{"id":719279,"date":"2026-06-25T14:07:15","date_gmt":"2026-06-25T12:07:15","guid":{"rendered":"https:\/\/www.dynseo.com\/reperer-un-trouble-dys-non-diagnostique-chez-un-collaborateur-adulte-dynseo-2\/"},"modified":"2026-06-25T14:11:44","modified_gmt":"2026-06-25T12:11:44","slug":"identifying-an-undiagnosed-dys-disorder-in-an-adult-colleague","status":"publish","type":"post","link":"https:\/\/www.dynseo.com\/en\/identifying-an-undiagnosed-dys-disorder-in-an-adult-colleague\/","title":{"rendered":"Identifying an Undiagnosed DYS Disorder in an Adult Colleague"},"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; 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{background:#fff;border-radius:var(--br);padding:22px 20px;box-shadow:var(--shc);border-left:4px solid var(--teal)}\n.dbi-art-72df1c .signal-card h5 {font-family:'Montserrat',sans-serif;font-size:14px;font-weight:700;color:var(--blue-dark);margin-bottom:10px}\n.dbi-art-72df1c .signal-card ul {list-style:none;padding:0;margin:0}\n.dbi-art-72df1c .signal-card ul li {font-size:13px;color:var(--text-light);padding:5px 0;border-bottom:1px solid rgba(0,0,0,.05);line-height:1.5}\n.dbi-art-72df1c .signal-card ul li::before {content:'\u2192 ';color:var(--blue);font-weight:700}\n.dbi-art-72df1c .signal-card ul li:last-child {border:none}<\/p>\n<\/style>\n<div class=\"dbi-art-72df1c\">\n<header class=\"hero\">\n<div class=\"hero-tag\">\ud83d\udcd6 Thematic Guide \u00b7 DYS disorders in the workplace \u00b7 Dyslexia at work \u00b7 Inclusion<\/div>\n<h1>Identifying an undiagnosed DYS disorder in an adult employee<\/h1>\n<pee class=\"hero-sub\">In France, 8 to 12% of adults are affected by a DYS disorder \u2014 but the vast majority have never received a formal diagnosis. How can they be identified in the workplace, without stigmatizing, to adapt and value these profiles?<\/pee>\n<\/header>\n<p><main class=\"container\"><\/p>\n<div class=\"intro-box\"><pee>A brilliant employee who consistently submits reports with numerous spelling mistakes. A project manager who struggles to meet deadlines despite their obvious commitment. A technician of remarkable precision who systematically avoids speaking up in meetings. These profiles exist in all teams. They lack neither will nor intelligence \u2014 they simply navigate with a different neurological wiring, often without knowing it themselves. This guide is intended for HR managers, managers, Disability Mission referents, and training managers who wish to learn how to identify these signals, engage in the right conversation, and transform an invisible difficulty into a lever for performance and inclusion.<\/pee><\/div>\n<h2>1. DYS disorders in adults: what companies need to know<\/h2>\n<h3>1.1 Definition and prevalence \u2014 figures that concern all companies<\/h3>\n<pee>DYS disorders are specific learning disorders (SLD) of neurological origin. They have no connection to intelligence level \u2014 many DYS individuals exhibit cognitive abilities above average in certain areas. What characterizes DYS disorders is a dispersion of skills: exceptional abilities in certain areas, coexisting with persistent specific difficulties in others. This dispersion is precisely what makes identification difficult in the workplace: the employee &#8220;compensates&#8221; for their difficulties through their strengths, until the cognitive load exceeds their adaptive capacities.<\/pee>\n<div class=\"stats-grid\">\n<div class=\"stat-card blue\">\n    <span class=\"stat-num\">8\u201312 %<\/span><br \/>\n    <span class=\"stat-label\">of adults affected by a DYS disorder in France (Inserm \/ BICE)<\/span>\n  <\/div>\n<div class=\"stat-card teal\">\n    <span class=\"stat-num\">70 %<\/span><br \/>\n    <span class=\"stat-label\">of adult DYS individuals have never received a formal diagnosis before adulthood<\/span>\n  <\/div>\n<div class=\"stat-card pink\">\n    <span class=\"stat-num\">3.8 M<\/span><br \/>\n    <span class=\"stat-label\">of employees potentially affected in French companies<\/span>\n  <\/div>\n<div class=\"stat-card yellow\">\n    <span class=\"stat-num\">+28 %<\/span><br \/>\n    <span class=\"stat-label\">of productivity observed in well-supported DYS teams according to France Strat\u00e9gie<\/span>\n  <\/div>\n<\/div>\n<h3>1.2 The 6 main DYS disorders in adults<\/h3>\n<pee>DYS disorders form a family of 6 main disorders. They can occur in isolation \u2014 which is rare \u2014 or, more often, in comorbidity: a dyslexic adult frequently also presents with dysorthographia, and 40 to 60 % of DYS adults also present with ADHD. This co-occurrence complicates the clinical picture and explains why adult DYS disorders are so often misidentified, including by health professionals.<\/pee>\n<table class=\"dynseo-table\">\n<thead>\n<tr>\n<th>DYS Disorder<\/th>\n<th>Main Difficulties<\/th>\n<th>Frequent Associated Strengths<\/th>\n<th>Adult Prevalence<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><strong>Dyslexia<\/strong><\/td>\n<td>Slow reading, laborious decoding, letter confusion, fatigue when reading<\/td>\n<td>Global thinking, creativity, 3D vision, solving complex problems<\/td>\n<td>5\u201310 %<\/td>\n<\/tr>\n<tr>\n<td><strong>Dysorthographia<\/strong><\/td>\n<td>Numerous and persistent spelling errors, difficulty memorizing rules, phoneme-grapheme transcription disorder<\/td>\n<td>Rich oral expression, analogical thinking, relational skills<\/td>\n<td>5\u20138 %<\/td>\n<\/tr>\n<tr>\n<td><strong>Dyscalculia<\/strong><\/td>\n<td>Difficulty with numbers, mental operations, budget management, quantitative estimations<\/td>\n<td>Qualitative reasoning, narrative thinking, sense of human relationships<\/td>\n<td>3\u20136 %<\/td>\n<\/tr>\n<tr>\n<td><strong>Dyspraxia \/ TDC<\/strong><\/td>\n<td>Motor clumsiness, spatial disorganization, difficulty with unfamiliar computer tools, slow writing<\/td>\n<td>Exceptional determination, developed adaptability, verbal detail orientation<\/td>\n<td>2\u20136 %<\/td>\n<\/tr>\n<tr>\n<td><strong>Dysphasia<\/strong><\/td>\n<td>Difficulties in structured oral expression, word-finding difficulties, slow speaking under pressure<\/td>\n<td>Developed active listening, reflective thinking, precision in prepared writing<\/td>\n<td>1\u20132 %<\/td>\n<\/tr>\n<tr>\n<td><strong>ADHD (comorbid)<\/strong><\/td>\n<td>Fragmented attention, impulsivity, planning difficulties, procrastination<\/td>\n<td>Intense creativity, hyperfocus on motivating subjects, energy and reactivity<\/td>\n<td>2.5\u20135 % (adults)<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2>2. Why DYS disorders remain undiagnosed in adulthood<\/h2>\n<h3>2.1 The compensation phenomenon: intelligence serving masking<\/h3>\n<pee>The most powerful mechanism explaining the lack of diagnosis in adulthood is what neuropsychologists call <strong>cognitive compensation<\/strong>. An intelligent and DYS child often develops, often unconsciously, workaround strategies to mask their difficulties: they memorize texts rather than read them, they have their writings read by relatives, they avoid situations where their difficulties would be visible. These strategies are all the more effective as general intelligence is high \u2014 creating a paradox where the brightest adults are sometimes those whose DYS disorders remain invisible the longest.<\/pee>\n<pee>This compensation has a considerable cost: a constant cognitive load, chronic fatigue related to masking efforts, a high level of anxiety in situations where the strategy might fail. In the workplace, this cost manifests as accelerated professional weariness, repeated sick leaves, and sometimes burnout syndromes whose DYS origin is never identified.<\/pee>\n<h3>2.2 The biases of the diagnostic system in France<\/h3>\n<pee>The diagnostic system for DYS disorders in France has long been organized around childhood \u2014 neuropsychological assessments are mainly conducted on 6-12 year-olds, and the training of health professionals remains focused on pediatric manifestations. A general practitioner, psychiatrist, or clinical psychologist confronted with an adult showing signs of dyslexia has not necessarily received specific training to identify this adult clinical picture. The result: many DYS adults have gone through their schooling with other labels \u2014 &#8220;lazy,&#8221; &#8220;inattentive,&#8221; &#8220;could do better&#8221; \u2014 and their professional journey is marked by a weakened self-esteem.<\/pee>\n<div class=\"pink-box\"><pee><strong>\ud83d\udca1 Important point for HR:<\/strong> Discovering a DYS disorder in adulthood is often an emotionally intense moment for the person concerned \u2014 a finally rational explanation for difficulties experienced as personal failures since childhood. The way the manager or HR director approaches the subject is crucial for this discovery to become a resource and not a new source of stigmatization.