{"id":709490,"date":"2026-06-19T18:05:48","date_gmt":"2026-06-19T16:05:48","guid":{"rendered":"https:\/\/www.dynseo.com\/formation-troubles-dys-en-entreprise-reperer-adapter-et-valoriser-programme-contenu-et-avis-dynseo-2\/"},"modified":"2026-06-19T18:09:21","modified_gmt":"2026-06-19T16:09:21","slug":"dys-disorders-training-in-the-workplace-identify-adapt-enhance-program-content-reviews-dynseo","status":"publish","type":"post","link":"https:\/\/www.dynseo.com\/en\/dys-disorders-training-in-the-workplace-identify-adapt-enhance-program-content-reviews-dynseo\/","title":{"rendered":"DYS Disorders Training in the Workplace: Identify, Adapt and Enhance &#8211; Program, Content and Reviews | 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; 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border-radius: 15px; padding: 25px 30px; margin: 15px 0; box-shadow: 0 3px 15px rgba(94,94,215,0.08); border-left: 4px solid #a9e2e4; }\n.dbi-art-59c334 .faq-item h4 { font-family: 'Montserrat', sans-serif; color: #5e5ed7; margin-bottom: 12px; font-size: 1.05rem; }\n.dbi-art-59c334 .faq-item p { margin: 0; color: #555; }\n.dbi-art-59c334 .conclusion { background: linear-gradient(135deg, #f5f7fa 0%, #e8e8ff 100%); padding: 40px; border-radius: 20px; margin-top: 50px; }\n.dbi-art-59c334 .conclusion h2 { border-bottom: none; margin-top: 0; }\n.dbi-art-59c334 .article-footer { text-align: center; padding: 50px 20px; background: linear-gradient(135deg, #5e5ed7 0%, #5268c9 100%); color: white; border-radius: 30px 30px 0 0; margin-top: 60px; }\n.dbi-art-59c334 .article-footer h3 { font-family: 'Montserrat', sans-serif; color: white; margin-bottom: 20px; }\n.dbi-art-59c334 .article-footer a { color: #ffeca7; text-decoration: none; font-weight: 600; }\n.dbi-art-59c334 .footer-links { display: flex; gap: 20px; justify-content: center; flex-wrap: wrap; margin-top: 15px; }\n.dbi-art-59c334 .formation-cta-box { background: linear-gradient(135deg, #5e5ed7 0%, #5268c9 100%); border-radius: 20px; padding: 40px; margin: 40px 0; text-align: center; color: white; position: relative; overflow: hidden; }\n.dbi-art-59c334 .formation-cta-box h3 { font-family: 'Montserrat', sans-serif; color: white; font-size: 1.5rem; margin-bottom: 15px; }\n.dbi-art-59c334 .formation-cta-box p { color: rgba(255,255,255,0.9); margin-bottom: 20px; text-align: center; }\n.dbi-art-59c334 .formation-cta-box img { max-width: 100%; height: auto; border-radius: 12px; margin: 20px 0; box-shadow: 0 10px 30px rgba(0,0,0,0.2); }\n.dbi-art-59c334 .formation-cta-box .cta-button { background: white; color: #5e5ed7; font-weight: 700; }\n.dbi-art-59c334 a { color: #5e5ed7; }\n@media (max-width: 768px) {\n.dbi-art-59c334 .article-header h1 { font-size: 1.8rem; }\n.dbi-art-59c334 .stats-grid { grid-template-columns: 1fr; }\n.dbi-art-59c334 .benefits-grid { grid-template-columns: 1fr; }\n.dbi-art-59c334 .article-header { padding: 40px 15px; }\n.dbi-art-59c334 .container { padding: 15px; }\n.dbi-art-59c334 h2 { font-size: 1.5rem; }\n.dbi-art-59c334 .comparison-table { font-size: 0.9rem; }\n}<\/p>\n<\/style>\n<div class=\"dbi-art-59c334\">\n<article>\n<header class=\"article-header\">\n<div class=\"article-category\">\ud83c\udf93 Professional training \u2014 DYS disorders &amp; Inclusion<\/div>\n<h1>DYS disorders training in the workplace: identify, adapt and enhance \u2014 program, content and reviews<\/h1>\n<pee class=\"subtitle\">Everything you need to know about the DYNSEO online training dedicated to DYS disorders in the professional environment \u2014 complete program, Qualiopi certification, skills acquired.<\/pee>\n<\/header>\n<div class=\"container\">\n<div class=\"intro-paragraph\">\n        <strong>10% of the population has one or more DYS disorders.<\/strong> In a company of 100 people, this represents an average of about ten employees \u2014 the vast majority of whom have never been diagnosed or have never discussed their situation with their employer. Dyslexia, dysorthographia, dyscalculia, dyspraxia: these neurodevelopmental disorders affect often very intelligent individuals, whose specific difficulties are frequently mistaken for negligence, lack of rigor, or organization. The training <em>DYS disorders in the workplace: identify, adapt and enhance<\/em> from DYNSEO provides managers and HR teams with the keys to change this perception.\n    <\/div>\n<div class=\"stats-grid\">\n<div class=\"stat-card\">\n            <span class=\"stat-number\">10%<\/span><\/p>\n<div class=\"stat-label\">of the population has one or more DYS disorders \u2014 approximately 6.7 million people in France<\/div>\n<\/p><\/div>\n<div class=\"stat-card\">\n            <span class=\"stat-number\">80%<\/span><\/p>\n<div class=\"stat-label\">of DYS adults in the workplace have never informed their employer<\/div>\n<\/p><\/div>\n<div class=\"stat-card\">\n            <span class=\"stat-number\">4\u00d7<\/span><\/p>\n<div class=\"stat-label\">more likely to leave a job due to unaddressed difficulties than due to technical incompetence<\/div>\n<\/p><\/div>\n<\/p><\/div>\n<h2>DYS disorders: what this term really encompasses<\/h2>\n<pee>The term &#8220;DYS&#8221; is a Greek prefix meaning &#8220;difficulty with&#8221; or &#8220;malfunction of.&#8221; It refers to a family of specific learning and information processing disorders \u2014 neurological disorders of developmental origin, lasting, which are not related to a lack of intelligence or a lack of effort. This is a fundamental point: DYS disorders are not intellectual deficits. They often coexist with an IQ within the normal range or above normal.<\/pee>\n<pee>Four DYS disorders are particularly common in the workplace, with distinct manifestations and impacts depending on the work contexts. Understanding their differences is the first step to adapting management appropriately.<\/pee>\n<div class=\"method-card blue\">\n<div class=\"method-badge badge-blue\">\ud83d\udcd6 DYS 1<\/div>\n<h4>Dyslexia \u2014 difficulties in reading and decoding<\/h4>\n<pee>Dyslexia is the most well-known DYS disorder. It is characterized by persistent difficulties in acquiring and automating reading: slow decoding, letter or syllable inversions, difficulties in reading fluently aloud. In the workplace, this translates to slower reading of documents, difficulties in quickly reading a long report, and sometimes a reluctance to speak from a text. Dyslexia is often associated with dysorthographia.<\/pee>\n    <\/div>\n<div class=\"method-card teal\">\n<div class=\"method-badge badge-green\">\u270f\ufe0f DYS 2<\/div>\n<h4>Dysorthographia \u2014 difficulties in writing and spelling<\/h4>\n<pee>Dysorthographia affects the automation of spelling and writing. A dysorthographic collaborator may produce emails with numerous mistakes despite careful checking, struggle to quickly transcribe notes in meetings, and feel significant anxiety at the thought of their writing being judged. It is often perceived as a lack of professionalism \u2014 while it is a neurological disorder.