1. What is a DYS disorder? Understanding before identifying<\/h2>\n1.1 \u201cDYS\u201d: a family of disorders, not a disease<\/h3>\nThe prefix \u201cdys-\u201d means \u201cdifficulty with\u201d or \u201cdisorder of.\u201d It refers to a set of specific cognitive disorders related to learning (also known as SLD \u2014 specific learning disorders, not to be confused with autism spectrum disorders). These disorders are called \u201cspecific\u201d because they affect a specific area of cognitive functioning \u2014 reading, writing, calculation, movement, language \u2014 while the other skills of the child are preserved. A dyslexic child can be brilliant in mathematics. A dyspraxic child can have an adult vocabulary. It is precisely this discrepancy that disorients those around them: the child is clearly intelligent, yet they fail where everyone expects them to succeed.<\/pee>\nDYS disorders are of neurodevelopmental origin: they arise from a particular functioning of certain areas of the brain, present from birth. They are not the result of a lack of stimulation, a poor teaching method, a deficiency in education, or a psychological problem. They do not \u201cheal\u201d in the strict sense, but appropriate rehabilitation (speech therapy, occupational therapy, psychomotricity) and school accommodations can massively compensate for difficulties and allow for a fully successful school and professional life.<\/pee>\n1.2 The main DYS disorders and what they affect<\/h3>\nSeveral major disorders are distinguished, which frequently co-occur in the same child \u2014 this is called comorbidity. Understanding what each affects is the first step to ensuring the right support.<\/pee>\n\n\n\ud83d\udcd6 Dyslexia<\/h5>\nReading \u00b7 Word identification<\/div>\nDisorder of reading acquisition: confusion of letters (b\/d, p\/q), slow and effortful reading, syllable inversion, difficulty decoding. Oral comprehension remains excellent.<\/pee>\n <\/div>\n\n\u270d\ufe0f Dysorthographia<\/h5>\nSpelling \u00b7 Writing<\/div>\nOften associated with dyslexia: persistent spelling errors despite known rules, slow writing, difficulty applying spelling automatism.<\/pee>\n <\/div>\n\n\ud83e\udd38 Dyspraxia<\/h5>\nGesture \u00b7 Coordination \u00b7 Space<\/div>\nDisorder of planning and coordinating gestures: difficult writing (dysgraphia), clumsiness, difficulties in geometry, dressing, manipulating tools. Spatial organization is affected.<\/pee>\n <\/div>\n\n\ud83d\udd22 Dyscalculia<\/h5>\nNumber \u00b7 Calculation \u00b7 Logic<\/div>\nDisorder of number processing: difficulty counting, memorizing tables, understanding quantities, performing operations. The “sense of number” is impaired.<\/pee>\n <\/div>\n\n\ud83d\udde3\ufe0f Dysphasia<\/h5>\nOral language \u00b7 Expression<\/div>\nDisorder of oral language development: poor vocabulary, poorly constructed sentences, difficulty finding words or understanding complex instructions.<\/pee>\n <\/div>\n\n\ud83c\udfaf ADHD<\/h5>\nAttention \u00b7 Impulsivity \u00b7 Activity<\/div>\nAttention deficit disorder with or without hyperactivity: difficulty maintaining attention, organizing, inhibiting impulsivity. Often associated with other DYS disorders.<\/pee>\n <\/div>\n<\/div>\n\ud83d\udd0e To remember:<\/strong> it is rare for a DYS disorder to be isolated. It is estimated that more than 40% of DYS children have at least two associated disorders. A child who “writes poorly and slowly” may have dyspraxia (the gesture) and dysorthography (spelling). This is why a complete and multidisciplinary assessment is essential: it is not about ticking a box, but about creating a global cognitive profile.<\/pee><\/div>\n\n\n ~10 %<\/span>