<\/pee><\/div>\n<h3>2.3 The gender bias in DYS diagnosis<\/h3>\n<pee>Recent studies reveal a significant gender bias in the diagnosis of DYS disorders: boys are diagnosed about 3 times more often than girls in France. This bias is explained by the fact that the manifestations of DYS disorders are often different depending on gender: boys tend to externalize their difficulties (disruptive behaviors, overt avoidance), while girls internalize and compensate more, flying under the radar of screening. In the workplace, this means that a significant proportion of female employees showing DYS signs have never been identified \u2014 a blind spot that managers and HR directors must keep in mind.<\/pee>\n<h2>3. Warning signals to spot in the workplace<\/h2>\n<h3>3.1 The method of the bundle of clues<\/h3>\n<pee>Identifying a DYS disorder in the workplace does not rely on a single sign but on a <strong>bundle of consistent and persistent clues<\/strong>. An employee who makes spelling mistakes after a busy day is not DYS. An employee who systematically makes the same types of spelling errors for years, who avoids writing documents when they can delegate, and who produces brilliant oral analyses that their writings do not reflect \u2014 this bundle deserves attention. The key is the consistency and persistence of the signals, regardless of the level of motivation or workload.<\/pee>\n<div class=\"signal-grid\">\n<div class=\"signal-card\">\n<h5>\u270d\ufe0f Signals related to writing<\/h5>\n<ul>\n<li>Repeated and systematic spelling mistakes<\/li>\n<li>Confusion between visually similar letters (b\/d, p\/q, m\/n)<\/li>\n<li>Inversion of syllables or numbers in notes<\/li>\n<li>Very slow writing or handwriting that is difficult to read<\/li>\n<li>Avoidance of writing tasks or systematic delegation<\/li>\n<li>Very short emails or systematic oral reformulations<\/li>\n<\/ul><\/div>\n<div class=\"signal-card\">\n<h5>\ud83d\udcd6 Signals related to reading<\/h5>\n<ul>\n<li>Very slow reading of professional documents<\/li>\n<li>Systematic requests for summaries or oral syntheses<\/li>\n<li>Reading errors on numbers or codes<\/li>\n<li>Difficulty finding information in a long document<\/li>\n<li>Strong preference for meetings vs. written notes<\/li>\n<\/ul><\/div>\n<div class=\"signal-card\">\n<h5>\ud83d\uddc2\ufe0f Signals related to organization<\/h5>\n<ul>\n<li>Chronically disorganized office or workspace<\/li>\n<li>Difficulty meeting deadlines despite real commitment<\/li>\n<li>Frequent loss of documents or information<\/li>\n<li>Difficulty managing multiple tasks simultaneously<\/li>\n<li>Great difficulty with new tools or unfamiliar interfaces<\/li>\n<\/ul><\/div>\n<div class=\"signal-card\">\n<h5>\ud83d\udde3\ufe0f Signals related to communication<\/h5>\n<ul>\n<li>Brilliant orally, much less in writing<\/li>\n<li>Lack of frequent word orally (dysphasia)<\/li>\n<li>Hesitant speech in formal meetings<\/li>\n<li>Written expression far below verbal intellectual level<\/li>\n<li>Difficulties with numbers under pressure<\/li>\n<\/ul><\/div>\n<\/div>\n<h3>3.2 What distinguishes a DYS difficulty from a temporary difficulty<\/h3>\n<pee>Any employee can go through a period of difficulty \u2014 an overload of work, a personal problem, insufficient training. The difference with a DYS disorder lies in three fundamental characteristics: <strong>persistence<\/strong> (the difficulties have been present for a long time, regardless of the context), <strong>specificity<\/strong> (they concern specific and coherent areas, not all skills), and <strong>resistance to classic strategies<\/strong> (spelling training, reminders about time management, job reorganizations do not sustainably solve the problem).<\/pee>\n<div class=\"hl\">\n<h4>\ud83d\udd0d Distinction grid: DYS or other?<\/h4>\n<table class=\"dynseo-table\" style=\"margin:0\">\n<thead>\n<tr>\n<th>Characteristic<\/th>\n<th>DYS Difficulty<\/th>\n<th>Contextual Difficulty<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><strong>Duration<\/strong><\/td>\n<td>Present since childhood \/ always<\/td>\n<td>Recent, related to a specific context<\/td>\n<\/tr>\n<tr>\n<td><strong>Consistency<\/strong><\/td>\n<td>Persistent, even in favorable conditions<\/td>\n<td>Variable depending on workload and context<\/td>\n<\/tr>\n<tr>\n<td><strong>Areas<\/strong><\/td>\n<td>Specific and coherent (e.g.: always written)<\/td>\n<td>Diffuse, variable depending on tasks<\/td>\n<\/tr>\n<tr>\n<td><strong>Response to training<\/strong><\/td>\n<td>Limited and non-sustainable progress<\/td>\n<td>Rapid progress with the right training<\/td>\n<\/tr>\n<tr>\n<td><strong>Overall performance<\/strong><\/td>\n<td>Often excellent in other areas<\/td>\n<td>Overall decline in performance<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<p><!-- Training block #1 --><\/p>\n<div class=\"formation-block\">\n  <a href=\"https:\/\/www.dynseo.com\/en\/courses\/dys-disorders-in-the-workplace-identify-adapt-and-value-en\/\"><img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/03\/Stimuler-et-creer-du-lien-9.png\" alt=\"Training DYS Disorders in the workplace DYNSEO\"><\/a><\/p>\n<div class=\"fb-body\">\n<div class=\"fb-tag\">\ud83c\udf93 Certified training \u00b7 Qualiopi N\u00b0 11757351875<\/div>\n<h3>DYS Disorders in the workplace: identify, adapt, and enhance<\/h3>\n<pee>This 100% online and self-paced training provides managers, HR directors, training managers, and disability mission referents with concrete tools to identify the signals of an undiagnosed DYS disorder, engage in an appropriate dialogue with the employee, and implement effective and rewarding accommodations. It is part of DYNSEO&#8217;s B2B neurodiversity &#038; inclusion catalog and can be deployed in multi-employee licenses, fundable via OPCO and skills development plans.<\/pee>\n<div class=\"fb-meta\">\n      <span>\ud83d\udc65 Managers, HR, Disability Mission<\/span><br \/>\n      <span>\ud83d\udcbb 100% online, at your own pace<\/span><br \/>\n      <span>\ud83c\udfc6 Qualiopi Certified<\/span><br \/>\n      <span>\ud83c\udfe2 Group deployment for companies<\/span>\n    <\/div>\n<p>    <a href=\"https:\/\/www.dynseo.com\/en\/courses\/dys-disorders-in-the-workplace-identify-adapt-and-value-en\/\" class=\"btn-primary\">Discover the training \u2192<\/a>\n  <\/div>\n<\/div>\n<h2>4. The manager&#8217;s approach: from observation to dialogue<\/h2>\n<h3>4.1 The 5 steps to act without stigmatizing<\/h3>\n<pee>Identifying a possible DYS disorder in a colleague is one thing \u2014 acting appropriately is another. The approach must be guided by two absolute principles: respect for the dignity and confidentiality of the person, and grounding in shared interest \u2014 that of the colleague and that of the company. A manager who acts with genuine goodwill, without categorizing or diagnosing, creates the conditions for a trustful dialogue that can change the colleague&#8217;s professional path.<\/pee>\n<ol class=\"step-list\">\n<li><strong>Observe without diagnosing<\/strong> \u2014 Document the factual signals observed over several weeks (not impressions). E.g.: &#8220;For 3 months, the weekly reports have consistently arrived with the same type of errors.&#8221; Stay factual, do not draw diagnostic conclusions.<\/li>\n<li><strong>Check the context<\/strong> \u2014 Before going further, check that the difficulties are not related to a lack of training, an unsuitable tool, or a temporary personal issue. A brief informal exchange can clarify this point without addressing DYS disorders.<\/li>\n<li><strong>Choose the right moment and setting<\/strong> \u2014 The meeting should take place in a private space, without time pressure. Never bring up the subject after an incident or in a meeting. A regular 1:1 meeting is the best time.<\/li>\n<li><strong>Open the dialogue by starting from difficulties, not the label<\/strong> \u2014 Do not say &#8220;I think you are dyslexic.&#8221; Instead, say: &#8220;I observe that written drafting seems to require a lot of energy from you. Is this something you feel too?&#8221; This approach opens the conversation without labeling.<\/li>\n<li><strong>Guide towards appropriate resources<\/strong> \u2014 If the colleague confirms persistent difficulties, offer support: consultation with the occupational physician, information on RQTH, tools for adapting the position. Do not force, do not diagnose yourself.<\/li>\n<\/ol>\n<h3>4.2 The pivotal role of the occupational physician<\/h3>\n<pee>The occupational physician is the key interlocutor in the identification and orientation process. With the colleague&#8217;s agreement, they can conduct or refer for a neuropsychological assessment, recommend workplace adjustments, and initiate the RQTH process. As a manager or HR, your role is not to diagnose \u2014 it is to create the conditions for the colleague to access this assessment with complete confidence. The visit to the occupational physician can be initiated by the employee themselves at any time, without waiting for the annual visit.