<\/pee>\n    <\/div>\n<div class=\"method-card yellow\">\n<div class=\"method-badge badge-yellow\">\ud83d\udd22 DYS 3<\/div>\n<h4>Dyscalculia \u2014 difficulties with numbers and numerical data<\/h4>\n<pee>Dyscalculia affects the processing of numerical information: mental calculation, reading number tables, time management, estimating quantities. A dyscalculic collaborator may be very proficient analytically or verbally, but struggle significantly with tasks involving numerical data or spreadsheets. In professions that regularly intersect numbers and reasoning, this difficulty generates a significant additional cognitive load.<\/pee>\n    <\/div>\n<div class=\"method-card rose\">\n<div class=\"method-badge badge-rose\">\ud83d\udd90 DYS 4<\/div>\n<h4>Dyspraxia \u2014 difficulties in coordination and spatial organization<\/h4>\n<pee>Dyspraxia (or developmental coordination disorder) affects the planning and coordination of movements \u2014 writing by hand, typing on a keyboard, orienting oneself in space, physically organizing one&#8217;s desk or documents. A dyspraxic collaborator may seem disorganized, messy, clumsy \u2014 while they are making a considerable effort to compensate for real neuromotor difficulties.<\/pee>\n    <\/div>\n<h2>Prevalence: how many DYS collaborators are in your company?<\/h2>\n<pee>Dyslexia affects about 8 to 10% of the population \u2014 making it the most common DYS form. Dysorthographia often accompanies dyslexia. Dyscalculia concerns about 5 to 6% of the population. Dyspraxia affects between 5 and 7% of people. These figures accumulate \u2014 the same person may present several DYS disorders simultaneously (which is common). In total, it is estimated that 10% of the population has at least one significant DYS disorder.<\/pee>\n<pee>In a team of 20 people, there are statistically 2 DYS collaborators. In a company of 500 people, it is about 50 people \u2014 the vast majority of whom have never spoken about their situation. These individuals silently compensate, devote twice as much energy as their colleagues to certain tasks, and accumulate cognitive fatigue that is often not visible.<\/pee>\n<div class=\"formation-cta-box\">\n<h3>\ud83c\udf93 DYS Disorders Training in the Workplace: identify, adapt, and enhance<\/h3>\n<pee>Qualiopi certified training \u00b7 Online \u00b7 At your own pace \u00b7 For managers, HR directors, disability referents, and all employees<\/pee>\n        <a href=\"https:\/\/www.dynseo.com\/produit\/troubles-dys-en-entreprise-reperer-adapter-et-valoriser\/\" target=\"_blank\"><br \/>\n            <img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/02\/formation-elearning-en-ligne.png\" alt=\"DYS Disorders Training in the Workplace identify adapt enhance - DYNSEO\" \/><br \/>\n        <\/a><br \/>\n        <!\u2013- [et_pb_br_holder] -\u2013><br \/>\n        <a href=\"https:\/\/www.dynseo.com\/produit\/troubles-dys-en-entreprise-reperer-adapter-et-valoriser\/\" target=\"_blank\" class=\"cta-button\">Access the training \u2192<\/a>\n    <\/div>\n<h2>Detailed training program<\/h2>\n<div class=\"method-card blue\">\n<div class=\"method-badge badge-blue\">\ud83d\udcda Module 1<\/div>\n<h4>DYS disorders: definitions, distinctions and prevalence<\/h4>\n<pee>This introductory module presents the 4 main DYS disorders \u2014 dyslexia, dysorthography, dyscalculia, dyspraxia \u2014 with their precise definitions, neurological bases, prevalence in the adult population, and essential distinctions between them. It deconstructs preconceived ideas (DYS individuals are not lazy, not less intelligent) and sets the conceptual framework: DYS disorders are differences in the automated processing of certain information, not global deficits.<\/pee>\n    <\/div>\n<div class=\"method-card teal\">\n<div class=\"method-badge badge-green\">\ud83d\udcda Module 2<\/div>\n<h4>DYS at work: what the manager sees vs what really happens<\/h4>\n<pee>This central module presents the concrete manifestations of DYS disorders in a professional context \u2014 emails with mistakes, delays in reading documents, errors in figures, apparent disorganization \u2014 and offers for each situation the dual reading: spontaneous perception and neurological reality. It also covers masking: the exhausting compensation strategies that DYS employees develop to hide their difficulties.<\/pee>\n    <\/div>\n<div class=\"method-card yellow\">\n<div class=\"method-badge badge-yellow\">\ud83d\udcda Module 3<\/div>\n<h4>Concrete accommodations: fonts, supports, digital tools<\/h4>\n<pee>Practical module presenting the most effective accommodations classified by type of disorder and ease of implementation. Adapted fonts (OpenDyslexic, Arial), increased line spacing and margins, simplified layout supports, advanced voice reading and spell-checking tools, voice dictation, alternative formats for presentations. Most of these accommodations are free or low-cost.<\/pee>\n    <\/div>\n<div class=\"method-card rose\">\n<div class=\"method-badge badge-rose\">\ud83d\udcda Module 4<\/div>\n<h4>The strengths of DYS profiles: thinking in images, creativity, global vision<\/h4>\n<pee>This module addresses the other side of DYS disorders \u2014 the often remarkable skills that accompany these profiles: spatial and visual thinking, creativity, global vision, resilience developed through years of compensation, ability to find alternative solutions. It provides managers with tools to identify and mobilize these strengths in organizing tasks.<\/pee>\n    <\/div>\n<div class=\"method-card blue\">\n<div class=\"method-badge badge-blue\">\ud83d\udcda Module 5<\/div>\n<h4>Evaluations, interviews and legal framework<\/h4>\n<pee>This last module addresses the biases in professional evaluations that disadvantage DYS profiles (evaluation criteria based on spelling or reading speed), the necessary adaptations, and the legal framework: DYS disorders can lead to a RQTH, legal adjustments, and AGEFIPH funding. It also presents the resources available for companies that wish to go further.<\/pee>\n    <\/div>\n<h2>What the manager sees \u2014 and what is really happening<\/h2>\n<pee>Understanding DYS disorders begins with a shift in perspective: stop interpreting visible manifestations through a moral lens (negligence, laziness, lack of professionalism) and read them through a neurological lens (differences in the automated processing of certain information).