{"id":709672,"date":"2026-06-20T09:38:34","date_gmt":"2026-06-20T07:38:34","guid":{"rendered":"https:\/\/www.dynseo.com\/dyslexie-au-travail-comment-la-reconnaitre-et-adapter-son-management-dynseo-2\/"},"modified":"2026-06-20T09:40:11","modified_gmt":"2026-06-20T07:40:11","slug":"dyslexia-at-work-how-to-recognize-it-and-adapt-your-management","status":"publish","type":"post","link":"https:\/\/www.dynseo.com\/en\/dyslexia-at-work-how-to-recognize-it-and-adapt-your-management\/","title":{"rendered":"Dyslexia at Work: How to Recognize It and Adapt Your Management"},"content":{"rendered":"<p>[et_pb_section fb_built=&#8221;1&#8243; admin_label=&#8221;Article HTML&#8221; _builder_version=&#8221;4.16&#8243; custom_padding=&#8221;0px||0px||false|false&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_row admin_label=&#8221;Contenu&#8221; _builder_version=&#8221;4.16&#8243; width=&#8221;100%&#8221; max_width=&#8221;100%&#8221; custom_padding=&#8221;0px||0px||false|false&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;4_4&#8243; 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flex-wrap: wrap; margin-top: 15px; }\n.dbi-art-78f9b9 .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-78f9b9 .formation-cta-box h3 { font-family: 'Montserrat', sans-serif; color: white; font-size: 1.5rem; margin-bottom: 15px; }\n.dbi-art-78f9b9 .formation-cta-box p { color: rgba(255,255,255,0.9); margin-bottom: 20px; text-align: center; }\n.dbi-art-78f9b9 .formation-cta-box .cta-button { background: white; color: #5e5ed7; font-weight: 700; }\n.dbi-art-78f9b9 .amenagement-item { display: flex; align-items: flex-start; background: white; border-radius: 12px; padding: 18px 22px; margin: 12px 0; box-shadow: 0 3px 12px rgba(94,94,215,0.08); }\n.dbi-art-78f9b9 .amenagement-num { display: inline-flex; align-items: center; justify-content: center; width: 36px; height: 36px; background: linear-gradient(135deg, #5e5ed7, #5268c9); color: white; border-radius: 50%; font-family: 'Montserrat', sans-serif; font-weight: 700; font-size: 0.9rem; margin-right: 12px; flex-shrink: 0; }\n.dbi-art-78f9b9 .amenagement-content strong { font-family: 'Montserrat', sans-serif; color: #5e5ed7; display: block; margin-bottom: 4px; }\n.dbi-art-78f9b9 .amenagement-content p { margin: 0; font-size: 0.95rem; color: #555; }\n.dbi-art-78f9b9 a { color: #5e5ed7; }\n@media (max-width: 768px) {\n.dbi-art-78f9b9 .article-header h1 { font-size: 1.8rem; }\n.dbi-art-78f9b9 .stats-grid { grid-template-columns: 1fr; }\n.dbi-art-78f9b9 .benefits-grid { grid-template-columns: 1fr; }\n.dbi-art-78f9b9 .article-header { padding: 40px 15px; }\n.dbi-art-78f9b9 .container { padding: 15px; }\n.dbi-art-78f9b9 h2 { font-size: 1.5rem; }\n.dbi-art-78f9b9 .comparison-table { font-size: 0.9rem; }\n}<\/p>\n<\/style>\n<div class=\"dbi-art-78f9b9\">\n<article>\n<header class=\"article-header\">\n<div class=\"article-category\">\ud83d\udcd6 Dyslexia &amp; Management<\/div>\n<h1>Dyslexia at Work: How to Recognize It and Adapt Your Management<\/h1>\n<pee class=\"subtitle\">What a dyslexic employee experiences, the signals that the manager misinterprets, 10 concrete adjustments, evaluation biases, and strengths of dyslexic profiles.<\/pee>\n<\/header>\n<div class=\"container\">\n<div class=\"intro-paragraph\">\n        An employee who takes twice as long as their colleagues to read a report. Another whose emails regularly contain mistakes despite careful proofreading. A third who takes few notes in meetings and sometimes seems &#8220;absent.&#8221; These observations do not describe uninvested or unprofessional individuals \u2014 they may describe dyslexic employees who silently expend considerable energy every day to compensate for a neurological disorder that no one sees. This guide provides you with the keys to recognize dyslexia at work and adapt your management fairly and effectively.\n    <\/div>\n<div class=\"stats-grid\">\n<div class=\"stat-card\">\n            <span class=\"stat-number\">8\u201310 %<\/span><\/p>\n<div class=\"stat-label\">of the population is dyslexic \u2014 about 5 to 6 million people in France<\/div>\n<\/p><\/div>\n<div class=\"stat-card\">\n            <span class=\"stat-number\">40 years<\/span><\/p>\n<div class=\"stat-label\">average age of diagnosis of adult dyslexia \u2014 years of unexplained difficulties<\/div>\n<\/p><\/div>\n<div class=\"stat-card\">\n            <span class=\"stat-number\">2\u00d7<\/span><\/p>\n<div class=\"stat-label\">more time spent on reading and writing tasks \u2014 hidden burden and silent exhaustion<\/div>\n<\/p><\/div>\n<\/p><\/div>\n<h2>Adult Dyslexia: What It Really Is<\/h2>\n<pee>Dyslexia is a specific learning disorder that affects the acquisition and automation of reading. It has a documented neurological basis \u2014 differences in the organization and functioning of certain brain areas involved in phonological processing and decoding of written symbols. It is not related to a lack of intelligence, a lack of effort, or a visual problem.<\/pee>\n<pee>In adults, dyslexia manifests differently than in children. Through years of compensation, many dyslexic adults have developed strategies that allow them to function professionally \u2014 but at the cost of constant effort and accumulated cognitive fatigue. Their reading is not fluent, but it is often functional. Their spelling remains difficult despite proofreading. Their processing speed of written material is below average.