\n of school-aged children are estimated to be affected by a DYS disorder, which is about 2 to 3 students per class<\/span>\n <\/div>\n\n 5\u20136 %<\/span>
\n of children have dyslexia, the most frequently identified DYS disorder in school<\/span>\n <\/div>\n\n 40 %+<\/span>
\n of DYS children have multiple associated disorders (comorbidity)<\/span>\n <\/div>\n\n 2 ans<\/span>
\n de d\u00e9calage moyen entre les premiers signes et le diagnostic dans de nombreux parcours \u2014 un d\u00e9lai qu’un rep\u00e9rage pr\u00e9coce r\u00e9duit fortement<\/span>\n <\/div>\n<\/div>\n2. Rep\u00e9rer les premiers signes : par o\u00f9 commencer ?<\/h2>\n2.1 Le bon r\u00e9flexe : observer, sans diagnostiquer<\/h3>\nLa premi\u00e8re chose \u00e0 comprendre, parent comme enseignant : rep\u00e9rer n’est pas diagnostiquer. Personne, en dehors d’un professionnel de sant\u00e9 (orthophoniste, neuropsychologue, m\u00e9decin), ne pose un diagnostic de trouble DYS. Le r\u00f4le de l’entourage est d’observer, de noter, et d’alerter. Cette distinction est lib\u00e9ratrice : vous n’avez pas \u00e0 \u00ab avoir raison \u00bb, vous avez simplement \u00e0 signaler une inqui\u00e9tude l\u00e9gitime pour qu’un bilan soit r\u00e9alis\u00e9.<\/pee>\nLe rep\u00e9rage commence par une observation attentive de la nature des difficult\u00e9s. La question cl\u00e9 n’est pas \u00ab est-ce que l’enfant a des difficult\u00e9s ? \u00bb \u2014 tous les enfants en ont \u00e0 un moment \u2014 mais \u00ab ces difficult\u00e9s sont-elles durables, intenses, et en d\u00e9calage avec ses autres capacit\u00e9s ? \u00bb. Un enfant vif \u00e0 l’oral, curieux, capable de raisonnements complexes, mais qui peine anormalement \u00e0 lire, \u00e0 \u00e9crire ou \u00e0 compter, m\u00e9rite qu’on s’interroge.<\/pee>\n2.2 Les signes d’alerte selon l’\u00e2ge<\/h3>\nLes troubles DYS ne se manifestent pas de la m\u00eame fa\u00e7on \u00e0 4 ans qu’\u00e0 9 ans. Voici les signaux qui doivent attirer l’attention, par tranche d’\u00e2ge scolaire.<\/pee>\n
1.2 The main DYS disorders and what they affect<\/h3>\nSeveral major disorders are distinguished, which frequently co-occur in the same child \u2014 this is called comorbidity. Understanding what each affects is the first step to ensuring the right support.<\/pee>\n\n\n\ud83d\udcd6 Dyslexia<\/h5>\nReading \u00b7 Word identification<\/div>\nDisorder of reading acquisition: confusion of letters (b\/d, p\/q), slow and effortful reading, syllable inversion, difficulty decoding. Oral comprehension remains excellent.<\/pee>\n <\/div>\n\n\u270d\ufe0f Dysorthographia<\/h5>\nSpelling \u00b7 Writing<\/div>\nOften associated with dyslexia: persistent spelling errors despite known rules, slow writing, difficulty applying spelling automatism.<\/pee>\n <\/div>\n\n\ud83e\udd38 Dyspraxia<\/h5>\nGesture \u00b7 Coordination \u00b7 Space<\/div>\nDisorder of planning and coordinating gestures: difficult writing (dysgraphia), clumsiness, difficulties in geometry, dressing, manipulating tools. Spatial organization is affected.<\/pee>\n <\/div>\n\n\ud83d\udd22 Dyscalculia<\/h5>\nNumber \u00b7 Calculation \u00b7 Logic<\/div>\nDisorder of number processing: difficulty counting, memorizing tables, understanding quantities, performing operations. The “sense of number” is impaired.