<\/pee>\n<table class=\"comparison-table\">\n<thead>\n<tr>\n<th>What the manager sees<\/th>\n<th>What he thinks spontaneously<\/th>\n<th>What is really happening<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Emails with repeated mistakes<\/td>\n<td>&#8220;Not professional, doesn&#8217;t proofread&#8221;<\/td>\n<td>Dysorthographia \u2014 spell check is not enough, and proofreading is exhausting<\/td>\n<\/tr>\n<tr>\n<td>Slowness in reading documents<\/td>\n<td>&#8220;Doesn&#8217;t make the effort to prepare&#8221;<\/td>\n<td>Dyslexia \u2014 reading is not automated, each word requires conscious effort<\/td>\n<\/tr>\n<tr>\n<td>Errors in tables and figures<\/td>\n<td>&#8220;Lack of rigor, not attentive&#8221;<\/td>\n<td>Dyscalculia \u2014 the brain does not process numerical data reliably<\/td>\n<\/tr>\n<tr>\n<td>Disorganized desk, lost documents<\/td>\n<td>&#8220;Disorganized, doesn&#8217;t make efforts&#8221;<\/td>\n<td>Dyspraxia \u2014 spatial organization is neurologically difficult, not a choice<\/td>\n<\/tr>\n<tr>\n<td>Insufficient note-taking in meetings<\/td>\n<td>&#8220;Not listening, not involved&#8221;<\/td>\n<td>Dyslexia or dyspraxia \u2014 writing and listening simultaneously is an impossible dual task<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2>Masking: exhausting compensation strategies<\/h2>\n<pee>Since childhood, many DYS individuals have developed strategies to hide their difficulties \u2014 and avoid mockery, poor grades, and judgments. In the workplace, these strategies continue: proofreading emails ten times before sending them, arriving earlier to have time to read documents that others read in five minutes, avoiding taking notes in meetings and reconstructing information from memory, declining tasks involving writing long documents.<\/pee>\n<pee>This constant masking is exhausting. It consumes cognitive and emotional resources that are no longer available for the work itself. A DYS collaborator who &#8220;holds on&#8221; properly for months may collapse into apparent burnout when their workload increases \u2014 not because they cannot handle the load, but because their compensatory resources are saturated.<\/pee>\n<div class=\"quote-box\">\n        <pee>&#8220;I spent my evenings correcting my meeting reports. My colleagues took 20 minutes. I spent two hours. No one knew I was dyslexic. Everyone thought I always delivered late because I was slow. I was exhausted.&#8221;<\/pee>\n<div class=\"author\">\u2014 Anonymous testimony, project manager, diagnosed dyslexic at 38<\/div>\n<\/p><\/div>\n<h2>Simple adjustments that change everything<\/h2>\n<div class=\"benefits-grid\">\n<div class=\"benefit-card\">\n<div class=\"benefit-icon\">\ud83d\udd24<\/div>\n<h4>Adapted fonts and layout<\/h4>\n<pee>Sans-serif fonts (Arial, Calibri, OpenDyslexic), line spacing 1.5, increased letter spacing \u2014 make reading significantly easier for dyslexic profiles.<\/pee>\n        <\/div>\n<div class=\"benefit-card\">\n<div class=\"benefit-icon\">\ud83c\udf99\ufe0f<\/div>\n<h4>Dictation and text-to-speech tools<\/h4>\n<pee>Voice dictation (integrated into Windows, macOS, Google Docs) helps bypass spelling difficulties. Text-to-speech allows for reading documents without the effort of decoding.<\/pee>\n        <\/div>\n<div class=\"benefit-card\">\n<div class=\"benefit-icon\">\ud83d\udcca<\/div>\n<h4>Alternative formats for data<\/h4>\n<pee>Replace tables of numbers with graphs whenever possible. Providing data in visual format \u2014 curves, pie charts, color codes \u2014 reduces the burden for dyscalculic profiles.<\/pee>\n        <\/div>\n<div class=\"benefit-card\">\n<div class=\"benefit-icon\">\ud83d\udcdd<\/div>\n<h4>Adaptation of reporting criteria<\/h4>\n<pee>Accept voice reports or bullet points instead of long texts. Do not evaluate based on spelling when the content is correct. Use advanced spell check without opposing it.<\/pee>\n        <\/div>\n<\/p><\/div>\n<h2>The strengths of DYS profiles: what your company gains<\/h2>\n<pee>Research on neurodiversity has highlighted a remarkable phenomenon: the same neurological differences that generate DYS difficulties often produce specific cognitive strengths. The DYS brain, which cannot automate certain tasks of symbolic processing (letters, numbers, sequences), develops other abilities in return \u2014 often more powerful than average in their field.<\/pee>\n<div class=\"method-card blue\">\n<div class=\"method-badge badge-blue\">\ud83d\udca1 Strength 1<\/div>\n<h4>Thinking in images and spaces<\/h4>\n<pee>Many DYS profiles primarily think in images, three-dimensional structures, and spatial representations. This is a valuable strength in creative professions, architecture, engineering, design, but also in any form of complex problem solving that benefits from visual and holistic representation.<\/pee>\n    <\/div>\n<div class=\"method-card teal\">\n<div class=\"method-badge badge-green\">\ud83d\udca1 Strength 2<\/div>\n<h4>Global vision and systemic thinking<\/h4>\n<pee>Where a neurotypical brain processes information sequentially, the DYS brain tends to perceive overall structures \u2014 patterns, connections between elements, systemic implications. This global vision is valuable in strategy functions, complex project management, and innovation.<\/pee>\n    <\/div>\n<div class=\"method-card yellow\">\n<div class=\"method-badge badge-yellow\">\ud83d\udca1 Strength 3<\/div>\n<h4>Creativity and alternative solutions<\/h4>\n<pee>Having to navigate difficulties since childhood develops a rare functional creativity \u2014 the ability to find alternative solutions where others seek to apply a standard procedure. This creative resilience is valuable in environments that value innovation and adaptability.<\/pee>\n    <\/div>\n<div class=\"method-card rose\">\n<div class=\"method-badge badge-rose\">\ud83d\udca1 Force 4<\/div>\n<h4>Resilience and empathy<\/h4>\n<pee>Years of navigating a world designed for other brains develop a resilience and empathy that are often remarkable. DYS profiles are often excellent human managers \u2014 precisely because they have learned to understand that how someone functions does not say everything about their value.<\/pee>\n    <\/div>\n<h3>Impact on evaluations and interviews: the unknown biases<\/h3>\n<pee>Professional evaluation systems are often built on criteria that structurally disadvantage DYS profiles \u2014 without anyone being aware of it. Handwritten annual interview reports, timed recruitment tests involving speed reading, presentations evaluated on the quality of writing, 360\u00b0 assessments where spelling mistakes influence the perceived image of competence \u2014 all of these biases can block the progress of collaborators who are very high-performing in substance.<\/pee>\n<div class=\"warning-box\">\n<h4>\u26a0\ufe0f A frequent and costly evaluation bias<\/h4>\n<pee>Studies in work psychology show that evaluators spontaneously judge candidates whose writings contain spelling mistakes as &#8220;less competent&#8221; \u2014 regardless of the quality of the content. For a dysorthographic collaborator, this bias can represent years of under-evaluation and lack of promotion despite excellent operational results. DYNSEO training provides evaluators with the tools to identify and correct this bias.