<\/pee>\n<h3>Why Dyslexia Remains Undiagnosed in So Many Adults<\/h3>\n<pee>In France, systematic screening for dyslexia in children is still incomplete, and many adults currently in the workforce have never received a diagnosis. Some have been described as &#8220;slow,&#8221; &#8220;not diligent,&#8221; or &#8220;not academic&#8221; without anyone identifying the real cause. Others have compensated so effectively that their difficulties never triggered a specialized consultation. The result: millions of dyslexic adults working without knowing why certain tasks cost them twice as much energy as their colleagues.<\/pee>\n<\/div>\n<\/article>\n<\/div>\n<div class=\"highlight-box\">\n<h4>\ud83e\udde0 Dyslexia \u2260 intellectual deficit<\/h4>\n<pee>This is the most important point to understand. Dyslexia specifically affects the automated processing of matches between written symbols and sounds \u2014 not reasoning, long-term memory, creativity, or overall intelligence. Many dyslexic individuals have an IQ above average. What is affected is reading and writing fluency \u2014 an automation \u2014 not the ability to understand or reason.<\/pee>\n    <\/div>\n<h2>What a dyslexic employee experiences: reading a report, writing an email, taking notes<\/h2>\n<h3>Reading a 20-page report<\/h3>\n<pee>For a neurotypical reader, reading is an automation \u2014 the eyes scan the text, the brain converts symbols into sounds and then into meaning, almost without conscious effort. For a dyslexic reader, each word may require a conscious decoding effort \u2014 an operation that mobilizes significant cognitive resources and considerably slows down reading. A report that their colleague reads in 25 minutes may take them 60 \u2014 and leave them more fatigued upon arrival.<\/pee>\n<pee>In practice, this means that the dyslexic employee often arrives &#8220;less prepared&#8221; to meetings \u2014 not due to lack of motivation, but because the time needed for preparation exceeds what is reasonably available. They will skim read, retain the key points they have had time to process, and navigate the meeting with partial preparation.<\/pee>\n<h3>Writing a professional email<\/h3>\n<pee>Dysorthographia, which often accompanies dyslexia, affects the automation of spelling. A dysorthographic employee may reread their emails several times and still miss mistakes \u2014 because the brain &#8220;sees&#8221; what it wants to write, not what is written. The standard spell checker is not enough: it corrects isolated words, not phonetic confusions (like &#8220;his&#8221; instead of &#8220;these&#8221;) or homophones.<\/pee>\n<pee>For this employee, sending an email is an act filled with anxiety. The fear of being negatively judged for their mistakes \u2014 perceived as a sign of lack of professionalism \u2014 generates constant vigilance, systematic proofreading, and sometimes procrastination in written communication that can be wrongly interpreted as unwillingness.<\/pee>\n<h3>Taking notes in a meeting<\/h3>\n<pee>Listening and writing simultaneously is a difficult dual task for everyone. For a dyslexic person, it is almost impossible to manage smoothly: the attention required for writing degrades the quality of listening, and the concentration on listening degrades writing. The result: incomplete notes, misspelled words, truncated sentences \u2014 and an employee who seems &#8220;distracted&#8221; or &#8220;not attentive&#8221; during meetings.<\/pee>\n<div class=\"quote-box\">\n        <pee>&#8220;In meetings, I wrote almost nothing. My colleagues thought I wasn&#8217;t focused. In reality, I learned very early on that if I tried to write, I would lose track. So I listened very carefully and memorized. I could repeat word for word what had been said. But I didn&#8217;t take notes.&#8221;<\/pee>\n<div class=\"author\">\u2014 Anonymous testimony, program director, diagnosed with dyslexia at 42<\/div>\n<\/p><\/div>\n<h2>Masking: what happens when strategies fail<\/h2>\n<pee>The vast majority of working dyslexic adults have developed elaborate compensatory strategies: they arrive earlier to have time to read documents, they memorize compensatorily what they cannot read quickly enough, they use text-to-speech tools privately, they have someone they trust proofread their important emails. These strategies work \u2014 and make dyslexia invisible.<\/pee>\n<pee>The problem arises when the load increases. When deadlines tighten, when meetings follow one another with little preparation time, when the volume of documents to read exceeds compensatory capacities \u2014 the strategies fail. What then appears as a &#8220;sudden drop in performance&#8221; is actually the saturation point of a compensatory system that has been functioning silently for years.<\/pee>\n<div class=\"warning-box\">\n<h4>\u26a0\ufe0f What the manager wrongly interprets as negligence<\/h4>\n<pee>Emails with mistakes despite reminders about the quality of writing, recurring delays on written deliverables, incomplete meeting notes, slow reading of work documents \u2014 these behaviors, taken in isolation or together, are often interpreted as disengagement or lack of professionalism. They may be a sign of unaccompanied dyslexia. The difference between the two interpretations can radically change the way to intervene \u2014 and the outcome for the employee.