<\/pee>\n <\/div>\n\n\ud83d\udde3\ufe0f Dysphasia<\/h5>\nOral language \u00b7 Expression<\/div>\nDisorder of oral language development: poor vocabulary, poorly constructed sentences, difficulty finding words or understanding complex instructions.<\/pee>\n <\/div>\n\n\ud83c\udfaf ADHD<\/h5>\nAttention \u00b7 Impulsivity \u00b7 Activity<\/div>\nAttention deficit disorder with or without hyperactivity: difficulty maintaining attention, organizing, inhibiting impulsivity. Often associated with other DYS disorders.<\/pee>\n <\/div>\n<\/div>\n\ud83d\udd0e To remember:<\/strong> it is rare for a DYS disorder to be isolated. It is estimated that more than 40% of DYS children have at least two associated disorders. A child who “writes poorly and slowly” may have dyspraxia (the gesture) and dysorthography (spelling). This is why a complete and multidisciplinary assessment is essential: it is not about ticking a box, but about creating a global cognitive profile.<\/pee><\/div>\n\n\n ~10 %<\/span>
\n of school-aged children are estimated to be affected by a DYS disorder, which is about 2 to 3 students per class<\/span>\n <\/div>\n\n 5\u20136 %<\/span>
\n of children have dyslexia, the most frequently identified DYS disorder in school<\/span>\n <\/div>\n\n 40 %+<\/span>
\n of DYS children have multiple associated disorders (comorbidity)<\/span>\n <\/div>\n\n 2 ans<\/span>
\n de d\u00e9calage moyen entre les premiers signes et le diagnostic dans de nombreux parcours \u2014 un d\u00e9lai qu’un rep\u00e9rage pr\u00e9coce r\u00e9duit fortement<\/span>\n <\/div>\n<\/div>\n2. Rep\u00e9rer les premiers signes : par o\u00f9 commencer ?<\/h2>\n2.1 Le bon r\u00e9flexe : observer, sans diagnostiquer<\/h3>\nLa premi\u00e8re chose \u00e0 comprendre, parent comme enseignant : rep\u00e9rer n’est pas diagnostiquer. Personne, en dehors d’un professionnel de sant\u00e9 (orthophoniste, neuropsychologue, m\u00e9decin), ne pose un diagnostic de trouble DYS. Le r\u00f4le de l’entourage est d’observer, de noter, et d’alerter. Cette distinction est lib\u00e9ratrice : vous n’avez pas \u00e0 \u00ab avoir raison \u00bb, vous avez simplement \u00e0 signaler une inqui\u00e9tude l\u00e9gitime pour qu’un bilan soit r\u00e9alis\u00e9.<\/pee>\nLe rep\u00e9rage commence par une observation attentive de la nature des difficult\u00e9s. La question cl\u00e9 n’est pas \u00ab est-ce que l’enfant a des difficult\u00e9s ? \u00bb \u2014 tous les enfants en ont \u00e0 un moment \u2014 mais \u00ab ces difficult\u00e9s sont-elles durables, intenses, et en d\u00e9calage avec ses autres capacit\u00e9s ? \u00bb. Un enfant vif \u00e0 l’oral, curieux, capable de raisonnements complexes, mais qui peine anormalement \u00e0 lire, \u00e0 \u00e9crire ou \u00e0 compter, m\u00e9rite qu’on s’interroge.<\/pee>\n2.2 Les signes d’alerte selon l’\u00e2ge<\/h3>\nLes troubles DYS ne se manifestent pas de la m\u00eame fa\u00e7on \u00e0 4 ans qu’\u00e0 9 ans. Voici les signaux qui doivent attirer l’attention, par tranche d’\u00e2ge scolaire.<\/pee>\n
\n
\n\ud83d\udcd6 Dyslexia<\/h5>\n