<\/pee>\n    <\/div>\n<h3>DYNSEO complementary training<\/h3>\n<pee>The DYS training is part of the DYNSEO corporate inclusion pathway. It can be complemented by the <a href=\"https:\/\/www.dynseo.com\/courses\/comprendre-lautism-en-milieu-professionnel\/\" target=\"_blank\"><strong>Understanding autism in the workplace training<\/strong><\/a>, the <a href=\"https:\/\/www.dynseo.com\/en\/courses\/adhd-at-work-recognizing-and-supporting-en\/\" target=\"_blank\"><strong>ADHD at work training<\/strong><\/a>, and the <a href=\"https:\/\/www.dynseo.com\/en\/courses\/managing-a-neurodivergent-employee-en\/\" target=\"_blank\"><strong>Managing a neurodivergent collaborator training<\/strong><\/a>. Find all of them on the <a href=\"https:\/\/www.dynseo.com\/en\/business-inclusion-training\/\" target=\"_blank\"><strong>corporate inclusion training page<\/strong><\/a>.<\/pee>\n<div class=\"checklist\">\n<h4>\u2705 What you master after the training<\/h4>\n<ul>\n<li>Distinguish the 4 DYS disorders and their specific manifestations in a professional context<\/li>\n<li>Identify evaluation biases that penalize DYS profiles without anyone realizing it<\/li>\n<li>Implement the most effective adjustments \u2014 fonts, tools, alternative formats<\/li>\n<li>Recognize and value the specific strengths of DYS profiles in the organization of missions<\/li>\n<li>Know the legal framework and available resources for adjustments<\/li>\n<\/ul><\/div>\n<div class=\"formation-cta-box\">\n<h3>\ud83c\udf93 Ready to make a difference for your DYS collaborators?<\/h3>\n<pee>DYNSEO training gives you the tools to spot, adapt, and value. Online, Qualiopi certified, at your own pace.<\/pee>\n        <a href=\"https:\/\/www.dynseo.com\/produit\/troubles-dys-en-entreprise-reperer-adapter-et-valoriser\/\" target=\"_blank\" class=\"cta-button\">Access the training \u2192<\/a>\n    <\/div>\n<h2>FAQ \u2014 Frequently asked questions about training and DYS disorders in the workplace<\/h2>\n<div class=\"faq-section\">\n<div class=\"faq-item\">\n<h4>Does the training cover all DYS disorders or does it focus on dyslexia?<\/h4>\n<pee>It covers the 4 main DYS disorders \u2014 dyslexia, dysorthographia, dyscalculia, and dyspraxia \u2014 with their specific manifestations in a professional context and the adaptations suitable for each. Dyslexia is the most well-known, but the training emphasizes the diversity of disorders and the need to adapt responses according to the specific profile.<\/pee>\n        <\/div>\n<div class=\"faq-item\">\n<h4>Do we need to have a diagnosed DYS employee for the training to be useful?<\/h4>\n<pee>No \u2014 and this is one of the key messages. The vast majority of DYS adults do not have a diagnosis or have not informed their employer. The training teaches how to recognize behavioral patterns that may signal a DYS disorder and to create a more inclusive work environment regardless of any diagnosis.<\/pee>\n        <\/div>\n<div class=\"faq-item\">\n<h4>Do DYS adaptations create perceived inequalities in the team?<\/h4>\n<pee>Most of the most effective adaptations for DYS (adapted fonts, alternative formats, dictation tools) benefit the entire team or can be offered to everyone without distinction. Confidentiality regarding the individual reasons for adaptations remains total.<\/pee>\n        <\/div>\n<div class=\"faq-item\">\n<h4>Can DYS disorders lead to a RQTH?<\/h4>\n<pee>Yes, when they result in significant functional limitations in the work context. The RQTH entitles one to legal adaptations, counts towards the employer&#8217;s OETH quota, and provides access to AGEFIPH aids to finance adaptations. The occupational physician is the first contact to assess the relevance of this approach.<\/pee>\n        <\/div>\n<div class=\"faq-item\">\n<h4>Is this training fundable through the skills development plan?<\/h4>\n<pee>Yes. DYNSEO&#8217;s Qualiopi certification allows for coverage by OPCOs as part of the skills development plan. Consult your HR department or your OPCO for specific modalities related to your sector of activity.<\/pee>\n        <\/div>\n<div class=\"faq-item\">\n<h4>How can a DYS employee benefit from adaptations without revealing their diagnosis?<\/h4>\n<pee>The manager can propose general comfort adaptations (adapted fonts in shared documents, the possibility of using voice dictation, alternative formats for deliverables) to the entire team. The occupational physician can also recommend adaptations confidentially, without revealing the diagnosis to the employer.<\/pee>\n        <\/div>\n<\/p><\/div>\n<div class=\"conclusion\">\n<h2>Conclusion: identify, adapt, value \u2014 in that order<\/h2>\n<pee>DYS disorders are among the most common neurological differences \u2014 and the least well-known \u2014 in the workplace. Because they are invisible, because they affect intelligent people who have learned to mask them, and because they generate behaviors that resemble negligence or disengagement, they are systematically misinterpreted.<\/pee>\n        <pee>Training managers to understand DYS means stopping the punishment of symptoms by confusing them with attitude problems. It creates the conditions for often very competent \u2014 and often very resilient \u2014 employees to express their full potential. And it builds a corporate culture that values cognitive differences as collective assets.<\/pee>\n        <pee>Find all of DYNSEO&#8217;s <a href=\"https:\/\/www.dynseo.com\/en\/business-inclusion-training\/\" target=\"_blank\">inclusion training for businesses<\/a>.<\/pee>\n    <\/div>\n<\/div>\n<footer class=\"article-footer\">\n<h3>DYNSEO Training \u2014 Inclusion &amp; Neurodiversity in the workplace<\/h3>\n<div class=\"footer-links\">\n        <a href=\"https:\/\/www.dynseo.com\/produit\/troubles-dys-en-entreprise-reperer-adapter-et-valoriser\/\" target=\"_blank\">DYS Disorders Training<\/a><br \/>\n        <a href=\"https:\/\/www.dynseo.com\/courses\/comprendre-lautism-en-milieu-professionnel\/\" target=\"_blank\">Professional Autism<\/a><br \/>\n        <a href=\"https:\/\/www.dynseo.com\/en\/courses\/adhd-at-work-recognizing-and-supporting-en\/\" target=\"_blank\">ADHD at Work<\/a><br \/>\n        <a href=\"https:\/\/www.dynseo.com\/en\/courses\/managing-a-neurodivergent-employee-en\/\" target=\"_blank\">Neurodiverse Manager<\/a><br \/>\n        <a href=\"https:\/\/www.dynseo.com\/en\/business-inclusion-training\/\" target=\"_blank\">All Trainings<\/a>\n    <\/div>\n<\/footer>\n<\/article>\n<\/div>\n<p>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":4,"featured_media":150367,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"[et_pb_section