<\/pee>\n    <\/div>\n<h2>The 10 concrete accommodations for dyslexic employees<\/h2>\n<div class=\"amenagement-item\">\n<div class=\"amenagement-num\">1<\/div>\n<div class=\"amenagement-content\">\n            <strong>Use suitable fonts in shared documents<\/strong>\n            <pee>Arial, Calibri, or OpenDyslexic at a minimum of 12pt, line spacing 1.5, slightly increased letter spacing. These adjustments significantly reduce the reading effort for dyslexic profiles \u2014 and improve reading comfort for everyone.<\/pee>\n        <\/div>\n<\/p><\/div>\n<div class=\"amenagement-item\">\n<div class=\"amenagement-num\">2<\/div>\n<div class=\"amenagement-content\">\n            <strong>Send documents in advance<\/strong>\n            <pee>Provide meeting documents 24 to 48 hours in advance \u2014 not 10 minutes before. This extra time allows the dyslexic employee to read at their own pace and arrive prepared.<\/pee>\n        <\/div>\n<\/p><\/div>\n<div class=\"amenagement-item\">\n<div class=\"amenagement-num\">3<\/div>\n<div class=\"amenagement-content\">\n            <strong>Allow voice dictation<\/strong>\n            <pee>Voice dictation (integrated into Windows, macOS, Google Docs) allows bypassing spelling difficulties. Do not oppose it \u2014 it is a tool, not cheating.<\/pee>\n        <\/div>\n<\/p><\/div>\n<div class=\"amenagement-item\">\n<div class=\"amenagement-num\">4<\/div>\n<div class=\"amenagement-content\">\n            <strong>Accept advanced spell checkers<\/strong>\n            <pee>Allow Antidote, LanguageTool, or specialized extensions. These tools correct errors that the standard checker misses \u2014 especially frequent phonetic confusions in dysorthographia.<\/pee>\n        <\/div>\n<\/p><\/div>\n<div class=\"amenagement-item\">\n<div class=\"amenagement-num\">5<\/div>\n<div class=\"amenagement-content\">\n            <strong>Offer alternative formats for deliverables<\/strong>\n            <pee>Accept a voice report, a bullet-point list without sentences, or an oral presentation instead of a written document when content matters more than form. Do not require writing where another form of delivery is possible.<\/pee>\n        <\/div>\n<\/p><\/div>\n<div class=\"amenagement-item\">\n<div class=\"amenagement-num\">6<\/div>\n<div class=\"amenagement-content\">\n            <strong>Summarize key points from long documents<\/strong>\n            <pee>Provide a structured summary (in key points) of important documents, in addition to the full document. This practice benefits the whole team \u2014 not just dyslexics.<\/pee>\n        <\/div>\n<\/p><\/div>\n<div class=\"amenagement-item\">\n<div class=\"amenagement-num\">7<\/div>\n<div class=\"amenagement-content\">\n            <strong>Do not evaluate spelling in internal communications<\/strong>\n            <pee>Distinguish official communications (where form may matter) from internal communications (where content prevails). Do not penalize mistakes in internal emails.<\/pee>\n        <\/div>\n<\/p><\/div>\n<div class=\"amenagement-item\">\n<div class=\"amenagement-num\">8<\/div>\n<div class=\"amenagement-content\">\n            <strong>Allow recording of meetings<\/strong>\n            <pee>Allow those who wish to record meetings for later listening \u2014 an effective alternative to note-taking for profiles where the dual task of writing\/listening is difficult.<\/pee>\n        <\/div>\n<\/p><\/div>\n<div class=\"amenagement-item\">\n<div class=\"amenagement-num\">9<\/div>\n<div class=\"amenagement-content\">\n            <strong>Adapt evaluation criteria<\/strong>\n            <pee>Evaluate based on results and demonstrated skills, not on the formal quality of writing. Review evaluation criteria that explicitly or implicitly include spelling as an indicator of competence.<\/pee>\n        <\/div>\n<\/p><\/div>\n<div class=\"amenagement-item\">\n<div class=\"amenagement-num\">10<\/div>\n<div class=\"amenagement-content\">\n            <strong>Create space for a conversation about needs<\/strong>\n            <pee>&#8220;If certain formats or work tools suit you better, I am available to discuss.&#8221; An open invitation, without forcing or targeting, that allows the person to talk about their needs if they wish.<\/pee>\n        <\/div>\n<\/p><\/div>\n<h2>Dyslexia in interviews and evaluations: unknown biases<\/h2>\n<pee>Recruitment and evaluation processes are built on formats that structurally disadvantage dyslexic profiles \u2014 often without evaluators being aware of it. A timed recruitment test involving rapid reading, an interview with handwritten presentation, an annual evaluation partly rated on the quality of reports \u2014 all formats that measure reading and writing fluency rather than actual professional skills.<\/pee>\n<div class=\"tip-box\">\n<h4>\ud83d\udca1 Correcting bias in recruitment interviews<\/h4>\n<pee>Provide interview questions in advance (which is a good general practice). Allow written tests to be taken without time constraints. Offer oral alternatives to written exercises when possible. Evaluate the content and relevance of responses, not the spelling form. These adaptations allow dyslexic profiles to demonstrate their real skills \u2014 without disadvantaging other candidates.