instructions orally AND in writing AND by displaying on the board \u2014 beneficial for everyone, essential for DYS, ADHD, and autism.<\/p><\/div>\n  <div class=\"amen-card\"><div class=\"am-icon\">\u23f1\ufe0f<\/div><h5>Visible timer for the whole class<\/h5><p>Display the remaining time for each activity \u2014 reduces anxiety for all students and particularly helps ADHD and anxious students.<\/p><\/div>\n  <div class=\"amen-card\"><div class=\"am-icon\">\ud83c\udfc6<\/div><h5>Systematic positive reinforcement<\/h5><p>Value progress rather than absolute results \u2014 beneficial for everyone, transformative for students with fragile self-esteem.<\/p><\/div>\n  <div class=\"amen-card\"><div class=\"am-icon\">\ud83d\udccb<\/div><h5>Task checklist<\/h5><p>Display the steps of each activity \u2014 reduces the load on executive functions for everyone, essential for ADHD and dyspraxic students.<\/p><\/div>\n  <div class=\"amen-card\"><div class=\"am-icon\">\ud83e\udd2b<\/div><h5>Quiet work zones<\/h5><p>Allow work with headphones or in a less stimulating space \u2014 universal for concentration, essential for hypersensitive and autistic students.<\/p><\/div>\n  <div class=\"amen-card\"><div class=\"am-icon\">\ud83d\udcac<\/div><h5>Direct and caring communication<\/h5><p>Avoid insinuations, sarcasm, comparisons \u2014 a class where codes are explicit benefits everyone, not just autistic students.<\/p><\/div>\n<\/div>\n\n<div class=\"hl\">\n  <h4>\ud83d\udde3\ufe0f How to talk about an invisible disability to the student and their classmates<\/h4>\n  <ul>\n    <li>To the student: \"Your brain works differently \u2014 that's why we will adapt some things so you can show what you really know\"<\/li>\n    <li>To the class: \"In our class, everyone has their own way of learning \u2014 some need more time, others a different support. That's normal and fair\"<\/li>\n    <li>Never: \"It's because he has a problem\" or explain a student's diagnosis to their classmates without their consent<\/li>\n    <li>Always: value difference as a richness, not as an embarrassing exception to manage<\/li>\n    <li>To the parents: \"I have observed specific difficulties that I would like to describe to you \u2014 here is what I have put in place and what I suggest you explore\"<\/li>\n  <\/ul>\n<\/div>\n\n<div class=\"cta-block\">\n  <h3>\ud83c\udf92 Train yourself on invisible disabilities in class<\/h3>\n  <p>The DYNSEO training \"Invisible disabilities in class\" gives you the tools to identify, understand, and adapt \u2014 online, at your own pace, Qualiopi certified.<\/p>\n  <div class=\"btns\">\n    <a href=\"https:\/\/www.dynseo.com\/courses\/handicaps-invisibles-en-classe-reperer-comprendre-et-amenager\/\" 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<h2>6. DYNSEO tools and applications for students with invisible disabilities<\/h2>\n\n<div class=\"tools-grid\">\n  <div class=\"tool-card\"><h5>\ud83d\udcc5 Homework planner<\/h5><p>Organize the week's work at home \u2014 support the executive functions of ADHD and DYS students.<\/p><a href=\"https:\/\/www.dynseo.com\/nos-outils\/planificateur-de-devoirs\/\">Download \u2192<\/a><\/div>\n  <div class=\"tool-card\"><h5>\ud83c\udfae School gamification system<\/h5><p>Transform school tasks into a points and rewards system \u2014 engagement through pleasure for the most resistant profiles.<\/p><a href=\"https:\/\/www.dynseo.com\/nos-outils\/systeme-de-gamification-scolaire\/\">Download \u2192<\/a><\/div>\n  <div class=\"tool-card\"><h5>\ud83c\udf92 Backpack checklist<\/h5><p>Never forget materials again \u2014 an essential basic tool for ADHD and dyspraxic students.<\/p><a href=\"https:\/\/www.dynseo.com\/nos-outils\/checklist-cartable\/\">Download \u2192<\/a><\/div>\n  <div class=\"tool-card\"><h5>\ud83c\udfc6 Motivation board<\/h5><p>Immediate positive reinforcement system \u2014 particularly effective for ADHD students and those with low school self-esteem.<\/p><a href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-de-motivation\/\">Download \u2192<\/a><\/div>\n  <div class=\"tool-card\"><h5>\u23f1\ufe0f Visual timer<\/h5><p>Make time concrete \u2014 a universal tool that benefits the whole class and is essential for ADHD.