\ud83d\udcd6 Dyslexia<\/h5>\nReading \u00b7 Word identification<\/div>\nDisorder of reading acquisition: confusion of letters (b\/d, p\/q), slow and effortful reading, syllable inversion, difficulty decoding. Oral comprehension remains excellent.<\/pee>\n <\/div>\n\n\u270d\ufe0f Dysorthographia<\/h5>\nSpelling \u00b7 Writing<\/div>\nOften associated with dyslexia: persistent spelling errors despite known rules, slow writing, difficulty applying spelling automatism.<\/pee>\n <\/div>\n\n\ud83e\udd38 Dyspraxia<\/h5>\nGesture \u00b7 Coordination \u00b7 Space<\/div>\nDisorder of planning and coordinating gestures: difficult writing (dysgraphia), clumsiness, difficulties in geometry, dressing, manipulating tools. Spatial organization is affected.<\/pee>\n <\/div>\n\n\ud83d\udd22 Dyscalculia<\/h5>\nNumber \u00b7 Calculation \u00b7 Logic<\/div>\nDisorder of number processing: difficulty counting, memorizing tables, understanding quantities, performing operations. The “sense of number” is impaired.<\/pee>\n <\/div>\n\n\ud83d\udde3\ufe0f Dysphasia<\/h5>\nOral language \u00b7 Expression<\/div>\nDisorder of oral language development: poor vocabulary, poorly constructed sentences, difficulty finding words or understanding complex instructions.<\/pee>\n <\/div>\n\n\ud83c\udfaf ADHD<\/h5>\nAttention \u00b7 Impulsivity \u00b7 Activity<\/div>\nAttention deficit disorder with or without hyperactivity: difficulty maintaining attention, organizing, inhibiting impulsivity. Often associated with other DYS disorders.<\/pee>\n <\/div>\n<\/div>\n\ud83d\udd0e To remember:<\/strong> it is rare for a DYS disorder to be isolated. It is estimated that more than 40% of DYS children have at least two associated disorders. A child who “writes poorly and slowly” may have dyspraxia (the gesture) and dysorthography (spelling). This is why a complete and multidisciplinary assessment is essential: it is not about ticking a box, but about creating a global cognitive profile.<\/pee><\/div>\n\n\n ~10 %<\/span>
\n of school-aged children are estimated to be affected by a DYS disorder, which is about 2 to 3 students per class<\/span>\n <\/div>\n\n 5\u20136 %<\/span>
\n of children have dyslexia, the most frequently identified DYS disorder in school<\/span>\n <\/div>\n\n 40 %+<\/span>
\n of DYS children have multiple associated disorders (comorbidity)<\/span>\n <\/div>\n\n 2 ans<\/span>
\n de d\u00e9calage moyen entre les premiers signes et le diagnostic dans de nombreux parcours \u2014 un d\u00e9lai qu’un rep\u00e9rage pr\u00e9coce r\u00e9duit fortement<\/span>\n <\/div>\n<\/div>\n2. Rep\u00e9rer les premiers signes : par o\u00f9 commencer ?<\/h2>\n2.1 Le bon r\u00e9flexe : observer, sans diagnostiquer<\/h3>\nLa premi\u00e8re chose \u00e0 comprendre, parent comme enseignant : rep\u00e9rer n’est pas diagnostiquer. Personne, en dehors d’un professionnel de sant\u00e9 (orthophoniste, neuropsychologue, m\u00e9decin), ne pose un diagnostic de trouble DYS. Le r\u00f4le de l’entourage est d’observer, de noter, et d’alerter. Cette distinction est lib\u00e9ratrice : vous n’avez pas \u00e0 \u00ab avoir raison \u00bb, vous avez simplement \u00e0 signaler une inqui\u00e9tude l\u00e9gitime pour qu’un bilan soit r\u00e9alis\u00e9.<\/pee>\nLe rep\u00e9rage commence par une observation attentive de la nature des difficult\u00e9s. La question cl\u00e9 n’est pas \u00ab est-ce que l’enfant a des difficult\u00e9s ? \u00bb \u2014 tous les enfants en ont \u00e0 un moment \u2014 mais \u00ab ces difficult\u00e9s sont-elles durables, intenses, et en d\u00e9calage avec ses autres capacit\u00e9s ? \u00bb. Un enfant vif \u00e0 l’oral, curieux, capable de raisonnements complexes, mais qui peine anormalement \u00e0 lire, \u00e0 \u00e9crire ou \u00e0 compter, m\u00e9rite qu’on s’interroge.<\/pee>\n2.2 Les signes d’alerte selon l’\u00e2ge<\/h3>\nLes troubles DYS ne se manifestent pas de la m\u00eame fa\u00e7on \u00e0 4 ans qu’\u00e0 9 ans. Voici les signaux qui doivent attirer l’attention, par tranche d’\u00e2ge scolaire.<\/pee>\n