<\/pee>\n<div class=\"teal-box\"><pee>\ud83c\udfe5 <strong>Practical resource:<\/strong> The occupational doctor can conduct a visit at the request of the employee (article R4624-34 of the Labor Code), confidentially and without the obligation to transmit medical information to the employer. This is a secure entry point for employees who wish to explore a possible DYS disorder without professional risk.<\/pee><\/div>\n<h2>5. Job accommodations: what really works<\/h2>\n<h3>5.1 Practical adaptations by type of DYS disorder<\/h3>\n<pee>Once the DYS disorder is identified \u2014 ideally confirmed by a neuropsychological assessment \u2014 job accommodations can be implemented. They do not necessarily require a disability recognition (RQTH) at first (the &#8220;reasonable&#8221; accommodations must be proposed even before the RQTH according to the 2005 law), but the RQTH allows for financing more expensive solutions through AGEFIPH or FIPHFP in the public sector.<\/pee>\n<div class=\"barrier-grid\">\n<div class=\"barrier-card\">\n<div class=\"b-icon\">\ud83d\udcdd<\/div>\n<h5>Dyslexia \/ Dysorthographia<\/h5>\n<pee>Advanced spell-checking software (Antidote, Dragon), grammar checker, text-to-speech for reading, pre-structured document templates, additional time for writing tasks.<\/pee>\n    <span class=\"b-fix\">\u2713 ROI: fewer errors, maintained production, restored confidence<\/span>\n  <\/div>\n<div class=\"barrier-card\">\n<div class=\"b-icon\">\ud83d\udd22<\/div>\n<h5>Dyscalculia<\/h5>\n<pee>Calculator allowed in all circumstances, pre-formulated Excel spreadsheets, systematic double-checking of important figures by another employee, avoid mental calculations in meetings.<\/pee>\n    <span class=\"b-fix\">\u2713 ROI: data reliability, reduced stress, maintained performance<\/span>\n  <\/div>\n<div class=\"barrier-card\">\n<div class=\"b-icon\">\ud83d\udda5\ufe0f<\/div>\n<h5>Dyspraxia \/ TDC<\/h5>\n<pee>Customized keyboard shortcuts, ergonomic mouse or trackball, reduction of manual note-taking tasks, simplified organization of the digital workspace, permanently organized workspace.<\/pee>\n    <span class=\"b-fix\">\u2713 ROI: speed of execution, less fatigue, preserved efficiency<\/span>\n  <\/div>\n<div class=\"barrier-card\">\n<div class=\"b-icon\">\ud83d\udde3\ufe0f<\/div>\n<h5>Dysphasia<\/h5>\n<pee>Agenda of meetings communicated in advance, possibility to respond in writing rather than orally, additional response time during exchanges, formulation of requests in writing.<\/pee>\n    <span class=\"b-fix\">\u2713 ROI: quality contribution, less anxiety, increased engagement<\/span>\n  <\/div>\n<\/div>\n<h3>5.2 Available digital tools<\/h3>\n<pee>The digital arsenal to support DYS employees has significantly expanded in recent years. Tools like voice recognition integrated into Windows and macOS, text-to-speech readers, browsers with reading mode, smart spelling extensions, or visual note-taking applications significantly reduce the impact of DYS disorders at work \u2014 often at no significant cost. The <a href=\"https:\/\/www.dynseo.com\/nos-outils\/outils-numeriques-dys\/\">DYS digital tools checklist<\/a> from DYNSEO lists the most suitable solutions by type of disorder.<\/pee>\n<h2>6. The legal framework: rights and obligations of the employer<\/h2>\n<h3>6.1 The law of February 11, 2005 and the obligation of reasonable accommodation<\/h3>\n<pee>The <strong>law no. 2005-102 of February 11, 2005<\/strong> for equal rights and opportunities imposes a duty of reasonable accommodation on employers for workers with disabilities. Recognized DYS disorders under RQTH (Recognition of the Quality of Disabled Worker) fully fall within this framework. An employer who refuses to implement reasonable accommodations exposes themselves to a qualification of discrimination based on disability, subject to criminal and civil penalties.<\/pee>\n<pee>The <strong>Obligation to Employ Disabled Workers (OETH)<\/strong> requires companies with 20 or more employees to employ 6% disabled workers. Recognized DYS employees under RQTH count towards this quota \u2014 a concrete argument for companies wishing to improve their rate without outsourcing recruitment: supporting existing employees towards RQTH is often the most effective approach.<\/pee>\n<h3>6.2 RQTH: how to support the process without imposing<\/h3>\n<pee>The RQTH is a personal and voluntary process for the employee \u2014 the employer cannot impose it, nor even suggest it in a directive manner. However, the manager or HR director can inform the employee about the existence of this system, its concrete benefits (funding for workplace accommodations, enhanced protection against dismissal, access to AGEFIPH aids), and the steps to obtain it. This information must be conveyed in a confidential manner and without pressure.<\/pee>\n<pee>The <strong>AGEFIPH<\/strong> (for the private sector) and the <strong>FIPHFP<\/strong> (for the public service) fund workplace accommodations, neuropsychological assessments, specific DYS training, and adapted equipment. Amounts can range from a few hundred euros (software) to several thousand (ergonomic equipment, long training). This funding significantly reduces the cost of accommodations for the employer.<\/pee>\n<div class=\"cta-block\">\n<h3>\ud83c\udf93 Train your managers and HR directors to identify DYS disorders<\/h3>\n<pee>The training <strong>DYS Disorders in the Workplace: Identify, Adapt, and Enhance<\/strong> from DYNSEO provides your teams with the tools to identify signals, engage in dialogue, and implement effective accommodations. Qualiopi certified, fundable by OPCO, available in multi-employee licenses for your entire management line.<\/pee>\n<div class=\"btns\">\n    <a href=\"https:\/\/www.dynseo.com\/en\/courses\/dys-disorders-in-the-workplace-identify-adapt-and-value-en\/\" class=\"btn-white\">Access the training \u2192<\/a><br \/>\n    <a href=\"https:\/\/www.dynseo.com\/en\/our-training-courses\/\" class=\"btn-outline\">DYNSEO training catalog<\/a>\n  <\/div>\n<\/div>\n<h2>7. The ROI of DYS inclusion: what studies say<\/h2>\n<h3>7.1 Performance, engagement, and employer brand<\/h3>\n<pee>The inclusion of DYS employees is not just a legal obligation or an ethical approach \u2014 it is a high-return investment. Studies from France Strat\u00e9gie and the OECD consistently show that companies that implement accommodations for their DYS employees observe a reduction in sick leave, an improvement in engagement, and better talent retention. Well-supported DYS employees indeed show loyalty rates above average: aware of their employer&#8217;s investment, they commit long-term.<\/pee>\n<pee>In terms of <strong>employer brand<\/strong>, a visible policy of neurodiversity inclusion attracts talent that values a supportive environment \u2014 whether they are neurodivergent themselves or not. In a talent war context, this is a real differentiator. The McKinsey study <em>Diversity Wins<\/em> establishes that companies most advanced in diversity are 36% more likely to financially outperform their industry peers.<\/pee>\n<h3>7.2 DOETH, index, and CSR reporting<\/h3>\n<pee>The <strong>Mandatory Declaration of Employment of Disabled Workers (DOETH)<\/strong> is submitted annually to URSSAF and published in the company&#8217;s social report. An insufficient OETH rate generates a contribution to AGEFIPH that can represent several tens of thousands of euros per year for medium-sized companies. Supporting DYS employees towards RQTH is a way to improve this rate from within, without additional external recruitment. In the context of <strong>ESG<\/strong> criteria and the professional equality index, the policy of including disabled workers is increasingly scrutinized by institutional investors and public contracting authorities during calls for tenders.<\/pee>\n<h2>8. DYNSEO tools to support DYS employees<\/h2>\n<div class=\"tools-grid\">\n<div class=\"tool-card\">\n<h5>\ud83d\udd0d DYS adult identification sheet<\/h5>\n<pee>Structured observation grid to document signals without diagnosing, for managers&#8217; use.<\/pee>\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/fiche-reperage-dys-adulte\/\">Download \u2192<\/a>\n  <\/div>\n<div class=\"tool-card\">\n<h5>\ud83d\udcda Guide to adapting written materials for DYS<\/h5>\n<pee>How to adapt emails, presentations, and internal notes to make them accessible to DYS employees.<\/pee>\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/adaptation-supports-dys\/\">Download \u2192<\/a>\n  <\/div>\n<div class=\"tool-card\">\n<h5>\u2705 DYS digital tools checklist<\/h5>\n<pee>Free and paid software solutions by type of disorder, tested and recommended.<\/pee>\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/outils-numeriques-dys\/\">Download \u2192<\/a>\n  <\/div>\n<div class=\"tool-card\">\n<h5>\ud83d\udccb Spelling proofreading grid<\/h5>\n<pee>A practical tool to help dyslexic\/dysorthographic employees ensure the reliability of their written productions.