fb_built=\"1\" admin_label=\"Article HTML\" _builder_version=\"4.16\" custom_padding=\"0px||0px||false|false\" global_colors_info=\"{}\"][et_pb_row admin_label=\"Contenu\" _builder_version=\"4.16\" width=\"100%\" max_width=\"100%\" custom_padding=\"0px||0px||false|false\" global_colors_info=\"{}\"][et_pb_column type=\"4_4\" _builder_version=\"4.16\" global_colors_info=\"{}\"][et_pb_code admin_label=\"HTML import\u00e9\" _builder_version=\"4.16\" global_colors_info=\"{}\"]<style type=\"text\/css\">\n@import url('https:\/\/fonts.googleapis.com\/css2?family=Montserrat:wght@600;700;800&family=Poppins:wght@400;500;600&display=swap');\n        * { margin: 0; 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}\n.dbi-art-59c334 .formation-cta-box p { color: rgba(255,255,255,0.9); margin-bottom: 20px; text-align: center; }\n.dbi-art-59c334 .formation-cta-box img { max-width: 100%; height: auto; border-radius: 12px; margin: 20px 0; box-shadow: 0 10px 30px rgba(0,0,0,0.2); }\n.dbi-art-59c334 .formation-cta-box .cta-button { background: white; color: #5e5ed7; font-weight: 700; }\n.dbi-art-59c334 a { color: #5e5ed7; }\n@media (max-width: 768px) {\n.dbi-art-59c334 .article-header h1 { font-size: 1.8rem; }\n.dbi-art-59c334 .stats-grid { grid-template-columns: 1fr; }\n.dbi-art-59c334 .benefits-grid { grid-template-columns: 1fr; }\n.dbi-art-59c334 .article-header { padding: 40px 15px; }\n.dbi-art-59c334 .container { padding: 15px; }\n.dbi-art-59c334 h2 { font-size: 1.5rem; }\n.dbi-art-59c334 .comparison-table { font-size: 0.9rem; }\n}\n\n<\/style>\n<div class=\"dbi-art-59c334\">\n<article>\n<header class=\"article-header\">\n    <div class=\"article-category\">\ud83c\udf93 Professional training \u2014 DYS disorders &amp; Inclusion<\/div>\n    <h1>DYS disorders training in the workplace: identify, adapt and enhance \u2014 program, content and reviews<\/h1>\n    <p class=\"subtitle\">Everything you need to know about the DYNSEO online training dedicated to DYS disorders in the professional environment \u2014 complete program, Qualiopi certification, skills acquired.<\/p>\n<\/header>\n\n<div class=\"container\">\n\n    <div class=\"intro-paragraph\">\n        <strong>10% of the population has one or more DYS disorders.<\/strong> In a company of 100 people, this represents an average of about ten employees \u2014 the vast majority of whom have never been diagnosed or have never discussed their situation with their employer. Dyslexia, dysorthographia, dyscalculia, dyspraxia: these neurodevelopmental disorders affect often very intelligent individuals, whose specific difficulties are frequently mistaken for negligence, lack of rigor, or organization. The training <em>DYS disorders in the workplace: identify, adapt and enhance<\/em> from DYNSEO provides managers and HR teams with the keys to change this perception.\n    <\/div>\n\n    <div class=\"stats-grid\">\n        <div class=\"stat-card\">\n            <span class=\"stat-number\">10%<\/span>\n            <div class=\"stat-label\">of the population has one or more DYS disorders \u2014 approximately 6.7 million people in France<\/div>\n        <\/div>\n        <div class=\"stat-card\">\n            <span class=\"stat-number\">80%<\/span>\n            <div class=\"stat-label\">of DYS adults in the workplace have never informed their employer<\/div>\n        <\/div>\n        <div class=\"stat-card\">\n            <span class=\"stat-number\">4\u00d7<\/span>\n            <div class=\"stat-label\">more likely to leave a job due to unaddressed difficulties than due to technical incompetence<\/div>\n        <\/div>\n    <\/div>\n\n    <h2>DYS disorders: what this term really encompasses<\/h2>\n\n    <p>The term \"DYS\" is a Greek prefix meaning \"difficulty with\" or \"malfunction of.\" It refers to a family of specific learning and information processing disorders \u2014 neurological disorders of developmental origin, lasting, which are not related to a lack of intelligence or a lack of effort. This is a fundamental point: DYS disorders are not intellectual deficits. They often coexist with an IQ within the normal range or above normal.<\/p>\n\n    <p>Four DYS disorders are particularly common in the workplace, with distinct manifestations and impacts depending on the work contexts. Understanding their differences is the first step to adapting management appropriately.<\/p>\n\n    <div class=\"method-card blue\">\n        <div class=\"method-badge badge-blue\">\ud83d\udcd6 DYS 1<\/div>\n        <h4>Dyslexia \u2014 difficulties in reading and decoding<\/h4>\n        <p>Dyslexia is the most well-known DYS disorder. It is characterized by persistent difficulties in acquiring and automating reading: slow decoding, letter or syllable inversions, difficulties in reading fluently aloud. In the workplace, this translates to slower reading of documents, difficulties in quickly reading a long report, and sometimes a reluctance to speak from a text. Dyslexia is often associated with dysorthographia.<\/p>\n    <\/div>\n\n    <div class=\"method-card teal\">\n<div class=\"method-badge badge-green\">\u270f\ufe0f DYS 2<\/div>\n        <h4>Dysorthographia \u2014 difficulties in writing and spelling<\/h4>\n        <p>Dysorthographia affects the automation of spelling and writing. A dysorthographic collaborator may produce emails with numerous mistakes despite careful checking, struggle to quickly transcribe notes in meetings, and feel significant anxiety at the thought of their writing being judged. It is often perceived as a lack of professionalism \u2014 while it is a neurological disorder.<\/p>\n    <\/div>\n\n    <div class=\"method-card yellow\">\n        <div class=\"method-badge badge-yellow\">\ud83d\udd22 DYS 3<\/div>\n        <h4>Dyscalculia \u2014 difficulties with numbers and numerical data<\/h4>\n        <p>Dyscalculia affects the processing of numerical information: mental calculation, reading number tables, time management, estimating quantities. A dyscalculic collaborator may be very proficient analytically or verbally, but struggle significantly with tasks involving numerical data or spreadsheets. In professions that regularly intersect numbers and reasoning, this difficulty generates a significant additional cognitive load.<\/p>\n    <\/div>\n\n    <div class=\"method-card rose\">\n        <div class=\"method-badge badge-rose\">\ud83d\udd90 DYS 4<\/div>\n        <h4>Dyspraxia \u2014 difficulties in coordination and spatial organization<\/h4>\n        <p>Dyspraxia (or developmental coordination disorder) affects the planning and coordination of movements \u2014 writing by hand, typing on a keyboard, orienting oneself in space, physically organizing one's desk or documents. A dyspraxic collaborator may seem disorganized, messy, clumsy \u2014 while they are making a considerable effort to compensate for real neuromotor difficulties.