\n\u270d\ufe0f Dysorthographia<\/h5>\n
\u270d\ufe0f Dysorthographia<\/h5>\nSpelling \u00b7 Writing<\/div>\nOften associated with dyslexia: persistent spelling errors despite known rules, slow writing, difficulty applying spelling automatism.<\/pee>\n <\/div>\n\n\ud83e\udd38 Dyspraxia<\/h5>\nGesture \u00b7 Coordination \u00b7 Space<\/div>\nDisorder of planning and coordinating gestures: difficult writing (dysgraphia), clumsiness, difficulties in geometry, dressing, manipulating tools. Spatial organization is affected.<\/pee>\n <\/div>\n\n\ud83d\udd22 Dyscalculia<\/h5>\nNumber \u00b7 Calculation \u00b7 Logic<\/div>\nDisorder of number processing: difficulty counting, memorizing tables, understanding quantities, performing operations. The “sense of number” is impaired.<\/pee>\n <\/div>\n\n\ud83d\udde3\ufe0f Dysphasia<\/h5>\nOral language \u00b7 Expression<\/div>\nDisorder of oral language development: poor vocabulary, poorly constructed sentences, difficulty finding words or understanding complex instructions.<\/pee>\n <\/div>\n\n\ud83c\udfaf ADHD<\/h5>\nAttention \u00b7 Impulsivity \u00b7 Activity<\/div>\nAttention deficit disorder with or without hyperactivity: difficulty maintaining attention, organizing, inhibiting impulsivity. Often associated with other DYS disorders.<\/pee>\n <\/div>\n<\/div>\n\ud83d\udd0e To remember:<\/strong> it is rare for a DYS disorder to be isolated. It is estimated that more than 40% of DYS children have at least two associated disorders. A child who “writes poorly and slowly” may have dyspraxia (the gesture) and dysorthography (spelling). This is why a complete and multidisciplinary assessment is essential: it is not about ticking a box, but about creating a global cognitive profile.<\/pee><\/div>\n\n\n ~10 %<\/span>
\n of school-aged children are estimated to be affected by a DYS disorder, which is about 2 to 3 students per class<\/span>\n <\/div>\n\n 5\u20136 %<\/span>
\n of children have dyslexia, the most frequently identified DYS disorder in school<\/span>\n <\/div>\n\n 40 %+<\/span>
\n of DYS children have multiple associated disorders (comorbidity)<\/span>\n <\/div>\n\n 2 ans<\/span>
\n de d\u00e9calage moyen entre les premiers signes et le diagnostic dans de nombreux parcours \u2014 un d\u00e9lai qu’un rep\u00e9rage pr\u00e9coce r\u00e9duit fortement<\/span>\n <\/div>\n<\/div>\n2. Rep\u00e9rer les premiers signes : par o\u00f9 commencer ?<\/h2>\n2.1 Le bon r\u00e9flexe : observer, sans diagnostiquer<\/h3>\nLa premi\u00e8re chose \u00e0 comprendre, parent comme enseignant : rep\u00e9rer n’est pas diagnostiquer. Personne, en dehors d’un professionnel de sant\u00e9 (orthophoniste, neuropsychologue, m\u00e9decin), ne pose un diagnostic de trouble DYS. Le r\u00f4le de l’entourage est d’observer, de noter, et d’alerter. Cette distinction est lib\u00e9ratrice : vous n’avez pas \u00e0 \u00ab avoir raison \u00bb, vous avez simplement \u00e0 signaler une inqui\u00e9tude l\u00e9gitime pour qu’un bilan soit r\u00e9alis\u00e9.<\/pee>\nLe rep\u00e9rage commence par une observation attentive de la nature des difficult\u00e9s. La question cl\u00e9 n’est pas \u00ab est-ce que l’enfant a des difficult\u00e9s ? \u00bb \u2014 tous les enfants en ont \u00e0 un moment \u2014 mais \u00ab ces difficult\u00e9s sont-elles durables, intenses, et en d\u00e9calage avec ses autres capacit\u00e9s ? \u00bb. Un enfant vif \u00e0 l’oral, curieux, capable de raisonnements complexes, mais qui peine anormalement \u00e0 lire, \u00e0 \u00e9crire ou \u00e0 compter, m\u00e9rite qu’on s’interroge.<\/pee>\n2.2 Les signes d’alerte selon l’\u00e2ge<\/h3>\nLes troubles DYS ne se manifestent pas de la m\u00eame fa\u00e7on \u00e0 4 ans qu’\u00e0 9 ans. Voici les signaux qui doivent attirer l’attention, par tranche d’\u00e2ge scolaire.<\/pee>\n