<\/pee>\n    <\/div>\n<h2>The strengths of dyslexic profiles: what your team gains<\/h2>\n<div class=\"benefits-grid\">\n<div class=\"benefit-card\">\n<div class=\"benefit-icon\">\ud83c\udfa8<\/div>\n<h4>Creative and visual thinking<\/h4>\n<pee>The dyslexic brain often thinks in images, structures, spatial representations \u2014 a valuable way of reasoning in creative professions, engineering, and strategy.<\/pee>\n        <\/div>\n<div class=\"benefit-card\">\n<div class=\"benefit-icon\">\ud83d\udd2d<\/div>\n<h4>Global and systemic vision<\/h4>\n<pee>Ability to perceive overarching patterns, connect seemingly unrelated information, see structures beneath the surface \u2014 rare and valuable in management and innovation roles.<\/pee>\n        <\/div>\n<div class=\"benefit-card\">\n<div class=\"benefit-icon\">\ud83d\udcaa<\/div>\n<h4>Resilience and compensatory creativity<\/h4>\n<pee>Years of finding workarounds develop an ability to solve problems through alternative paths \u2014 a rare skill in environments that value innovation.<\/pee>\n        <\/div>\n<div class=\"benefit-card\">\n<div class=\"benefit-icon\">\ud83d\udde3\ufe0f<\/div>\n<h4>Oral and relational communication<\/h4>\n<pee>Many dyslexic individuals develop excellent oral skills to compensate for written difficulties \u2014 persuasive communication, presentation, client relations.<\/pee>\n        <\/div>\n<\/p><\/div>\n<pee>Figures like Richard Branson (Virgin), Steven Spielberg, or Agatha Christie are known for their dyslexia \u2014 and for their exceptional successes in fields where creative thinking and global vision are decisive. This is not a coincidence: it is the manifestation of cognitive strengths that often accompany this profile.<\/pee>\n<div class=\"formation-cta-box\">\n<h3>\ud83c\udf93 Deepen with DYNSEO training on DYS<\/h3>\n<pee>The training <strong>DYS Disorders in the Workplace: Identify, Adapt, and Enhance<\/strong> provides you with the complete tools to manage DYS profiles. Online, Qualiopi certified.<\/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 dyslexia at work<\/h2>\n<div class=\"faq-section\">\n<div class=\"faq-item\">\n<h4>How to approach the subject with a colleague whom I think might be dyslexic?<\/h4>\n<pee>Do not mention dyslexia \u2014 you are not in a position to diagnose. Address the observed needs: &#8220;I noticed that certain work formats seem more comfortable for you \u2014 what would help you?&#8221; Or generalize the accommodation to the whole team: &#8220;I will systematically send the meeting documents in advance.&#8221;<\/pee>\n        <\/div>\n<div class=\"faq-item\">\n<h4>Can a dyslexic colleague hold positions involving a lot of writing?<\/h4>\n<pee>Yes \u2014 with the right tools. Voice dictation, advanced spell checkers, adapted deadlines, and support for important official communications allow many dyslexic profiles to manage positions with a significant written workload. What changes is the organization and the tools, not the intellectual abilities.<\/pee>\n        <\/div>\n<div class=\"faq-item\">\n<h4>Do accommodations for dyslexia risk creating jealousy within the team?<\/h4>\n<pee>Most of the most effective accommodations (adapted fonts, documents sent in advance, alternative formats) can be offered to the whole team. What is done for the comfort of a dyslexic profile often improves the working comfort of all employees. Confidentiality regarding the individual reasons for accommodations remains total.<\/pee>\n        <\/div>\n<div class=\"faq-item\">\n<h4>Can dyslexia lead to a RQTH?<\/h4>\n<pee>Yes, when it leads to significant functional limitations in the work context. The RQTH entitles one to legal accommodations and support from AGEFIPH. The occupational physician is the first point of contact to assess the relevance of this approach and can recommend accommodations confidentially.<\/pee>\n        <\/div>\n<div class=\"faq-item\">\n<h4>How to fairly evaluate a dyslexic colleague during annual reviews?<\/h4>\n<pee>Separate the evaluation of professional skills from the evaluation of the formal quality of writing. Use criteria based on results, observed behaviors, and concrete contributions \u2014 not on the form of deliverables. If written deliverables are evaluated, allow sufficient time for correction and revision.<\/pee>\n        <\/div>\n<\/p><\/div>\n<div class=\"conclusion\">\n<h2>Conclusion: changing perspective changes results<\/h2>\n<pee>Dyslexia at work is often invisible \u2014 masked by years of compensation, confused with disengagement, penalized by biased evaluation systems. Managing a dyslexic colleague unknowingly risks sanctioning symptoms by taking them for attitude problems. Managing with an understanding of dyslexia gives a often very competent colleague the conditions to express their full potential.