<\/p><a href=\"https:\/\/www.dynseo.com\/nos-outils\/timer-visuel\/\">Download \u2192<\/a><\/div>\n  <div class=\"tool-card\"><h5>\ud83d\uddc2\ufe0f Complete catalog<\/h5><p>50+ tools for supporting students with special needs.<\/p><a href=\"https:\/\/www.dynseo.com\/nos-outils\/\">See all \u2192<\/a><\/div>\n<\/div>\n<div class=\"apps-grid\">\n  <div class=\"app-card\"><h5>\ud83d\udfe9 COCO \u2014 Children<\/h5><p>Cognitive stimulation for primary school students with invisible disabilities \u2014 memory, attention, executive functions. Adapted, non-competitive 15-minute sessions.<\/p><a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\">Discover COCO \u2192<\/a><\/div>\n  <div class=\"app-card\"><h5>\ud83d\udfe5 MY DICTIONARY \u2014 AAC<\/h5><p>For students with ASD or with verbal communication difficulties \u2014 expressing needs and emotions in class through pictograms.<\/p><a href=\"https:\/\/www.dynseo.com\/mon-dico-une-application-pour-favoriser-la-communication\/\">Discover MY DICTIONARY \u2192<\/a><\/div>\n  <div class=\"app-card\"><h5>\ud83d\udfe6 CLINT \u2014 Adults<\/h5><p>For teachers and parents who wish to maintain their own cognitive abilities during an intense professional period.<\/p><a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/clint-brain-games-for-adults\/\">Discover CLINT \u2192<\/a><\/div>\n  <div class=\"app-card\"><h5>\ud83e\udd16 DYNSEO AI Coach<\/h5><p>Questions about invisible disabilities, accommodations, resources \u2014 expert answers 24\/7 for teachers and families.<\/p><a href=\"https:\/\/www.dynseo.com\/coach-ia\/\">Discover the AI Coach \u2192<\/a><\/div>\n<\/div>\n\n<\/main>\n\n<section class=\"faq-section\">\n<div class=\"container\">\n    <h2>\u2753 Frequently asked questions about invisible disabilities in class<\/h2>\n    <div class=\"faq-item\"><h4>How to spot an invisible disability without being a specialist?<\/h4><p>The teacher does not have to make a diagnosis \u2014 but they can observe and document significant patterns. Warning signals to note: persistent gap between oral abilities and written productions, unusual fatigue after certain tasks, disproportionate emotional reactions to ordinary school situations, specific difficulties that do not improve despite standard support, and a child who \"knows\" but cannot \"write\/show\". Document these observations factually (when, under what conditions, how often) and share them with parents and the school psychologist \u2014 without making a diagnosis.<\/p><\/div>\n    <div class=\"faq-item\"><h4>Can the AESH replace the teacher's pedagogical adjustments?<\/h4><p>No \u2014 and this confusion is common. The AESH (Accompanying Students with Disabilities) is a human support for implementing adaptations \u2014 not a substitute for them. The teacher remains the pedagogical responsible and it is up to them to adapt their practices, assessments, and instructions. The AESH helps the student access these adapted practices \u2014 they do not replace the adaptation itself. A student with an AESH but without pedagogical adaptation from the teacher is still a student in difficulty.<\/p><\/div>\n    <div class=\"faq-item\"><h4>How to manage the reaction of other students to a classmate's adjustments?<\/h4><p>\"Why does he get to have it and not me?\" \u2014 a legitimate question that deserves an honest answer. Useful phrases: \"Because everyone has different needs \u2014 some need glasses to see, others need more time to read. It is not fair to give the same thing to everyone when everyone does not have the same needs \u2014 it is fair to give each person what they need.\" Inclusive pedagogy benefits the whole class \u2014 the values of equity and diversity are also built in these moments.<\/p><\/div>\n    <div class=\"faq-item\"><h4>What to do when parents refuse the proposed psychological assessment?