\n\ud83e\udd38 Dyspraxia<\/h5>\n
\ud83e\udd38 Dyspraxia<\/h5>\nGesture \u00b7 Coordination \u00b7 Space<\/div>\nDisorder of planning and coordinating gestures: difficult writing (dysgraphia), clumsiness, difficulties in geometry, dressing, manipulating tools. Spatial organization is affected.<\/pee>\n <\/div>\n\n\ud83d\udd22 Dyscalculia<\/h5>\nNumber \u00b7 Calculation \u00b7 Logic<\/div>\nDisorder of number processing: difficulty counting, memorizing tables, understanding quantities, performing operations. The “sense of number” is impaired.<\/pee>\n <\/div>\n\n\ud83d\udde3\ufe0f Dysphasia<\/h5>\nOral language \u00b7 Expression<\/div>\nDisorder of oral language development: poor vocabulary, poorly constructed sentences, difficulty finding words or understanding complex instructions.<\/pee>\n <\/div>\n\n\ud83c\udfaf ADHD<\/h5>\nAttention \u00b7 Impulsivity \u00b7 Activity<\/div>\nAttention deficit disorder with or without hyperactivity: difficulty maintaining attention, organizing, inhibiting impulsivity. Often associated with other DYS disorders.<\/pee>\n <\/div>\n<\/div>\n\ud83d\udd0e To remember:<\/strong> it is rare for a DYS disorder to be isolated. It is estimated that more than 40% of DYS children have at least two associated disorders. A child who “writes poorly and slowly” may have dyspraxia (the gesture) and dysorthography (spelling). This is why a complete and multidisciplinary assessment is essential: it is not about ticking a box, but about creating a global cognitive profile.<\/pee><\/div>\n\n\n ~10 %<\/span>
\n of school-aged children are estimated to be affected by a DYS disorder, which is about 2 to 3 students per class<\/span>\n <\/div>\n\n 5\u20136 %<\/span>
\n of children have dyslexia, the most frequently identified DYS disorder in school<\/span>\n <\/div>\n\n 40 %+<\/span>
\n of DYS children have multiple associated disorders (comorbidity)<\/span>\n <\/div>\n\n 2 ans<\/span>
\n de d\u00e9calage moyen entre les premiers signes et le diagnostic dans de nombreux parcours \u2014 un d\u00e9lai qu’un rep\u00e9rage pr\u00e9coce r\u00e9duit fortement<\/span>\n <\/div>\n<\/div>\n2. Rep\u00e9rer les premiers signes : par o\u00f9 commencer ?<\/h2>\n2.1 Le bon r\u00e9flexe : observer, sans diagnostiquer<\/h3>\nLa premi\u00e8re chose \u00e0 comprendre, parent comme enseignant : rep\u00e9rer n’est pas diagnostiquer. Personne, en dehors d’un professionnel de sant\u00e9 (orthophoniste, neuropsychologue, m\u00e9decin), ne pose un diagnostic de trouble DYS. Le r\u00f4le de l’entourage est d’observer, de noter, et d’alerter. Cette distinction est lib\u00e9ratrice : vous n’avez pas \u00e0 \u00ab avoir raison \u00bb, vous avez simplement \u00e0 signaler une inqui\u00e9tude l\u00e9gitime pour qu’un bilan soit r\u00e9alis\u00e9.