<\/pee>\n        <pee>The necessary accommodations are simple, low-cost, and beneficial for the whole team. What changes is the perspective \u2014 and this change of perspective begins with training. Discover the <a href=\"https:\/\/www.dynseo.com\/produit\/troubles-dys-en-entreprise-reperer-adapter-et-valoriser\/\" target=\"_blank\">DYS disorders training in companies by DYNSEO<\/a> and the entire <a href=\"https:\/\/www.dynseo.com\/en\/business-inclusion-training\/\" target=\"_blank\">inclusion training catalog<\/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\/en\/courses\/managing-a-neurodivergent-employee-en\/\" target=\"_blank\">Neuroatypical Management<\/a><br \/>\n        <a href=\"https:\/\/www.dynseo.com\/en\/courses\/invisible-disability-what-the-manager-needs-to-know-en\/\" target=\"_blank\">Invisible Disability<\/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":100456,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"[et_pb_section fb_built=\"1\" admin_label=\"Article HTML\" _builder_version=\"4.16\" custom_padding=\"0px||0px||false|false\" 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-78f9b9 .formation-cta-box p { color: rgba(255,255,255,0.9); margin-bottom: 20px; text-align: center; }\n.dbi-art-78f9b9 .formation-cta-box .cta-button { background: white; color: #5e5ed7; font-weight: 700; }\n.dbi-art-78f9b9 .amenagement-item { display: flex; align-items: flex-start; background: white; border-radius: 12px; padding: 18px 22px; margin: 12px 0; box-shadow: 0 3px 12px rgba(94,94,215,0.08); }\n.dbi-art-78f9b9 .amenagement-num { display: inline-flex; align-items: center; justify-content: center; width: 36px; height: 36px; background: linear-gradient(135deg, #5e5ed7, #5268c9); color: white; border-radius: 50%; font-family: 'Montserrat', sans-serif; font-weight: 700; font-size: 0.9rem; margin-right: 12px; flex-shrink: 0; }\n.dbi-art-78f9b9 .amenagement-content strong { font-family: 'Montserrat', sans-serif; color: #5e5ed7; display: block; margin-bottom: 4px; }\n.dbi-art-78f9b9 .amenagement-content p { margin: 0; font-size: 0.95rem; color: #555; }\n.dbi-art-78f9b9 a { color: #5e5ed7; }\n@media (max-width: 768px) {\n.dbi-art-78f9b9 .article-header h1 { font-size: 1.8rem; }\n.dbi-art-78f9b9 .stats-grid { grid-template-columns: 1fr; }\n.dbi-art-78f9b9 .benefits-grid { grid-template-columns: 1fr; }\n.dbi-art-78f9b9 .article-header { padding: 40px 15px; }\n.dbi-art-78f9b9 .container { padding: 15px; }\n.dbi-art-78f9b9 h2 { font-size: 1.5rem; }\n.dbi-art-78f9b9 .comparison-table { font-size: 0.9rem; }\n}\n\n<\/style>\n<div class=\"dbi-art-78f9b9\">\n<article>\n<header class=\"article-header\">\n    <div class=\"article-category\">\ud83d\udcd6 Dyslexia &amp; Management<\/div>\n    <h1>Dyslexia at Work: How to Recognize It and Adapt Your Management<\/h1>\n    <p class=\"subtitle\">What a dyslexic employee experiences, the signals that the manager misinterprets, 10 concrete adjustments, evaluation biases, and strengths of dyslexic profiles.<\/p>\n<\/header>\n\n<div class=\"container\">\n\n    <div class=\"intro-paragraph\">\n        An employee who takes twice as long as their colleagues to read a report. Another whose emails regularly contain mistakes despite careful proofreading. A third who takes few notes in meetings and sometimes seems \"absent.\" These observations do not describe uninvested or unprofessional individuals \u2014 they may describe dyslexic employees who silently expend considerable energy every day to compensate for a neurological disorder that no one sees. This guide provides you with the keys to recognize dyslexia at work and adapt your management fairly and effectively.\n    <\/div>\n\n    <div class=\"stats-grid\">\n        <div class=\"stat-card\">\n            <span class=\"stat-number\">8\u201310 %<\/span>\n            <div class=\"stat-label\">of the population is dyslexic \u2014 about 5 to 6 million people in France<\/div>\n        <\/div>\n        <div class=\"stat-card\">\n            <span class=\"stat-number\">40 years<\/span>\n            <div class=\"stat-label\">average age of diagnosis of adult dyslexia \u2014 years of unexplained difficulties<\/div>\n        <\/div>\n        <div class=\"stat-card\">\n            <span class=\"stat-number\">2\u00d7<\/span>\n            <div class=\"stat-label\">more time spent on reading and writing tasks \u2014 hidden burden and silent exhaustion<\/div>\n        <\/div>\n    <\/div>\n\n    <h2>Adult Dyslexia: What It Really Is<\/h2>\n\n    <p>Dyslexia is a specific learning disorder that affects the acquisition and automation of reading. It has a documented neurological basis \u2014 differences in the organization and functioning of certain brain areas involved in phonological processing and decoding of written symbols. It is not related to a lack of intelligence, a lack of effort, or a visual problem.<\/p>\n\n    <p>In adults, dyslexia manifests differently than in children. Through years of compensation, many dyslexic adults have developed strategies that allow them to function professionally \u2014 but at the cost of constant effort and accumulated cognitive fatigue. Their reading is not fluent, but it is often functional. Their spelling remains difficult despite proofreading. Their processing speed of written material is below average.<\/p>\n\n    <h3>Why Dyslexia Remains Undiagnosed in So Many Adults<\/h3>\n\n    <p>In France, systematic screening for dyslexia in children is still incomplete, and many adults currently in the workforce have never received a diagnosis. Some have been described as \"slow,\" \"not diligent,\" or \"not academic\" without anyone identifying the real cause. Others have compensated so effectively that their difficulties never triggered a specialized consultation. The result: millions of dyslexic adults working without knowing why certain tasks cost them twice as much energy as their colleagues.