<\/h4><p>The assessment is a parental decision \u2014 the teacher cannot impose it. What they can do: continue to implement pedagogical adjustments that do not require a diagnosis (universal adaptations of inclusive pedagogical design), share their observations factually and kindly, propose a meeting with the school psychologist for a \"pedagogical consultation\" rather than an assessment (less intimidating), and maintain the connection with the family over time. Trust takes time \u2014 forcing often leads to rejection.<\/p><\/div>\n    <div class=\"faq-item\"><h4>Is high potential really an invisible disability?<\/h4><p>Yes \u2014 in some cases. Students with high potential whose profile is heterogeneous (high potential with DYS, ADHD, or associated ASD \u2014 called \"twice exceptional\" or 2E) present real school difficulties that are all the more difficult to understand as their intellectual potential masks their disorders. But even \"pure\" high potential students can struggle in class: intense boredom leading to disruptive behaviors, relational difficulties related to emotional mismatch, intense performance anxiety, paralyzing perfectionism. High potential is not a guarantee of academic success \u2014 it is a profile that also requires pedagogical adaptation.<\/p><\/div>\n    <div class=\"faq-item\"><h4>How to support a student with an invisible disability during exams (DNB, Bac)?<\/h4><p>Exam adjustments for students with disabilities (extra time, secretary, use of computer, adapted subjects) are granted by the MDPH upon medical request. The procedure: specialized assessment (speech therapist, neuropsychologist), request via the MDPH, transmission to the examination commission. It is essential to start the process as early as the 4th grade for the Brevet and as early as the 10th grade for the Bac \u2014 the timelines are long. The teacher can support the process by attesting to the observed difficulties, but the decision is medical and administrative.<\/p><\/div>\n    <div class=\"faq-item\"><h4>COCO from DYNSEO can it be used in class?<\/h4><p>Yes \u2014 COCO can be integrated as a cognitive stimulation activity at the beginning of the session (5-10 minutes), as an alternative to independent work for students who need it, or as an activity during extracurricular times. Its documented effects on working memory and attention particularly benefit students with ADHD, DYS, and learning difficulties. The non-competitive format and adaptive levels allow for inclusive use \u2014 each student works at their level without it being visible to others.<\/p><\/div>\n    <div class=\"faq-item\"><h4>How to maintain the academic motivation of a student with an invisible disability who is accumulating failures?<\/h4><p>The accumulation of failures creates learned helplessness \u2014 the student stops trying because they have internalized that their efforts do not pay off. To break this cycle: systematically identify and value successes, no matter how small. Reduce the difficulty of tasks until finding the level where the student can succeed \u2014 then progress from there. Use the DYNSEO school gamification system to make progress visible and tangible. Separate the assessment of knowledge from the assessment of raw academic performance. And above all: change the student's narrative about themselves \u2014 \"you are not dumb, you learn differently\".<\/p><\/div>\n  <\/div>\n<\/section>\n<div class=\"container\">\n<div class=\"formation-block\">\n  <div class=\"fb-body\" style=\"text-align:center\">\n    <span class=\"fb-tag\">\ud83c\udf92 Training for invisible disabilities in class<\/span>\n    <h3>Invisible disabilities in class: identify, understand and adapt<\/h3>\n    <p>Online, at your own pace, certified Qualiopi \u2014 for all those who want to transform their class into a space where every profile can learn.<\/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\/handicaps-invisibles-en-classe-reperer-comprendre-et-amenager\/\" 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 THINKS and COCO MOVES<\/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-697734","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>Invisible Handicaps in Class: Identify, Understand and Adapt - DYNSEO Training - DYNSEO - Educational apps &amp; 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