<\/pee>\nLe rep\u00e9rage commence par une observation attentive de la nature des difficult\u00e9s. La question cl\u00e9 n’est pas \u00ab est-ce que l’enfant a des difficult\u00e9s ? \u00bb \u2014 tous les enfants en ont \u00e0 un moment \u2014 mais \u00ab ces difficult\u00e9s sont-elles durables, intenses, et en d\u00e9calage avec ses autres capacit\u00e9s ? \u00bb. Un enfant vif \u00e0 l’oral, curieux, capable de raisonnements complexes, mais qui peine anormalement \u00e0 lire, \u00e0 \u00e9crire ou \u00e0 compter, m\u00e9rite qu’on s’interroge.<\/pee>\n2.2 Les signes d’alerte selon l’\u00e2ge<\/h3>\nLes troubles DYS ne se manifestent pas de la m\u00eame fa\u00e7on \u00e0 4 ans qu’\u00e0 9 ans. Voici les signaux qui doivent attirer l’attention, par tranche d’\u00e2ge scolaire.<\/pee>\n
\n\ud83d\udd22 Dyscalculia<\/h5>\n
\ud83d\udd22 Dyscalculia<\/h5>\nNumber \u00b7 Calculation \u00b7 Logic<\/div>\nDisorder of number processing: difficulty counting, memorizing tables, understanding quantities, performing operations. The “sense of number” is impaired.<\/pee>\n <\/div>\n\n\ud83d\udde3\ufe0f Dysphasia<\/h5>\nOral language \u00b7 Expression<\/div>\nDisorder of oral language development: poor vocabulary, poorly constructed sentences, difficulty finding words or understanding complex instructions.<\/pee>\n <\/div>\n\n\ud83c\udfaf ADHD<\/h5>\nAttention \u00b7 Impulsivity \u00b7 Activity<\/div>\nAttention deficit disorder with or without hyperactivity: difficulty maintaining attention, organizing, inhibiting impulsivity. Often associated with other DYS disorders.<\/pee>\n <\/div>\n<\/div>\n\ud83d\udd0e To remember:<\/strong> it is rare for a DYS disorder to be isolated. It is estimated that more than 40% of DYS children have at least two associated disorders. A child who “writes poorly and slowly” may have dyspraxia (the gesture) and dysorthography (spelling). This is why a complete and multidisciplinary assessment is essential: it is not about ticking a box, but about creating a global cognitive profile.<\/pee><\/div>\n\n\n ~10 %<\/span>
\n of school-aged children are estimated to be affected by a DYS disorder, which is about 2 to 3 students per class<\/span>\n <\/div>\n\n 5\u20136 %<\/span>
\n of children have dyslexia, the most frequently identified DYS disorder in school<\/span>\n <\/div>\n\n 40 %+<\/span>
\n of DYS children have multiple associated disorders (comorbidity)<\/span>\n <\/div>\n\n 2 ans<\/span>
\n de d\u00e9calage moyen entre les premiers signes et le diagnostic dans de nombreux parcours \u2014 un d\u00e9lai qu’un rep\u00e9rage pr\u00e9coce r\u00e9duit fortement<\/span>\n <\/div>\n<\/div>\n2. Rep\u00e9rer les premiers signes : par o\u00f9 commencer ?<\/h2>\n2.1 Le bon r\u00e9flexe : observer, sans diagnostiquer<\/h3>\nLa premi\u00e8re chose \u00e0 comprendre, parent comme enseignant : rep\u00e9rer n’est pas diagnostiquer. Personne, en dehors d’un professionnel de sant\u00e9 (orthophoniste, neuropsychologue, m\u00e9decin), ne pose un diagnostic de trouble DYS. Le r\u00f4le de l’entourage est d’observer, de noter, et d’alerter. Cette distinction est lib\u00e9ratrice : vous n’avez pas \u00e0 \u00ab avoir raison \u00bb, vous avez simplement \u00e0 signaler une inqui\u00e9tude l\u00e9gitime pour qu’un bilan soit r\u00e9alis\u00e9.<\/pee>\nLe rep\u00e9rage commence par une observation attentive de la nature des difficult\u00e9s. La question cl\u00e9 n’est pas \u00ab est-ce que l’enfant a des difficult\u00e9s ? \u00bb \u2014 tous les enfants en ont \u00e0 un moment \u2014 mais \u00ab ces difficult\u00e9s sont-elles durables, intenses, et en d\u00e9calage avec ses autres capacit\u00e9s ? \u00bb. Un enfant vif \u00e0 l’oral, curieux, capable de raisonnements complexes, mais qui peine anormalement \u00e0 lire, \u00e0 \u00e9crire ou \u00e0 compter, m\u00e9rite qu’on s’interroge.<\/pee>\n2.2 Les signes d’alerte selon l’\u00e2ge<\/h3>\nLes troubles DYS ne se manifestent pas de la m\u00eame fa\u00e7on \u00e0 4 ans qu’\u00e0 9 ans. Voici les signaux qui doivent attirer l’attention, par tranche d’\u00e2ge scolaire.<\/pee>\n