<\/p>\n\n<\/div>\n<\/article>\n<\/div>\n<div class=\"highlight-box\">\n        <h4>\ud83e\udde0 Dyslexia \u2260 intellectual deficit<\/h4>\n        <p>This is the most important point to understand. Dyslexia specifically affects the automated processing of matches between written symbols and sounds \u2014 not reasoning, long-term memory, creativity, or overall intelligence. Many dyslexic individuals have an IQ above average. What is affected is reading and writing fluency \u2014 an automation \u2014 not the ability to understand or reason.<\/p>\n    <\/div>\n\n    <h2>What a dyslexic employee experiences: reading a report, writing an email, taking notes<\/h2>\n\n    <h3>Reading a 20-page report<\/h3>\n\n    <p>For a neurotypical reader, reading is an automation \u2014 the eyes scan the text, the brain converts symbols into sounds and then into meaning, almost without conscious effort. For a dyslexic reader, each word may require a conscious decoding effort \u2014 an operation that mobilizes significant cognitive resources and considerably slows down reading. A report that their colleague reads in 25 minutes may take them 60 \u2014 and leave them more fatigued upon arrival.<\/p>\n\n    <p>In practice, this means that the dyslexic employee often arrives \"less prepared\" to meetings \u2014 not due to lack of motivation, but because the time needed for preparation exceeds what is reasonably available. They will skim read, retain the key points they have had time to process, and navigate the meeting with partial preparation.<\/p>\n\n    <h3>Writing a professional email<\/h3>\n\n    <p>Dysorthographia, which often accompanies dyslexia, affects the automation of spelling. A dysorthographic employee may reread their emails several times and still miss mistakes \u2014 because the brain \"sees\" what it wants to write, not what is written. The standard spell checker is not enough: it corrects isolated words, not phonetic confusions (like \"his\" instead of \"these\") or homophones.<\/p>\n\n    <p>For this employee, sending an email is an act filled with anxiety. The fear of being negatively judged for their mistakes \u2014 perceived as a sign of lack of professionalism \u2014 generates constant vigilance, systematic proofreading, and sometimes procrastination in written communication that can be wrongly interpreted as unwillingness.<\/p>\n\n    <h3>Taking notes in a meeting<\/h3>\n\n    <p>Listening and writing simultaneously is a difficult dual task for everyone. For a dyslexic person, it is almost impossible to manage smoothly: the attention required for writing degrades the quality of listening, and the concentration on listening degrades writing. The result: incomplete notes, misspelled words, truncated sentences \u2014 and an employee who seems \"distracted\" or \"not attentive\" during meetings.<\/p>\n\n    <div class=\"quote-box\">\n        <p>\"In meetings, I wrote almost nothing. My colleagues thought I wasn't focused. In reality, I learned very early on that if I tried to write, I would lose track. So I listened very carefully and memorized. I could repeat word for word what had been said. But I didn't take notes.\"<\/p>\n        <div class=\"author\">\u2014 Anonymous testimony, program director, diagnosed with dyslexia at 42<\/div>\n    <\/div>\n\n    <h2>Masking: what happens when strategies fail<\/h2>\n\n    <p>The vast majority of working dyslexic adults have developed elaborate compensatory strategies: they arrive earlier to have time to read documents, they memorize compensatorily what they cannot read quickly enough, they use text-to-speech tools privately, they have someone they trust proofread their important emails. These strategies work \u2014 and make dyslexia invisible.<\/p>\n\n    <p>The problem arises when the load increases. When deadlines tighten, when meetings follow one another with little preparation time, when the volume of documents to read exceeds compensatory capacities \u2014 the strategies fail. What then appears as a \"sudden drop in performance\" is actually the saturation point of a compensatory system that has been functioning silently for years.<\/p>\n\n    <div class=\"warning-box\">\n        <h4>\u26a0\ufe0f What the manager wrongly interprets as negligence<\/h4>\n        <p>Emails with mistakes despite reminders about the quality of writing, recurring delays on written deliverables, incomplete meeting notes, slow reading of work documents \u2014 these behaviors, taken in isolation or together, are often interpreted as disengagement or lack of professionalism. They may be a sign of unaccompanied dyslexia. The difference between the two interpretations can radically change the way to intervene \u2014 and the outcome for the employee.<\/p>\n    <\/div>\n\n    <h2>The 10 concrete accommodations for dyslexic employees<\/h2>\n\n    <div class=\"amenagement-item\">\n        <div class=\"amenagement-num\">1<\/div>\n        <div class=\"amenagement-content\">\n            <strong>Use suitable fonts in shared documents<\/strong>\n            <p>Arial, Calibri, or OpenDyslexic at a minimum of 12pt, line spacing 1.5, slightly increased letter spacing. These adjustments significantly reduce the reading effort for dyslexic profiles \u2014 and improve reading comfort for everyone.<\/p>\n        <\/div>\n    <\/div>\n    <div class=\"amenagement-item\">\n        <div class=\"amenagement-num\">2<\/div>\n        <div class=\"amenagement-content\">\n            <strong>Send documents in advance<\/strong>\n            <p>Provide meeting documents 24 to 48 hours in advance \u2014 not 10 minutes before. This extra time allows the dyslexic employee to read at their own pace and arrive prepared.