<\/p>\n    <\/div>\n\n    <h2>Prevalence: how many DYS collaborators are in your company?<\/h2>\n\n    <p>Dyslexia affects about 8 to 10% of the population \u2014 making it the most common DYS form. Dysorthographia often accompanies dyslexia. Dyscalculia concerns about 5 to 6% of the population. Dyspraxia affects between 5 and 7% of people. These figures accumulate \u2014 the same person may present several DYS disorders simultaneously (which is common). In total, it is estimated that 10% of the population has at least one significant DYS disorder.<\/p>\n\n    <p>In a team of 20 people, there are statistically 2 DYS collaborators. In a company of 500 people, it is about 50 people \u2014 the vast majority of whom have never spoken about their situation. These individuals silently compensate, devote twice as much energy as their colleagues to certain tasks, and accumulate cognitive fatigue that is often not visible.<\/p>\n\n    <div class=\"formation-cta-box\">\n        <h3>\ud83c\udf93 DYS Disorders Training in the Workplace: identify, adapt, and enhance<\/h3>\n        <p>Qualiopi certified training \u00b7 Online \u00b7 At your own pace \u00b7 For managers, HR directors, disability referents, and all employees<\/p>\n        <a href=\"https:\/\/www.dynseo.com\/produit\/troubles-dys-en-entreprise-reperer-adapter-et-valoriser\/\" target=\"_blank\">\n            <img src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/02\/formation-elearning-en-ligne.png\" alt=\"DYS Disorders Training in the Workplace identify adapt enhance - DYNSEO\" \/>\n        <\/a>\n        <br>\n        <a href=\"https:\/\/www.dynseo.com\/produit\/troubles-dys-en-entreprise-reperer-adapter-et-valoriser\/\" target=\"_blank\" class=\"cta-button\">Access the training \u2192<\/a>\n    <\/div>\n\n    <h2>Detailed training program<\/h2>\n\n    <div class=\"method-card blue\">\n<div class=\"method-badge badge-blue\">\ud83d\udcda Module 1<\/div>\n        <h4>DYS disorders: definitions, distinctions and prevalence<\/h4>\n        <p>This introductory module presents the 4 main DYS disorders \u2014 dyslexia, dysorthography, dyscalculia, dyspraxia \u2014 with their precise definitions, neurological bases, prevalence in the adult population, and essential distinctions between them. It deconstructs preconceived ideas (DYS individuals are not lazy, not less intelligent) and sets the conceptual framework: DYS disorders are differences in the automated processing of certain information, not global deficits.<\/p>\n    <\/div>\n\n    <div class=\"method-card teal\">\n        <div class=\"method-badge badge-green\">\ud83d\udcda Module 2<\/div>\n        <h4>DYS at work: what the manager sees vs what really happens<\/h4>\n        <p>This central module presents the concrete manifestations of DYS disorders in a professional context \u2014 emails with mistakes, delays in reading documents, errors in figures, apparent disorganization \u2014 and offers for each situation the dual reading: spontaneous perception and neurological reality. It also covers masking: the exhausting compensation strategies that DYS employees develop to hide their difficulties.<\/p>\n    <\/div>\n\n    <div class=\"method-card yellow\">\n        <div class=\"method-badge badge-yellow\">\ud83d\udcda Module 3<\/div>\n        <h4>Concrete accommodations: fonts, supports, digital tools<\/h4>\n        <p>Practical module presenting the most effective accommodations classified by type of disorder and ease of implementation. Adapted fonts (OpenDyslexic, Arial), increased line spacing and margins, simplified layout supports, advanced voice reading and spell-checking tools, voice dictation, alternative formats for presentations. Most of these accommodations are free or low-cost.<\/p>\n    <\/div>\n\n    <div class=\"method-card rose\">\n        <div class=\"method-badge badge-rose\">\ud83d\udcda Module 4<\/div>\n        <h4>The strengths of DYS profiles: thinking in images, creativity, global vision<\/h4>\n        <p>This module addresses the other side of DYS disorders \u2014 the often remarkable skills that accompany these profiles: spatial and visual thinking, creativity, global vision, resilience developed through years of compensation, ability to find alternative solutions. It provides managers with tools to identify and mobilize these strengths in organizing tasks.<\/p>\n    <\/div>\n\n    <div class=\"method-card blue\">\n<div class=\"method-badge badge-blue\">\ud83d\udcda Module 5<\/div>\n        <h4>Evaluations, interviews and legal framework<\/h4>\n        <p>This last module addresses the biases in professional evaluations that disadvantage DYS profiles (evaluation criteria based on spelling or reading speed), the necessary adaptations, and the legal framework: DYS disorders can lead to a RQTH, legal adjustments, and AGEFIPH funding. It also presents the resources available for companies that wish to go further.<\/p>\n    <\/div>\n\n    <h2>What the manager sees \u2014 and what is really happening<\/h2>\n\n    <p>Understanding DYS disorders begins with a shift in perspective: stop interpreting visible manifestations through a moral lens (negligence, laziness, lack of professionalism) and read them through a neurological lens (differences in the automated processing of certain information).<\/p>\n\n    <table class=\"comparison-table\">\n        <thead>\n            <tr>\n                <th>What the manager sees<\/th>\n                <th>What he thinks spontaneously<\/th>\n                <th>What is really happening<\/th>\n            <\/tr>\n        <\/thead>\n        <tbody>\n            <tr>\n                <td>Emails with repeated mistakes<\/td>\n                <td>\"Not professional, doesn't proofread\"<\/td>\n                <td>Dysorthographia \u2014 spell check is not enough, and proofreading is exhausting<\/td>\n            <\/tr>\n            <tr>\n                <td>Slowness in reading documents<\/td>\n                <td>\"Doesn't make the effort to prepare\"<\/td>\n                <td>Dyslexia \u2014 reading is not automated, each word requires conscious effort<\/td>\n            <\/tr>\n            <tr>\n                <td>Errors in tables and figures<\/td>\n                <td>\"Lack of rigor, not attentive\"<\/td>\n                <td>Dyscalculia \u2014 the brain does not process numerical data reliably<\/td>\n            <\/tr>\n            <tr>\n                <td>Disorganized desk, lost documents<\/td>\n                <td>\"Disorganized, doesn't make efforts\"<\/td>\n                <td>Dyspraxia \u2014 spatial organization is neurologically difficult, not a choice<\/td>\n            <\/tr>\n            <tr>\n                <td>Insufficient note-taking in meetings<\/td>\n                <td>\"Not listening, not involved\"<\/td>\n                <td>Dyslexia or dyspraxia \u2014 writing and listening simultaneously is an impossible dual task<\/td>\n            <\/tr>\n        <\/tbody>\n    <\/table>\n\n    <h2>Masking: exhausting compensation strategies<\/h2>\n\n    <p>Since childhood, many DYS individuals have developed strategies to hide their difficulties \u2014 and avoid mockery, poor grades, and judgments. In the workplace, these strategies continue: proofreading emails ten times before sending them, arriving earlier to have time to read documents that others read in five minutes, avoiding taking notes in meetings and reconstructing information from memory, declining tasks involving writing long documents.