<\/pee>\n    <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/spell-check-grid\/\">Download \u2192<\/a>\n  <\/div>\n<div class=\"tool-card\">\n<h5>\ud83d\udd24 Reminder for b\/d p\/q confusions<\/h5>\n<pee>Discreet visual support for dyslexic employees facing letter confusions in work situations.<\/pee>\n    <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/memory-aid-confusions-b-d-p-q\/\">Download \u2192<\/a>\n  <\/div>\n<\/div>\n<h3>DYNSEO applications to support cognitive stimulation<\/h3>\n<div class=\"appli-grid\">\n<div class=\"appli-card\">\n<h5>\ud83e\udde0 CLINT \u2014 Adults &#038; ADHD<\/h5>\n<pee>Memory and attention games for adults, adapted for ADHD and DYS adult profiles in a cognitive remediation context.<\/pee>\n    <a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/clint-brain-games-for-adults\/\">Learn more \u2192<\/a>\n  <\/div>\n<div class=\"appli-card\">\n<h5>\ud83d\udcac MY DICTIONARY \u2014 Communication<\/h5>\n<pee>Alternative and augmented communication application, useful for dysphasic or non-verbal employees.<\/pee>\n    <a href=\"https:\/\/www.dynseo.com\/mon-dico-une-application-pour-favoriser-la-communication\/\">Learn more \u2192<\/a>\n  <\/div>\n<div class=\"appli-card\">\n<h5>\ud83c\udfe5 SCARLETT \u2014 Seniors<\/h5>\n<pee>Cognitive stimulation tablet for elderly people in support, including exercises adapted to cognitive disorders.<\/pee>\n    <a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/scarlett-brain-games-for-seniors\/\">Learn more \u2192<\/a>\n  <\/div>\n<\/div>\n<h3>Other training from the DYNSEO B2B catalog<\/h3>\n<div class=\"formations-links\">\n<div class=\"formation-link\">\n    <span>B2B Training \u00b7 Managers, HR, supervisors<\/span><br \/>\n    <a href=\"https:\/\/www.dynseo.com\/en\/courses\/invisible-disability-what-the-manager-needs-to-know-en\/\">Invisible disability: what the manager needs to know<\/a>\n  <\/div>\n<div class=\"formation-link\">\n    <span>B2B Training \u00b7 Managers, HR, team leaders<\/span><br \/>\n    <a href=\"https:\/\/www.dynseo.com\/en\/courses\/managing-a-neurodivergent-employee-en\/\">Managing a neurodivergent employee<\/a>\n  <\/div>\n<div class=\"formation-link\">\n    <span>B2B Training \u00b7 Managers, Disability Mission<\/span><br \/>\n    <a href=\"https:\/\/www.dynseo.com\/courses\/comprendre-lautism-en-milieu-professionnel\/\">Understanding autism in the workplace<\/a>\n  <\/div>\n<div class=\"formation-link\">\n    <span>B2B Training \u00b7 Managers, HR, Disability Mission<\/span><br \/>\n    <a href=\"https:\/\/www.dynseo.com\/en\/courses\/adhd-at-work-recognizing-and-supporting-en\/\">ADHD at work: recognizing and supporting<\/a>\n  <\/div>\n<div class=\"formation-link\">\n    <span>B2B Training \u00b7 ESAT instructors, supervisors<\/span><br \/>\n    <a href=\"https:\/\/www.dynseo.com\/en\/courses\/working-in-an-esat-understanding-and-adapting-the-work-environment-en\/\">Working in ESAT: adapting the environment<\/a>\n  <\/div>\n<\/div>\n<pee style=\"margin-top:16px\">\u2192 <a href=\"https:\/\/www.dynseo.com\/en\/our-training-courses\/\">View the complete DYNSEO training catalog<\/a><\/pee>\n<pee>\u2192 <a href=\"https:\/\/www.dynseo.com\/en\/our-tests\/\">Access DYNSEO cognitive tests<\/a><\/pee>\n<p><\/main><\/p>\n<section class=\"faq-section\">\n<div class=\"container\">\n<h2>\u2753 FAQ \u2014 Identifying a DYS disorder in an adult employee<\/h2>\n<div class=\"faq-item\">\n<h4>1. Can a DYS disorder be diagnosed without a neuropsychological assessment?<\/h4>\n<pee>No. The formal diagnosis of a DYS disorder requires a neuropsychological assessment conducted by a qualified professional (neuropsychologist, speech therapist for certain assessments). In a company, the manager or HR director never diagnoses \u2014 they observe signals, engage in dialogue, and refer to the occupational doctor who can themselves refer for an assessment. Acting on unvalidated impressions exposes the employer to a risk of discrimination.<\/pee>\n    <\/div>\n<div class=\"faq-item\">\n<h4>2. Is a DYS employee required to disclose their condition to the employer?<\/h4>\n<pee>No. The employee has no legal obligation to disclose a DYS disorder to their employer. The law of February 11, 2005, protects medical confidentiality. However, declaring a DYS disorder \u2014 through the RQTH \u2014 grants them access to rights and funded accommodations. The manager and HR director can inform them of these rights without ever applying pressure for disclosure.<\/pee>\n    <\/div>\n<div class=\"faq-item\">\n<h4>3. How to approach the subject without the employee feeling stigmatized?<\/h4>\n<pee>The key is to start from observed facts and the person&#8217;s interest, never from a label. &#8220;I have noticed that writing reports requires significant effort from you \u2014 would you like us to explore tools together that could help you?&#8221; is a very different approach from &#8220;I think you are dyslexic.&#8221; The absence of judgment, guaranteed confidentiality, and a sincere supportive posture are the conditions for a productive dialogue.<\/pee>\n    <\/div>\n<div class=\"faq-item\">\n<h4>4. What accommodations can be proposed without RQTH?<\/h4>\n<pee>Many accommodations are possible without RQTH, within the framework of the reasonable accommodation obligation provided by the 2005 law: spell-checking software, additional time for written productions, advance communication of agendas, freedom to take notes orally rather than in writing, adapted office organization. These adjustments are generally low-cost and improve the performance of the entire team.<\/pee>\n    <\/div>\n<div class=\"faq-item\">\n<h4>5. Is the DYNSEO training &#8220;DYS Disorders in the Workplace&#8221; eligible for OPCO funding?<\/h4>\n<pee>Yes. The training is Qualiopi certified (No. 11757351875), making it eligible for OPCO funding as part of the skills development plan. It can also be covered through the employee&#8217;s CPF. For large-scale deployment in companies, DYNSEO offers multi-employee licenses tailored to the needs of large management teams. Contact DYNSEO for a personalized quote.<\/pee>\n    <\/div>\n<div class=\"faq-item\">\n<h4>6. Can DYS disorders lead to burnout?<\/h4>\n<pee>Yes, and this is a well-documented phenomenon. Unaccompanied DYS employees expend considerable energy compensating for their difficulties throughout the day \u2014 an invisible cognitive load that their colleagues do not experience. Over time, this cumulative overload can lead to professional burnout. Prevention involves early detection, job accommodation, and reducing high-friction DYS tasks.<\/pee>\n    <\/div>\n<div class=\"faq-item\">\n<h4>7. How to manage the reaction of other employees to specific accommodations?<\/h4>\n<pee>General transparency \u2014 without disclosing medical information \u2014 is the best approach. Explaining to the team that specific job accommodations exist for certain individuals, just as a person in a wheelchair uses an elevator, helps to depathologize the difference. A team culture trained in neurodiversity reduces perceptions of inequity. Collective training of the team is a very effective lever here.<\/pee>\n    <\/div>\n<div class=\"faq-item\">\n<h4>8. In which sectors are adult DYS disorders most common?<\/h4>\n<pee>DYS disorders are distributed across all sectors and hierarchical levels. Certain DYS profiles, thanks to their cognitive strengths (global thinking, creativity, spatial vision), are particularly well represented in creative sectors, technical professions, and entrepreneurship. In sectors with high demands for written production (finance, law, administration), unaccompanied DYS employees are particularly exposed to burnout \u2014 making it a priority for HR directors in these sectors.<\/pee>\n    <\/div>\n<\/p><\/div>\n<\/section>\n<div class=\"container\">\n<div class=\"cta-block\">\n<h3>\ud83d\ude80 Train your HR and management team to identify DYS disorders<\/h3>\n<pee>The training <strong>DYS Disorders in the Workplace: Identify, Adapt and Enhance<\/strong> from DYNSEO is the reference for HR directors, managers, and Disability Mission referents who want to act in a concrete, legal, and caring manner. Qualiopi certified, fundable by OPCO, deployable in multi-employee licenses for your entire company.