<\/p>\n        <\/div>\n    <\/div>\n    <div class=\"amenagement-item\">\n        <div class=\"amenagement-num\">3<\/div>\n        <div class=\"amenagement-content\">\n            <strong>Allow voice dictation<\/strong>\n            <p>Voice dictation (integrated into Windows, macOS, Google Docs) allows bypassing spelling difficulties. Do not oppose it \u2014 it is a tool, not cheating.<\/p>\n        <\/div>\n    <\/div>\n    <div class=\"amenagement-item\">\n        <div class=\"amenagement-num\">4<\/div>\n        <div class=\"amenagement-content\">\n            <strong>Accept advanced spell checkers<\/strong>\n            <p>Allow Antidote, LanguageTool, or specialized extensions. These tools correct errors that the standard checker misses \u2014 especially frequent phonetic confusions in dysorthographia.<\/p>\n        <\/div>\n    <\/div>\n    <div class=\"amenagement-item\">\n        <div class=\"amenagement-num\">5<\/div>\n        <div class=\"amenagement-content\">\n            <strong>Offer alternative formats for deliverables<\/strong>\n            <p>Accept a voice report, a bullet-point list without sentences, or an oral presentation instead of a written document when content matters more than form. Do not require writing where another form of delivery is possible.<\/p>\n        <\/div>\n    <\/div>\n    <div class=\"amenagement-item\">\n        <div class=\"amenagement-num\">6<\/div>\n        <div class=\"amenagement-content\">\n            <strong>Summarize key points from long documents<\/strong>\n            <p>Provide a structured summary (in key points) of important documents, in addition to the full document. This practice benefits the whole team \u2014 not just dyslexics.<\/p>\n        <\/div>\n    <\/div>\n    <div class=\"amenagement-item\">\n        <div class=\"amenagement-num\">7<\/div>\n        <div class=\"amenagement-content\">\n            <strong>Do not evaluate spelling in internal communications<\/strong>\n            <p>Distinguish official communications (where form may matter) from internal communications (where content prevails). Do not penalize mistakes in internal emails.<\/p>\n        <\/div>\n    <\/div>\n    <div class=\"amenagement-item\">\n        <div class=\"amenagement-num\">8<\/div>\n        <div class=\"amenagement-content\">\n            <strong>Allow recording of meetings<\/strong>\n            <p>Allow those who wish to record meetings for later listening \u2014 an effective alternative to note-taking for profiles where the dual task of writing\/listening is difficult.<\/p>\n        <\/div>\n    <\/div>\n    <div class=\"amenagement-item\">\n        <div class=\"amenagement-num\">9<\/div>\n        <div class=\"amenagement-content\">\n            <strong>Adapt evaluation criteria<\/strong>\n            <p>Evaluate based on results and demonstrated skills, not on the formal quality of writing. Review evaluation criteria that explicitly or implicitly include spelling as an indicator of competence.<\/p>\n        <\/div>\n    <\/div>\n    <div class=\"amenagement-item\">\n        <div class=\"amenagement-num\">10<\/div>\n        <div class=\"amenagement-content\">\n            <strong>Create space for a conversation about needs<\/strong>\n            <p>\"If certain formats or work tools suit you better, I am available to discuss.\" An open invitation, without forcing or targeting, that allows the person to talk about their needs if they wish.<\/p>\n        <\/div>\n    <\/div>\n\n    <h2>Dyslexia in interviews and evaluations: unknown biases<\/h2>\n\n    <p>Recruitment and evaluation processes are built on formats that structurally disadvantage dyslexic profiles \u2014 often without evaluators being aware of it. A timed recruitment test involving rapid reading, an interview with handwritten presentation, an annual evaluation partly rated on the quality of reports \u2014 all formats that measure reading and writing fluency rather than actual professional skills.<\/p>\n\n    <div class=\"tip-box\">\n        <h4>\ud83d\udca1 Correcting bias in recruitment interviews<\/h4>\n        <p>Provide interview questions in advance (which is a good general practice). Allow written tests to be taken without time constraints. Offer oral alternatives to written exercises when possible. Evaluate the content and relevance of responses, not the spelling form. These adaptations allow dyslexic profiles to demonstrate their real skills \u2014 without disadvantaging other candidates.<\/p>\n    <\/div>\n\n    <h2>The strengths of dyslexic profiles: what your team gains<\/h2>\n\n    <div class=\"benefits-grid\">\n        <div class=\"benefit-card\">\n            <div class=\"benefit-icon\">\ud83c\udfa8<\/div>\n            <h4>Creative and visual thinking<\/h4>\n            <p>The dyslexic brain often thinks in images, structures, spatial representations \u2014 a valuable way of reasoning in creative professions, engineering, and strategy.<\/p>\n        <\/div>\n        <div class=\"benefit-card\">\n            <div class=\"benefit-icon\">\ud83d\udd2d<\/div>\n            <h4>Global and systemic vision<\/h4>\n            <p>Ability to perceive overarching patterns, connect seemingly unrelated information, see structures beneath the surface \u2014 rare and valuable in management and innovation roles.