<\/p>\n\n    <p>This constant masking is exhausting. It consumes cognitive and emotional resources that are no longer available for the work itself. A DYS collaborator who \"holds on\" properly for months may collapse into apparent burnout when their workload increases \u2014 not because they cannot handle the load, but because their compensatory resources are saturated.<\/p>\n<div class=\"quote-box\">\n        <p>\"I spent my evenings correcting my meeting reports. My colleagues took 20 minutes. I spent two hours. No one knew I was dyslexic. Everyone thought I always delivered late because I was slow. I was exhausted.\"<\/p>\n        <div class=\"author\">\u2014 Anonymous testimony, project manager, diagnosed dyslexic at 38<\/div>\n    <\/div>\n\n    <h2>Simple adjustments that change everything<\/h2>\n\n    <div class=\"benefits-grid\">\n        <div class=\"benefit-card\">\n            <div class=\"benefit-icon\">\ud83d\udd24<\/div>\n            <h4>Adapted fonts and layout<\/h4>\n            <p>Sans-serif fonts (Arial, Calibri, OpenDyslexic), line spacing 1.5, increased letter spacing \u2014 make reading significantly easier for dyslexic profiles.<\/p>\n        <\/div>\n        <div class=\"benefit-card\">\n            <div class=\"benefit-icon\">\ud83c\udf99\ufe0f<\/div>\n            <h4>Dictation and text-to-speech tools<\/h4>\n            <p>Voice dictation (integrated into Windows, macOS, Google Docs) helps bypass spelling difficulties. Text-to-speech allows for reading documents without the effort of decoding.<\/p>\n        <\/div>\n        <div class=\"benefit-card\">\n            <div class=\"benefit-icon\">\ud83d\udcca<\/div>\n            <h4>Alternative formats for data<\/h4>\n            <p>Replace tables of numbers with graphs whenever possible. Providing data in visual format \u2014 curves, pie charts, color codes \u2014 reduces the burden for dyscalculic profiles.<\/p>\n        <\/div>\n        <div class=\"benefit-card\">\n            <div class=\"benefit-icon\">\ud83d\udcdd<\/div>\n            <h4>Adaptation of reporting criteria<\/h4>\n            <p>Accept voice reports or bullet points instead of long texts. Do not evaluate based on spelling when the content is correct. Use advanced spell check without opposing it.<\/p>\n        <\/div>\n    <\/div>\n\n    <h2>The strengths of DYS profiles: what your company gains<\/h2>\n\n    <p>Research on neurodiversity has highlighted a remarkable phenomenon: the same neurological differences that generate DYS difficulties often produce specific cognitive strengths. The DYS brain, which cannot automate certain tasks of symbolic processing (letters, numbers, sequences), develops other abilities in return \u2014 often more powerful than average in their field.<\/p>\n\n    <div class=\"method-card blue\">\n        <div class=\"method-badge badge-blue\">\ud83d\udca1 Strength 1<\/div>\n        <h4>Thinking in images and spaces<\/h4>\n        <p>Many DYS profiles primarily think in images, three-dimensional structures, and spatial representations. This is a valuable strength in creative professions, architecture, engineering, design, but also in any form of complex problem solving that benefits from visual and holistic representation.<\/p>\n    <\/div>\n\n    <div class=\"method-card teal\">\n        <div class=\"method-badge badge-green\">\ud83d\udca1 Strength 2<\/div>\n        <h4>Global vision and systemic thinking<\/h4>\n        <p>Where a neurotypical brain processes information sequentially, the DYS brain tends to perceive overall structures \u2014 patterns, connections between elements, systemic implications. This global vision is valuable in strategy functions, complex project management, and innovation.<\/p>\n    <\/div>\n\n    <div class=\"method-card yellow\">\n        <div class=\"method-badge badge-yellow\">\ud83d\udca1 Strength 3<\/div>\n        <h4>Creativity and alternative solutions<\/h4>\n        <p>Having to navigate difficulties since childhood develops a rare functional creativity \u2014 the ability to find alternative solutions where others seek to apply a standard procedure. This creative resilience is valuable in environments that value innovation and adaptability.<\/p>\n    <\/div>\n\n    <div class=\"method-card rose\">\n<div class=\"method-badge badge-rose\">\ud83d\udca1 Force 4<\/div>\n        <h4>Resilience and empathy<\/h4>\n        <p>Years of navigating a world designed for other brains develop a resilience and empathy that are often remarkable. DYS profiles are often excellent human managers \u2014 precisely because they have learned to understand that how someone functions does not say everything about their value.<\/p>\n    <\/div>\n\n    <h3>Impact on evaluations and interviews: the unknown biases<\/h3>\n\n    <p>Professional evaluation systems are often built on criteria that structurally disadvantage DYS profiles \u2014 without anyone being aware of it. Handwritten annual interview reports, timed recruitment tests involving speed reading, presentations evaluated on the quality of writing, 360\u00b0 assessments where spelling mistakes influence the perceived image of competence \u2014 all of these biases can block the progress of collaborators who are very high-performing in substance.<\/p>\n\n    <div class=\"warning-box\">\n        <h4>\u26a0\ufe0f A frequent and costly evaluation bias<\/h4>\n        <p>Studies in work psychology show that evaluators spontaneously judge candidates whose writings contain spelling mistakes as \"less competent\" \u2014 regardless of the quality of the content. For a dysorthographic collaborator, this bias can represent years of under-evaluation and lack of promotion despite excellent operational results. DYNSEO training provides evaluators with the tools to identify and correct this bias.