<\/pee>\n<div class=\"btns\">\n    <a href=\"https:\/\/www.dynseo.com\/en\/courses\/dys-disorders-in-the-workplace-identify-adapt-and-value-en\/\" class=\"btn-white\">Access the training \u2192<\/a><br \/>\n    <a href=\"https:\/\/www.dynseo.com\/en\/our-training-courses\/\" class=\"btn-outline\">See the complete catalog<\/a>\n  <\/div>\n<\/div>\n<\/div>\n<footer>\n  <pee>DYNSEO \u2014 Specialist in cognitive stimulation, neurodiversity, and professional training in health and business \u00b7 Paris 75015 \u00b7 Qualiopi No. 11757351875<\/pee>\n<div class=\"footer-links\">\n    <a href=\"https:\/\/www.dynseo.com\/en\/our-training-courses\/\">Our training<\/a><br \/>\n    <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/\">Our tools<\/a><br \/>\n    <a href=\"https:\/\/www.dynseo.com\/en\/our-tests\/\">Our tests<\/a><br \/>\n    <a 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{font-family:'Montserrat',sans-serif;font-size:14px;font-weight:700;color:var(--blue-dark);margin-bottom:10px}\n.dbi-art-72df1c .signal-card ul {list-style:none;padding:0;margin:0}\n.dbi-art-72df1c .signal-card ul li {font-size:13px;color:var(--text-light);padding:5px 0;border-bottom:1px solid rgba(0,0,0,.05);line-height:1.5}\n.dbi-art-72df1c .signal-card ul li::before {content:'\u2192 ';color:var(--blue);font-weight:700}\n.dbi-art-72df1c .signal-card ul li:last-child {border:none}\n\n<\/style>\n<div class=\"dbi-art-72df1c\">\n<header class=\"hero\">\n  <div class=\"hero-tag\">\ud83d\udcd6 Thematic Guide \u00b7 DYS disorders in the workplace \u00b7 Dyslexia at work \u00b7 Inclusion<\/div>\n  <h1>Identifying an undiagnosed DYS disorder in an adult employee<\/h1>\n  <p class=\"hero-sub\">In France, 8 to 12% of adults are affected by a DYS disorder \u2014 but the vast majority have never received a formal diagnosis. How can they be identified in the workplace, without stigmatizing, to adapt and value these profiles?<\/p>\n<\/header>\n\n<main class=\"container\">\n\n<div class=\"intro-box\"><p>A brilliant employee who consistently submits reports with numerous spelling mistakes. A project manager who struggles to meet deadlines despite their obvious commitment. A technician of remarkable precision who systematically avoids speaking up in meetings. These profiles exist in all teams. They lack neither will nor intelligence \u2014 they simply navigate with a different neurological wiring, often without knowing it themselves. This guide is intended for HR managers, managers, Disability Mission referents, and training managers who wish to learn how to identify these signals, engage in the right conversation, and transform an invisible difficulty into a lever for performance and inclusion.<\/p><\/div>\n\n<h2>1. DYS disorders in adults: what companies need to know<\/h2>\n\n<h3>1.1 Definition and prevalence \u2014 figures that concern all companies<\/h3>\n<p>DYS disorders are specific learning disorders (SLD) of neurological origin. They have no connection to intelligence level \u2014 many DYS individuals exhibit cognitive abilities above average in certain areas. What characterizes DYS disorders is a dispersion of skills: exceptional abilities in certain areas, coexisting with persistent specific difficulties in others. This dispersion is precisely what makes identification difficult in the workplace: the employee \"compensates\" for their difficulties through their strengths, until the cognitive load exceeds their adaptive capacities.<\/p>\n\n<div class=\"stats-grid\">\n  <div class=\"stat-card blue\">\n    <span class=\"stat-num\">8\u201312 %<\/span>\n    <span class=\"stat-label\">of adults affected by a DYS disorder in France (Inserm \/ BICE)<\/span>\n  <\/div>\n  <div class=\"stat-card teal\">\n    <span class=\"stat-num\">70 %<\/span>\n    <span class=\"stat-label\">of adult DYS individuals have never received a formal diagnosis before adulthood<\/span>\n  <\/div>\n  <div class=\"stat-card pink\">\n    <span class=\"stat-num\">3.8 M<\/span>\n    <span class=\"stat-label\">of employees potentially affected in French companies<\/span>\n  <\/div>\n<div class=\"stat-card yellow\">\n    <span class=\"stat-num\">+28 %<\/span>\n    <span class=\"stat-label\">of productivity observed in well-supported DYS teams according to France Strat\u00e9gie<\/span>\n  <\/div>\n<\/div>\n\n<h3>1.2 The 6 main DYS disorders in adults<\/h3>\n<p>DYS disorders form a family of 6 main disorders. They can occur in isolation \u2014 which is rare \u2014 or, more often, in comorbidity: a dyslexic adult frequently also presents with dysorthographia, and 40 to 60 % of DYS adults also present with ADHD. This co-occurrence complicates the clinical picture and explains why adult DYS disorders are so often misidentified, including by health professionals.<\/p>\n\n<table class=\"dynseo-table\">\n  <thead>\n    <tr>\n      <th>DYS Disorder<\/th>\n      <th>Main Difficulties<\/th>\n      <th>Frequent Associated Strengths<\/th>\n      <th>Adult Prevalence<\/th>\n    <\/tr>\n  <\/thead>\n  <tbody>\n    <tr>\n      <td><strong>Dyslexia<\/strong><\/td>\n      <td>Slow reading, laborious decoding, letter confusion, fatigue when reading<\/td>\n      <td>Global thinking, creativity, 3D vision, solving complex problems<\/td>\n      <td>5\u201310 %<\/td>\n    <\/tr>\n    <tr>\n      <td><strong>Dysorthographia<\/strong><\/td>\n      <td>Numerous and persistent spelling errors, difficulty memorizing rules, phoneme-grapheme transcription disorder<\/td>\n      <td>Rich oral expression, analogical thinking, relational skills<\/td>\n      <td>5\u20138 %<\/td>\n    <\/tr>\n    <tr>\n      <td><strong>Dyscalculia<\/strong><\/td>\n      <td>Difficulty with numbers, mental operations, budget management, quantitative estimations<\/td>\n      <td>Qualitative reasoning, narrative thinking, sense of human relationships<\/td>\n      <td>3\u20136 %<\/td>\n    <\/tr>\n    <tr>\n      <td><strong>Dyspraxia \/ TDC<\/strong><\/td>\n      <td>Motor clumsiness, spatial disorganization, difficulty with unfamiliar computer tools, slow writing<\/td>\n      <td>Exceptional determination, developed adaptability, verbal detail orientation<\/td>\n      <td>2\u20136 %<\/td>\n    <\/tr>\n    <tr>\n      <td><strong>Dysphasia<\/strong><\/td>\n      <td>Difficulties in structured oral expression, word-finding difficulties, slow speaking under pressure<\/td>\n      <td>Developed active listening, reflective thinking, precision in prepared writing<\/td>\n      <td>1\u20132 %<\/td>\n    <\/tr>\n    <tr>\n      <td><strong>ADHD (comorbid)<\/strong><\/td>\n      <td>Fragmented attention, impulsivity, planning difficulties, procrastination<\/td>\n      <td>Intense creativity, hyperfocus on motivating subjects, energy and reactivity<\/td>\n      <td>2.5\u20135 % (adults)<\/td>\n    <\/tr>\n  <\/tbody>\n<\/table>\n\n<h2>2. Why DYS disorders remain undiagnosed in adulthood<\/h2>\n\n<h3>2.1 The compensation phenomenon: intelligence serving masking<\/h3>\n<p>The most powerful mechanism explaining the lack of diagnosis in adulthood is what neuropsychologists call <strong>cognitive compensation<\/strong>. An intelligent and DYS child often develops, often unconsciously, workaround strategies to mask their difficulties: they memorize texts rather than read them, they have their writings read by relatives, they avoid situations where their difficulties would be visible. These strategies are all the more effective as general intelligence is high \u2014 creating a paradox where the brightest adults are sometimes those whose DYS disorders remain invisible the longest.<\/p>\n<p>This compensation has a considerable cost: a constant cognitive load, chronic fatigue related to masking efforts, a high level of anxiety in situations where the strategy might fail. In the workplace, this cost manifests as accelerated professional weariness, repeated sick leaves, and sometimes burnout syndromes whose DYS origin is never identified.<\/p>\n\n<h3>2.2 The biases of the diagnostic system in France<\/h3>\n<p>The diagnostic system for DYS disorders in France has long been organized around childhood \u2014 neuropsychological assessments are mainly conducted on 6-12 year-olds, and the training of health professionals remains focused on pediatric manifestations. A general practitioner, psychiatrist, or clinical psychologist confronted with an adult showing signs of dyslexia has not necessarily received specific training to identify this adult clinical picture. The result: many DYS adults have gone through their schooling with other labels \u2014 \"lazy,\" \"inattentive,\" \"could do better\" \u2014 and their professional journey is marked by a weakened self-esteem.<\/p>\n<div class=\"pink-box\"><p><strong>\ud83d\udca1 Important point for HR:<\/strong> Discovering a DYS disorder in adulthood is often an emotionally intense moment for the person concerned \u2014 a finally rational explanation for difficulties experienced as personal failures since childhood. The way the manager or HR director approaches the subject is crucial for this discovery to become a resource and not a new source of stigmatization.<\/p><\/div>\n\n<h3>2.3 The gender bias in DYS diagnosis<\/h3>\n<p>Recent studies reveal a significant gender bias in the diagnosis of DYS disorders: boys are diagnosed about 3 times more often than girls in France. This bias is explained by the fact that the manifestations of DYS disorders are often different depending on gender: boys tend to externalize their difficulties (disruptive behaviors, overt avoidance), while girls internalize and compensate more, flying under the radar of screening. In the workplace, this means that a significant proportion of female employees showing DYS signs have never been identified \u2014 a blind spot that managers and HR directors must keep in mind.