<\/p>\n        <\/div>\n        <div class=\"benefit-card\">\n            <div class=\"benefit-icon\">\ud83d\udcaa<\/div>\n            <h4>Resilience and compensatory creativity<\/h4>\n            <p>Years of finding workarounds develop an ability to solve problems through alternative paths \u2014 a rare skill in environments that value innovation.<\/p>\n        <\/div>\n        <div class=\"benefit-card\">\n            <div class=\"benefit-icon\">\ud83d\udde3\ufe0f<\/div>\n            <h4>Oral and relational communication<\/h4>\n            <p>Many dyslexic individuals develop excellent oral skills to compensate for written difficulties \u2014 persuasive communication, presentation, client relations.<\/p>\n        <\/div>\n    <\/div>\n\n    <p>Figures like Richard Branson (Virgin), Steven Spielberg, or Agatha Christie are known for their dyslexia \u2014 and for their exceptional successes in fields where creative thinking and global vision are decisive. This is not a coincidence: it is the manifestation of cognitive strengths that often accompany this profile.<\/p>\n\n    <div class=\"formation-cta-box\">\n        <h3>\ud83c\udf93 Deepen with DYNSEO training on DYS<\/h3>\n        <p>The training <strong>DYS Disorders in the Workplace: Identify, Adapt, and Enhance<\/strong> provides you with the complete tools to manage DYS profiles. Online, Qualiopi certified.<\/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 dyslexia at work<\/h2>\n<div class=\"faq-section\">\n        <div class=\"faq-item\">\n            <h4>How to approach the subject with a colleague whom I think might be dyslexic?<\/h4>\n            <p>Do not mention dyslexia \u2014 you are not in a position to diagnose. Address the observed needs: \"I noticed that certain work formats seem more comfortable for you \u2014 what would help you?\" Or generalize the accommodation to the whole team: \"I will systematically send the meeting documents in advance.\"<\/p>\n        <\/div>\n        <div class=\"faq-item\">\n            <h4>Can a dyslexic colleague hold positions involving a lot of writing?<\/h4>\n            <p>Yes \u2014 with the right tools. Voice dictation, advanced spell checkers, adapted deadlines, and support for important official communications allow many dyslexic profiles to manage positions with a significant written workload. What changes is the organization and the tools, not the intellectual abilities.<\/p>\n        <\/div>\n        <div class=\"faq-item\">\n            <h4>Do accommodations for dyslexia risk creating jealousy within the team?<\/h4>\n            <p>Most of the most effective accommodations (adapted fonts, documents sent in advance, alternative formats) can be offered to the whole team. What is done for the comfort of a dyslexic profile often improves the working comfort of all employees. Confidentiality regarding the individual reasons for accommodations remains total.<\/p>\n        <\/div>\n        <div class=\"faq-item\">\n            <h4>Can dyslexia lead to a RQTH?<\/h4>\n            <p>Yes, when it leads to significant functional limitations in the work context. The RQTH entitles one to legal accommodations and support from AGEFIPH. The occupational physician is the first point of contact to assess the relevance of this approach and can recommend accommodations confidentially.<\/p>\n        <\/div>\n        <div class=\"faq-item\">\n            <h4>How to fairly evaluate a dyslexic colleague during annual reviews?<\/h4>\n            <p>Separate the evaluation of professional skills from the evaluation of the formal quality of writing. Use criteria based on results, observed behaviors, and concrete contributions \u2014 not on the form of deliverables. If written deliverables are evaluated, allow sufficient time for correction and revision.<\/p>\n        <\/div>\n    <\/div>\n\n    <div class=\"conclusion\">\n        <h2>Conclusion: changing perspective changes results<\/h2>\n        <p>Dyslexia at work is often invisible \u2014 masked by years of compensation, confused with disengagement, penalized by biased evaluation systems. Managing a dyslexic colleague unknowingly risks sanctioning symptoms by taking them for attitude problems. Managing with an understanding of dyslexia gives a often very competent colleague the conditions to express their full potential.<\/p>\n        <p>The necessary accommodations are simple, low-cost, and beneficial for the whole team. What changes is the perspective \u2014 and this change of perspective begins with training. Discover the <a href=\"https:\/\/www.dynseo.com\/produit\/troubles-dys-en-entreprise-reperer-adapter-et-valoriser\/\" target=\"_blank\">DYS disorders training in companies by DYNSEO<\/a> and the entire <a href=\"https:\/\/www.dynseo.com\/formations-inclusion-entreprise\/\" target=\"_blank\">inclusion training catalog<\/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\/manager-un-collaborateur-neuroatypique\/\" target=\"_blank\">Neuroatypical Management<\/a>\n        <a href=\"https:\/\/www.dynseo.com\/courses\/handicap-invisible-ce-que-le-manager-doit-savoir\/\" target=\"_blank\">Invisible Disability<\/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-709672","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>Dyslexia at Work: How to Recognize It and Adapt Your Management - DYNSEO - Educational apps &amp; 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