<\/p>\n    <\/div>\n\n    <h3>DYNSEO complementary training<\/h3>\n\n    <p>The DYS training is part of the DYNSEO corporate inclusion pathway. It can be complemented by the <a href=\"https:\/\/www.dynseo.com\/courses\/comprendre-lautism-en-milieu-professionnel\/\" target=\"_blank\"><strong>Understanding autism in the workplace training<\/strong><\/a>, the <a href=\"https:\/\/www.dynseo.com\/courses\/tdah-au-travail-reconnaitre-et-accompagner\/\" target=\"_blank\"><strong>ADHD at work training<\/strong><\/a>, and the <a href=\"https:\/\/www.dynseo.com\/courses\/manager-un-collaborateur-neuroatypique\/\" target=\"_blank\"><strong>Managing a neurodivergent collaborator training<\/strong><\/a>. Find all of them on the <a href=\"https:\/\/www.dynseo.com\/formations-inclusion-entreprise\/\" target=\"_blank\"><strong>corporate inclusion training page<\/strong><\/a>.<\/p>\n\n    <div class=\"checklist\">\n        <h4>\u2705 What you master after the training<\/h4>\n        <ul>\n            <li>Distinguish the 4 DYS disorders and their specific manifestations in a professional context<\/li>\n            <li>Identify evaluation biases that penalize DYS profiles without anyone realizing it<\/li>\n            <li>Implement the most effective adjustments \u2014 fonts, tools, alternative formats<\/li>\n            <li>Recognize and value the specific strengths of DYS profiles in the organization of missions<\/li>\n            <li>Know the legal framework and available resources for adjustments<\/li>\n        <\/ul>\n    <\/div>\n\n    <div class=\"formation-cta-box\">\n        <h3>\ud83c\udf93 Ready to make a difference for your DYS collaborators?<\/h3>\n        <p>DYNSEO training gives you the tools to spot, adapt, and value. Online, Qualiopi certified, at your own pace.<\/p>\n        <a href=\"https:\/\/www.dynseo.com\/produit\/troubles-dys-en-entreprise-reperer-adapter-et-valoriser\/\" target=\"_blank\" class=\"cta-button\">Access the training \u2192<\/a>\n    <\/div>\n\n    <h2>FAQ \u2014 Frequently asked questions about training and DYS disorders in the workplace<\/h2>\n<div class=\"faq-section\">\n        <div class=\"faq-item\">\n            <h4>Does the training cover all DYS disorders or does it focus on dyslexia?<\/h4>\n            <p>It covers the 4 main DYS disorders \u2014 dyslexia, dysorthographia, dyscalculia, and dyspraxia \u2014 with their specific manifestations in a professional context and the adaptations suitable for each. Dyslexia is the most well-known, but the training emphasizes the diversity of disorders and the need to adapt responses according to the specific profile.<\/p>\n        <\/div>\n        <div class=\"faq-item\">\n            <h4>Do we need to have a diagnosed DYS employee for the training to be useful?<\/h4>\n            <p>No \u2014 and this is one of the key messages. The vast majority of DYS adults do not have a diagnosis or have not informed their employer. The training teaches how to recognize behavioral patterns that may signal a DYS disorder and to create a more inclusive work environment regardless of any diagnosis.<\/p>\n        <\/div>\n        <div class=\"faq-item\">\n            <h4>Do DYS adaptations create perceived inequalities in the team?<\/h4>\n            <p>Most of the most effective adaptations for DYS (adapted fonts, alternative formats, dictation tools) benefit the entire team or can be offered to everyone without distinction. Confidentiality regarding the individual reasons for adaptations remains total.<\/p>\n        <\/div>\n        <div class=\"faq-item\">\n            <h4>Can DYS disorders lead to a RQTH?<\/h4>\n            <p>Yes, when they result in significant functional limitations in the work context. The RQTH entitles one to legal adaptations, counts towards the employer's OETH quota, and provides access to AGEFIPH aids to finance adaptations. The occupational physician is the first contact to assess the relevance of this approach.<\/p>\n        <\/div>\n        <div class=\"faq-item\">\n            <h4>Is this training fundable through the skills development plan?<\/h4>\n            <p>Yes. DYNSEO's Qualiopi certification allows for coverage by OPCOs as part of the skills development plan. Consult your HR department or your OPCO for specific modalities related to your sector of activity.<\/p>\n        <\/div>\n        <div class=\"faq-item\">\n            <h4>How can a DYS employee benefit from adaptations without revealing their diagnosis?<\/h4>\n            <p>The manager can propose general comfort adaptations (adapted fonts in shared documents, the possibility of using voice dictation, alternative formats for deliverables) to the entire team. The occupational physician can also recommend adaptations confidentially, without revealing the diagnosis to the employer.<\/p>\n        <\/div>\n    <\/div>\n\n    <div class=\"conclusion\">\n        <h2>Conclusion: identify, adapt, value \u2014 in that order<\/h2>\n        <p>DYS disorders are among the most common neurological differences \u2014 and the least well-known \u2014 in the workplace. Because they are invisible, because they affect intelligent people who have learned to mask them, and because they generate behaviors that resemble negligence or disengagement, they are systematically misinterpreted.<\/p>\n        <p>Training managers to understand DYS means stopping the punishment of symptoms by confusing them with attitude problems. It creates the conditions for often very competent \u2014 and often very resilient \u2014 employees to express their full potential. And it builds a corporate culture that values cognitive differences as collective assets.<\/p>\n        <p>Find all of DYNSEO's <a href=\"https:\/\/www.dynseo.com\/formations-inclusion-entreprise\/\" target=\"_blank\">inclusion training for businesses<\/a>.<\/p>\n    <\/div>\n\n<\/div>\n\n<footer class=\"article-footer\">\n    <h3>DYNSEO Training \u2014 Inclusion &amp; Neurodiversity in the workplace<\/h3>\n    <div class=\"footer-links\">\n        <a href=\"https:\/\/www.dynseo.com\/produit\/troubles-dys-en-entreprise-reperer-adapter-et-valoriser\/\" target=\"_blank\">DYS Disorders Training<\/a>\n        <a href=\"https:\/\/www.dynseo.com\/courses\/comprendre-lautism-en-milieu-professionnel\/\" target=\"_blank\">Professional Autism<\/a>\n        <a href=\"https:\/\/www.dynseo.com\/courses\/tdah-au-travail-reconnaitre-et-accompagner\/\" target=\"_blank\">ADHD at Work<\/a>\n        <a href=\"https:\/\/www.dynseo.com\/courses\/manager-un-collaborateur-neuroatypique\/\" target=\"_blank\">Neurodiverse Manager<\/a>\n        <a href=\"https:\/\/www.dynseo.com\/formations-inclusion-entreprise\/\" target=\"_blank\">All Trainings<\/a>\n    <\/div>\n<\/footer>\n<\/article>\n<\/div>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]","_et_gb_content_width":"","footnotes":""},"categories":[2915],"tags":[],"class_list":["post-709490","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 v27.8 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>DYS Disorders Training in the Workplace: Identify, Adapt and Enhance - Program, Content and Reviews | DYNSEO - DYNSEO - Educational apps &amp; 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