<\/p>\n\n<h2>3. Warning signals to spot in the workplace<\/h2>\n\n<h3>3.1 The method of the bundle of clues<\/h3>\n<p>Identifying a DYS disorder in the workplace does not rely on a single sign but on a <strong>bundle of consistent and persistent clues<\/strong>. An employee who makes spelling mistakes after a busy day is not DYS. An employee who systematically makes the same types of spelling errors for years, who avoids writing documents when they can delegate, and who produces brilliant oral analyses that their writings do not reflect \u2014 this bundle deserves attention. The key is the consistency and persistence of the signals, regardless of the level of motivation or workload.<\/p>\n\n<div class=\"signal-grid\">\n  <div class=\"signal-card\">\n    <h5>\u270d\ufe0f Signals related to writing<\/h5>\n    <ul>\n      <li>Repeated and systematic spelling mistakes<\/li>\n      <li>Confusion between visually similar letters (b\/d, p\/q, m\/n)<\/li>\n      <li>Inversion of syllables or numbers in notes<\/li>\n      <li>Very slow writing or handwriting that is difficult to read<\/li>\n      <li>Avoidance of writing tasks or systematic delegation<\/li>\n      <li>Very short emails or systematic oral reformulations<\/li>\n    <\/ul>\n  <\/div>\n  <div class=\"signal-card\">\n    <h5>\ud83d\udcd6 Signals related to reading<\/h5>\n    <ul>\n      <li>Very slow reading of professional documents<\/li>\n      <li>Systematic requests for summaries or oral syntheses<\/li>\n      <li>Reading errors on numbers or codes<\/li>\n      <li>Difficulty finding information in a long document<\/li>\n      <li>Strong preference for meetings vs. written notes<\/li>\n    <\/ul>\n  <\/div>\n  <div class=\"signal-card\">\n    <h5>\ud83d\uddc2\ufe0f Signals related to organization<\/h5>\n    <ul>\n      <li>Chronically disorganized office or workspace<\/li>\n      <li>Difficulty meeting deadlines despite real commitment<\/li>\n      <li>Frequent loss of documents or information<\/li>\n      <li>Difficulty managing multiple tasks simultaneously<\/li>\n      <li>Great difficulty with new tools or unfamiliar interfaces<\/li>\n    <\/ul>\n  <\/div>\n<div class=\"signal-card\">\n    <h5>\ud83d\udde3\ufe0f Signals related to communication<\/h5>\n    <ul>\n      <li>Brilliant orally, much less in writing<\/li>\n      <li>Lack of frequent word orally (dysphasia)<\/li>\n      <li>Hesitant speech in formal meetings<\/li>\n      <li>Written expression far below verbal intellectual level<\/li>\n      <li>Difficulties with numbers under pressure<\/li>\n    <\/ul>\n  <\/div>\n<\/div>\n\n<h3>3.2 What distinguishes a DYS difficulty from a temporary difficulty<\/h3>\n<p>Any employee can go through a period of difficulty \u2014 an overload of work, a personal problem, insufficient training. The difference with a DYS disorder lies in three fundamental characteristics: <strong>persistence<\/strong> (the difficulties have been present for a long time, regardless of the context), <strong>specificity<\/strong> (they concern specific and coherent areas, not all skills), and <strong>resistance to classic strategies<\/strong> (spelling training, reminders about time management, job reorganizations do not sustainably solve the problem).<\/p>\n\n<div class=\"hl\">\n  <h4>\ud83d\udd0d Distinction grid: DYS or other?<\/h4>\n  <table class=\"dynseo-table\" style=\"margin:0\">\n    <thead>\n      <tr><th>Characteristic<\/th><th>DYS Difficulty<\/th><th>Contextual Difficulty<\/th><\/tr>\n    <\/thead>\n    <tbody>\n      <tr><td><strong>Duration<\/strong><\/td><td>Present since childhood \/ always<\/td><td>Recent, related to a specific context<\/td><\/tr>\n      <tr><td><strong>Consistency<\/strong><\/td><td>Persistent, even in favorable conditions<\/td><td>Variable depending on workload and context<\/td><\/tr>\n      <tr><td><strong>Areas<\/strong><\/td><td>Specific and coherent (e.g.: always written)<\/td><td>Diffuse, variable depending on tasks<\/td><\/tr>\n      <tr><td><strong>Response to training<\/strong><\/td><td>Limited and non-sustainable progress<\/td><td>Rapid progress with the right training<\/td><\/tr>\n      <tr><td><strong>Overall performance<\/strong><\/td><td>Often excellent in other areas<\/td><td>Overall decline in performance<\/td><\/tr>\n    <\/tbody>\n  <\/table>\n<\/div>\n\n<!-- Training block #1 -->\n<div class=\"formation-block\">\n  <a href=\"https:\/\/www.dynseo.com\/courses\/troubles-dys-en-entreprise-reperer-adapter-et-valoriser\/\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/03\/Stimuler-et-creer-du-lien-9.png\" alt=\"Training DYS Disorders in the workplace DYNSEO\"><\/a>\n  <div class=\"fb-body\">\n    <div class=\"fb-tag\">\ud83c\udf93 Certified training \u00b7 Qualiopi N\u00b0 11757351875<\/div>\n    <h3>DYS Disorders in the workplace: identify, adapt, and enhance<\/h3>\n    <p>This 100% online and self-paced training provides managers, HR directors, training managers, and disability mission referents with concrete tools to identify the signals of an undiagnosed DYS disorder, engage in an appropriate dialogue with the employee, and implement effective and rewarding accommodations. It is part of DYNSEO's B2B neurodiversity & inclusion catalog and can be deployed in multi-employee licenses, fundable via OPCO and skills development plans.<\/p>\n<div class=\"fb-meta\">\n      <span>\ud83d\udc65 Managers, HR, Disability Mission<\/span>\n      <span>\ud83d\udcbb 100% online, at your own pace<\/span>\n      <span>\ud83c\udfc6 Qualiopi Certified<\/span>\n      <span>\ud83c\udfe2 Group deployment for companies<\/span>\n    <\/div>\n    <a href=\"https:\/\/www.dynseo.com\/courses\/troubles-dys-en-entreprise-reperer-adapter-et-valoriser\/\" class=\"btn-primary\">Discover the training \u2192<\/a>\n  <\/div>\n<\/div>\n\n<h2>4. The manager's approach: from observation to dialogue<\/h2>\n\n<h3>4.1 The 5 steps to act without stigmatizing<\/h3>\n<p>Identifying a possible DYS disorder in a colleague is one thing \u2014 acting appropriately is another. The approach must be guided by two absolute principles: respect for the dignity and confidentiality of the person, and grounding in shared interest \u2014 that of the colleague and that of the company. A manager who acts with genuine goodwill, without categorizing or diagnosing, creates the conditions for a trustful dialogue that can change the colleague's professional path.<\/p>\n\n<ol class=\"step-list\">\n  <li><strong>Observe without diagnosing<\/strong> \u2014 Document the factual signals observed over several weeks (not impressions). E.g.: \"For 3 months, the weekly reports have consistently arrived with the same type of errors.\" Stay factual, do not draw diagnostic conclusions.<\/li>\n  <li><strong>Check the context<\/strong> \u2014 Before going further, check that the difficulties are not related to a lack of training, an unsuitable tool, or a temporary personal issue. A brief informal exchange can clarify this point without addressing DYS disorders.<\/li>\n  <li><strong>Choose the right moment and setting<\/strong> \u2014 The meeting should take place in a private space, without time pressure. Never bring up the subject after an incident or in a meeting. A regular 1:1 meeting is the best time.<\/li>\n  <li><strong>Open the dialogue by starting from difficulties, not the label<\/strong> \u2014 Do not say \"I think you are dyslexic.\" Instead, say: \"I observe that written drafting seems to require a lot of energy from you. Is this something you feel too?\" This approach opens the conversation without labeling.<\/li>\n  <li><strong>Guide towards appropriate resources<\/strong> \u2014 If the colleague confirms persistent difficulties, offer support: consultation with the occupational physician, information on RQTH, tools for adapting the position. Do not force, do not diagnose yourself.<\/li>\n<\/ol>\n\n<h3>4.2 The pivotal role of the occupational physician<\/h3>\n<p>The occupational physician is the key interlocutor in the identification and orientation process. With the colleague's agreement, they can conduct or refer for a neuropsychological assessment, recommend workplace adjustments, and initiate the RQTH process. As a manager or HR, your role is not to diagnose \u2014 it is to create the conditions for the colleague to access this assessment with complete confidence. The visit to the occupational physician can be initiated by the employee themselves at any time, without waiting for the annual visit.<\/p>\n<div class=\"teal-box\"><p>\ud83c\udfe5 <strong>Practical resource:<\/strong> The occupational doctor can conduct a visit at the request of the employee (article R4624-34 of the Labor Code), confidentially and without the obligation to transmit medical information to the employer. This is a secure entry point for employees who wish to explore a possible DYS disorder without professional risk.<\/p><\/div>\n\n<h2>5. Job accommodations: what really works<\/h2>\n\n<h3>5.1 Practical adaptations by type of DYS disorder<\/h3>\n<p>Once the DYS disorder is identified \u2014 ideally confirmed by a neuropsychological assessment \u2014 job accommodations can be implemented. They do not necessarily require a disability recognition (RQTH) at first (the \"reasonable\" accommodations must be proposed even before the RQTH according to the 2005 law), but the RQTH allows for financing more expensive solutions through AGEFIPH or FIPHFP in the public sector.<\/p>\n\n<div class=\"barrier-grid\">\n  <div class=\"barrier-card\">\n    <div class=\"b-icon\">\ud83d\udcdd<\/div>\n    <h5>Dyslexia \/ Dysorthographia<\/h5>\n    <p>Advanced spell-checking software (Antidote, Dragon), grammar checker, text-to-speech for reading, pre-structured document templates, additional time for writing tasks.<\/p>\n    <span class=\"b-fix\">\u2713 ROI: fewer errors, maintained production, restored confidence<\/span>\n  <\/div>\n  <div class=\"barrier-card\">\n    <div class=\"b-icon\">\ud83d\udd22<\/div>\n    <h5>Dyscalculia<\/h5>\n    <p>Calculator allowed in all circumstances, pre-formulated Excel spreadsheets, systematic double-checking of important figures by another employee, avoid mental calculations in meetings.<\/p>\n    <span class=\"b-fix\">\u2713 ROI: data reliability, reduced stress, maintained performance<\/span>\n  <\/div>\n  <div class=\"barrier-card\">\n    <div class=\"b-icon\">\ud83d\udda5\ufe0f<\/div>\n    <h5>Dyspraxia \/ TDC<\/h5>\n    <p>Customized keyboard shortcuts, ergonomic mouse or trackball, reduction of manual note-taking tasks, simplified organization of the digital workspace, permanently organized workspace.<\/p>\n    <span class=\"b-fix\">\u2713 ROI: speed of execution, less fatigue, preserved efficiency<\/span>\n  <\/div>\n  <div class=\"barrier-card\">\n<div class=\"b-icon\">\ud83d\udde3\ufe0f<\/div>\n    <h5>Dysphasia<\/h5>\n    <p>Agenda of meetings communicated in advance, possibility to respond in writing rather than orally, additional response time during exchanges, formulation of requests in writing.<\/p>\n    <span class=\"b-fix\">\u2713 ROI: quality contribution, less anxiety, increased engagement<\/span>\n  <\/div>\n<\/div>\n\n<h3>5.2 Available digital tools<\/h3>\n<p>The digital arsenal to support DYS employees has significantly expanded in recent years. Tools like voice recognition integrated into Windows and macOS, text-to-speech readers, browsers with reading mode, smart spelling extensions, or visual note-taking applications significantly reduce the impact of DYS disorders at work \u2014 often at no significant cost. The <a href=\"https:\/\/www.dynseo.com\/nos-outils\/outils-numeriques-dys\/\">DYS digital tools checklist<\/a> from DYNSEO lists the most suitable solutions by type of disorder.<\/p>\n\n<h2>6. The legal framework: rights and obligations of the employer<\/h2>\n\n<h3>6.1 The law of February 11, 2005 and the obligation of reasonable accommodation<\/h3>\n<p>The <strong>law no. 2005-102 of February 11, 2005<\/strong> for equal rights and opportunities imposes a duty of reasonable accommodation on employers for workers with disabilities. Recognized DYS disorders under RQTH (Recognition of the Quality of Disabled Worker) fully fall within this framework. An employer who refuses to implement reasonable accommodations exposes themselves to a qualification of discrimination based on disability, subject to criminal and civil penalties.<\/p>\n<p>The <strong>Obligation to Employ Disabled Workers (OETH)<\/strong> requires companies with 20 or more employees to employ 6% disabled workers. Recognized DYS employees under RQTH count towards this quota \u2014 a concrete argument for companies wishing to improve their rate without outsourcing recruitment: supporting existing employees towards RQTH is often the most effective approach.<\/p>\n\n<h3>6.2 RQTH: how to support the process without imposing<\/h3>\n<p>The RQTH is a personal and voluntary process for the employee \u2014 the employer cannot impose it, nor even suggest it in a directive manner. However, the manager or HR director can inform the employee about the existence of this system, its concrete benefits (funding for workplace accommodations, enhanced protection against dismissal, access to AGEFIPH aids), and the steps to obtain it. This information must be conveyed in a confidential manner and without pressure.<\/p>\n<p>The <strong>AGEFIPH<\/strong> (for the private sector) and the <strong>FIPHFP<\/strong> (for the public service) fund workplace accommodations, neuropsychological assessments, specific DYS training, and adapted equipment. Amounts can range from a few hundred euros (software) to several thousand (ergonomic equipment, long training). This funding significantly reduces the cost of accommodations for the employer.<\/p>\n\n<div class=\"cta-block\">\n  <h3>\ud83c\udf93 Train your managers and HR directors to identify DYS disorders<\/h3>\n  <p>The training <strong>DYS Disorders in the Workplace: Identify, Adapt, and Enhance<\/strong> from DYNSEO provides your teams with the tools to identify signals, engage in dialogue, and implement effective accommodations. Qualiopi certified, fundable by OPCO, available in multi-employee licenses for your entire management line.<\/p>\n<div class=\"btns\">\n    <a href=\"https:\/\/www.dynseo.com\/courses\/troubles-dys-en-entreprise-reperer-adapter-et-valoriser\/\" class=\"btn-white\">Access the training \u2192<\/a>\n    <a href=\"https:\/\/www.dynseo.com\/nos-formations\/\" class=\"btn-outline\">DYNSEO training catalog<\/a>\n  <\/div>\n<\/div>\n\n<h2>7. The ROI of DYS inclusion: what studies say<\/h2>\n\n<h3>7.1 Performance, engagement, and employer brand<\/h3>\n<p>The inclusion of DYS employees is not just a legal obligation or an ethical approach \u2014 it is a high-return investment. Studies from France Strat\u00e9gie and the OECD consistently show that companies that implement accommodations for their DYS employees observe a reduction in sick leave, an improvement in engagement, and better talent retention. Well-supported DYS employees indeed show loyalty rates above average: aware of their employer's investment, they commit long-term.<\/p>\n<p>In terms of <strong>employer brand<\/strong>, a visible policy of neurodiversity inclusion attracts talent that values a supportive environment \u2014 whether they are neurodivergent themselves or not. In a talent war context, this is a real differentiator. The McKinsey study <em>Diversity Wins<\/em> establishes that companies most advanced in diversity are 36% more likely to financially outperform their industry peers.<\/p>\n\n<h3>7.2 DOETH, index, and CSR reporting<\/h3>\n<p>The <strong>Mandatory Declaration of Employment of Disabled Workers (DOETH)<\/strong> is submitted annually to URSSAF and published in the company's social report. An insufficient OETH rate generates a contribution to AGEFIPH that can represent several tens of thousands of euros per year for medium-sized companies. Supporting DYS employees towards RQTH is a way to improve this rate from within, without additional external recruitment. In the context of <strong>ESG<\/strong> criteria and the professional equality index, the policy of including disabled workers is increasingly scrutinized by institutional investors and public contracting authorities during calls for tenders.<\/p>\n\n<h2>8. DYNSEO tools to support DYS employees<\/h2>\n\n<div class=\"tools-grid\">\n  <div class=\"tool-card\">\n    <h5>\ud83d\udd0d DYS adult identification sheet<\/h5>\n    <p>Structured observation grid to document signals without diagnosing, for managers' use.<\/p>\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/fiche-reperage-dys-adulte\/\">Download \u2192<\/a>\n  <\/div>\n  <div class=\"tool-card\">\n    <h5>\ud83d\udcda Guide to adapting written materials for DYS<\/h5>\n    <p>How to adapt emails, presentations, and internal notes to make them accessible to DYS employees.<\/p>\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/adaptation-supports-dys\/\">Download \u2192<\/a>\n  <\/div>\n  <div class=\"tool-card\">\n    <h5>\u2705 DYS digital tools checklist<\/h5>\n    <p>Free and paid software solutions by type of disorder, tested and recommended.<\/p>\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/outils-numeriques-dys\/\">Download \u2192<\/a>\n  <\/div>\n  <div class=\"tool-card\">\n    <h5>\ud83d\udccb Spelling proofreading grid<\/h5>\n    <p>A practical tool to help dyslexic\/dysorthographic employees ensure the reliability of their written productions.<\/p>\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/grille-de-relecture-orthographique\/\">Download \u2192<\/a>\n  <\/div>\n  <div class=\"tool-card\">\n    <h5>\ud83d\udd24 Reminder for b\/d p\/q confusions<\/h5>\n    <p>Discreet visual support for dyslexic employees facing letter confusions in work situations.<\/p>\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/aide-memoire-confusions-b-d-p-q\/\">Download \u2192<\/a>\n  <\/div>\n<\/div>\n\n<h3>DYNSEO applications to support cognitive stimulation<\/h3>\n<div class=\"appli-grid\">\n  <div class=\"appli-card\">\n    <h5>\ud83e\udde0 CLINT \u2014 Adults & ADHD<\/h5>\n    <p>Memory and attention games for adults, adapted for ADHD and DYS adult profiles in a cognitive remediation context.<\/p>\n    <a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/clint-brain-games-for-adults\/\">Learn more \u2192<\/a>\n  <\/div>\n  <div class=\"appli-card\">\n    <h5>\ud83d\udcac MY DICTIONARY \u2014 Communication<\/h5>\n    <p>Alternative and augmented communication application, useful for dysphasic or non-verbal employees.<\/p>\n    <a href=\"https:\/\/www.dynseo.com\/mon-dico-une-application-pour-favoriser-la-communication\/\">Learn more \u2192<\/a>\n  <\/div>\n<div class=\"appli-card\">\n    <h5>\ud83c\udfe5 SCARLETT \u2014 Seniors<\/h5>\n    <p>Cognitive stimulation tablet for elderly people in support, including exercises adapted to cognitive disorders.<\/p>\n    <a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/scarlett-brain-games-for-seniors\/\">Learn more \u2192<\/a>\n  <\/div>\n<\/div>\n\n<h3>Other training from the DYNSEO B2B catalog<\/h3>\n<div class=\"formations-links\">\n  <div class=\"formation-link\">\n    <span>B2B Training \u00b7 Managers, HR, supervisors<\/span>\n    <a href=\"https:\/\/www.dynseo.com\/courses\/handicap-invisible-ce-que-le-manager-doit-savoir\/\">Invisible disability: what the manager needs to know<\/a>\n  <\/div>\n  <div class=\"formation-link\">\n    <span>B2B Training \u00b7 Managers, HR, team leaders<\/span>\n    <a href=\"https:\/\/www.dynseo.com\/courses\/manager-un-collaborateur-neuroatypique\/\">Managing a neurodivergent employee<\/a>\n  <\/div>\n  <div class=\"formation-link\">\n    <span>B2B Training \u00b7 Managers, Disability Mission<\/span>\n    <a href=\"https:\/\/www.dynseo.com\/courses\/comprendre-lautism-en-milieu-professionnel\/\">Understanding autism in the workplace<\/a>\n  <\/div>\n  <div class=\"formation-link\">\n    <span>B2B Training \u00b7 Managers, HR, Disability Mission<\/span>\n    <a href=\"https:\/\/www.dynseo.com\/courses\/tdah-au-travail-reconnaitre-et-accompagner\/\">ADHD at work: recognizing and supporting<\/a>\n  <\/div>\n  <div class=\"formation-link\">\n    <span>B2B Training \u00b7 ESAT instructors, supervisors<\/span>\n    <a href=\"https:\/\/www.dynseo.com\/courses\/travailler-en-esat-comprendre-et-adapter-lenvironnement-de-travail\/\">Working in ESAT: adapting the environment<\/a>\n  <\/div>\n<\/div>\n<p style=\"margin-top:16px\">\u2192 <a href=\"https:\/\/www.dynseo.com\/nos-formations\/\">View the complete DYNSEO training catalog<\/a><\/p>\n<p>\u2192 <a href=\"https:\/\/www.dynseo.com\/nos-tests\/\">Access DYNSEO cognitive tests<\/a><\/p>\n\n<\/main>\n<section class=\"faq-section\">\n  <div class=\"container\">\n    <h2>\u2753 FAQ \u2014 Identifying a DYS disorder in an adult employee<\/h2>\n\n    <div class=\"faq-item\">\n      <h4>1. Can a DYS disorder be diagnosed without a neuropsychological assessment?<\/h4>\n      <p>No. The formal diagnosis of a DYS disorder requires a neuropsychological assessment conducted by a qualified professional (neuropsychologist, speech therapist for certain assessments). In a company, the manager or HR director never diagnoses \u2014 they observe signals, engage in dialogue, and refer to the occupational doctor who can themselves refer for an assessment. Acting on unvalidated impressions exposes the employer to a risk of discrimination.<\/p>\n    <\/div>\n\n    <div class=\"faq-item\">\n      <h4>2. Is a DYS employee required to disclose their condition to the employer?<\/h4>\n      <p>No. The employee has no legal obligation to disclose a DYS disorder to their employer. The law of February 11, 2005, protects medical confidentiality. However, declaring a DYS disorder \u2014 through the RQTH \u2014 grants them access to rights and funded accommodations. The manager and HR director can inform them of these rights without ever applying pressure for disclosure.<\/p>\n    <\/div>\n\n    <div class=\"faq-item\">\n      <h4>3. How to approach the subject without the employee feeling stigmatized?<\/h4>\n      <p>The key is to start from observed facts and the person's interest, never from a label. \"I have noticed that writing reports requires significant effort from you \u2014 would you like us to explore tools together that could help you?\" is a very different approach from \"I think you are dyslexic.\" The absence of judgment, guaranteed confidentiality, and a sincere supportive posture are the conditions for a productive dialogue.<\/p>\n    <\/div>\n\n    <div class=\"faq-item\">\n      <h4>4. What accommodations can be proposed without RQTH?<\/h4>\n      <p>Many accommodations are possible without RQTH, within the framework of the reasonable accommodation obligation provided by the 2005 law: spell-checking software, additional time for written productions, advance communication of agendas, freedom to take notes orally rather than in writing, adapted office organization. These adjustments are generally low-cost and improve the performance of the entire team.<\/p>\n    <\/div>\n\n    <div class=\"faq-item\">\n      <h4>5. Is the DYNSEO training \"DYS Disorders in the Workplace\" eligible for OPCO funding?<\/h4>\n      <p>Yes. The training is Qualiopi certified (No. 11757351875), making it eligible for OPCO funding as part of the skills development plan. It can also be covered through the employee's CPF. For large-scale deployment in companies, DYNSEO offers multi-employee licenses tailored to the needs of large management teams. Contact DYNSEO for a personalized quote.<\/p>\n    <\/div>\n\n    <div class=\"faq-item\">\n      <h4>6. Can DYS disorders lead to burnout?<\/h4>\n      <p>Yes, and this is a well-documented phenomenon. Unaccompanied DYS employees expend considerable energy compensating for their difficulties throughout the day \u2014 an invisible cognitive load that their colleagues do not experience. Over time, this cumulative overload can lead to professional burnout. Prevention involves early detection, job accommodation, and reducing high-friction DYS tasks.<\/p>\n    <\/div>\n\n    <div class=\"faq-item\">\n      <h4>7. How to manage the reaction of other employees to specific accommodations?<\/h4>\n      <p>General transparency \u2014 without disclosing medical information \u2014 is the best approach. Explaining to the team that specific job accommodations exist for certain individuals, just as a person in a wheelchair uses an elevator, helps to depathologize the difference. A team culture trained in neurodiversity reduces perceptions of inequity. Collective training of the team is a very effective lever here.<\/p>\n    <\/div>\n\n    <div class=\"faq-item\">\n      <h4>8. In which sectors are adult DYS disorders most common?<\/h4>\n      <p>DYS disorders are distributed across all sectors and hierarchical levels. Certain DYS profiles, thanks to their cognitive strengths (global thinking, creativity, spatial vision), are particularly well represented in creative sectors, technical professions, and entrepreneurship. In sectors with high demands for written production (finance, law, administration), unaccompanied DYS employees are particularly exposed to burnout \u2014 making it a priority for HR directors in these sectors.<\/p>\n    <\/div>\n  <\/div>\n<\/section>\n<div class=\"container\">\n<div class=\"cta-block\">\n  <h3>\ud83d\ude80 Train your HR and management team to identify DYS disorders<\/h3>\n  <p>The training <strong>DYS Disorders in the Workplace: Identify, Adapt and Enhance<\/strong> from DYNSEO is the reference for HR directors, managers, and Disability Mission referents who want to act in a concrete, legal, and caring manner. Qualiopi certified, fundable by OPCO, deployable in multi-employee licenses for your entire company.<\/p>\n  <div class=\"btns\">\n    <a href=\"https:\/\/www.dynseo.com\/courses\/troubles-dys-en-entreprise-reperer-adapter-et-valoriser\/\" class=\"btn-white\">Access the training \u2192<\/a>\n    <a href=\"https:\/\/www.dynseo.com\/nos-formations\/\" class=\"btn-outline\">See the complete catalog<\/a>\n  <\/div>\n<\/div>\n<\/div>\n\n<footer>\n  <p>DYNSEO \u2014 Specialist in cognitive stimulation, neurodiversity, and professional training in health and business \u00b7 Paris 75015 \u00b7 Qualiopi No. 11757351875<\/p>\n  <div class=\"footer-links\">\n    <a href=\"https:\/\/www.dynseo.com\/nos-formations\/\">Our training<\/a>\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/\">Our tools<\/a>\n    <a href=\"https:\/\/www.dynseo.com\/nos-tests\/\">Our tests<\/a>\n    <a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/clint-brain-games-for-adults\/\">CLINT<\/a>\n    <a href=\"https:\/\/www.dynseo.com\/\">dynseo.com<\/a>\n  <\/div>\n<\/footer>\n<\/div>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]","_et_gb_content_width":"","footnotes":""},"categories":[2915],"tags":[],"class_list":["post-719279","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>Identifying an Undiagnosed DYS Disorder in an Adult Colleague - DYNSEO - Educational apps &amp; 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