\n\ud83d\udde3\ufe0f Dysphasia<\/h5>\n
\ud83d\udde3\ufe0f Dysphasia<\/h5>\nOral language \u00b7 Expression<\/div>\nDisorder of oral language development: poor vocabulary, poorly constructed sentences, difficulty finding words or understanding complex instructions.<\/pee>\n <\/div>\n\n\ud83c\udfaf ADHD<\/h5>\nAttention \u00b7 Impulsivity \u00b7 Activity<\/div>\nAttention deficit disorder with or without hyperactivity: difficulty maintaining attention, organizing, inhibiting impulsivity. Often associated with other DYS disorders.<\/pee>\n <\/div>\n<\/div>\n\ud83d\udd0e To remember:<\/strong> it is rare for a DYS disorder to be isolated. It is estimated that more than 40% of DYS children have at least two associated disorders. A child who “writes poorly and slowly” may have dyspraxia (the gesture) and dysorthography (spelling). This is why a complete and multidisciplinary assessment is essential: it is not about ticking a box, but about creating a global cognitive profile.<\/pee><\/div>\n\n\n ~10 %<\/span>
\n of school-aged children are estimated to be affected by a DYS disorder, which is about 2 to 3 students per class<\/span>\n <\/div>\n\n 5\u20136 %<\/span>
\n of children have dyslexia, the most frequently identified DYS disorder in school<\/span>\n <\/div>\n\n 40 %+<\/span>
\n of DYS children have multiple associated disorders (comorbidity)<\/span>\n <\/div>\n\n 2 ans<\/span>
\n de d\u00e9calage moyen entre les premiers signes et le diagnostic dans de nombreux parcours \u2014 un d\u00e9lai qu’un rep\u00e9rage pr\u00e9coce r\u00e9duit fortement<\/span>\n <\/div>\n<\/div>\n2. Rep\u00e9rer les premiers signes : par o\u00f9 commencer ?<\/h2>\n2.1 Le bon r\u00e9flexe : observer, sans diagnostiquer<\/h3>\nLa premi\u00e8re chose \u00e0 comprendre, parent comme enseignant : rep\u00e9rer n’est pas diagnostiquer. Personne, en dehors d’un professionnel de sant\u00e9 (orthophoniste, neuropsychologue, m\u00e9decin), ne pose un diagnostic de trouble DYS. Le r\u00f4le de l’entourage est d’observer, de noter, et d’alerter. Cette distinction est lib\u00e9ratrice : vous n’avez pas \u00e0 \u00ab avoir raison \u00bb, vous avez simplement \u00e0 signaler une inqui\u00e9tude l\u00e9gitime pour qu’un bilan soit r\u00e9alis\u00e9.<\/pee>\nLe rep\u00e9rage commence par une observation attentive de la nature des difficult\u00e9s. La question cl\u00e9 n’est pas \u00ab est-ce que l’enfant a des difficult\u00e9s ? \u00bb \u2014 tous les enfants en ont \u00e0 un moment \u2014 mais \u00ab ces difficult\u00e9s sont-elles durables, intenses, et en d\u00e9calage avec ses autres capacit\u00e9s ? \u00bb. Un enfant vif \u00e0 l’oral, curieux, capable de raisonnements complexes, mais qui peine anormalement \u00e0 lire, \u00e0 \u00e9crire ou \u00e0 compter, m\u00e9rite qu’on s’interroge.<\/pee>\n2.2 Les signes d’alerte selon l’\u00e2ge<\/h3>\nLes troubles DYS ne se manifestent pas de la m\u00eame fa\u00e7on \u00e0 4 ans qu’\u00e0 9 ans. Voici les signaux qui doivent attirer l’attention, par tranche d’\u00e2ge scolaire.<\/pee>\n
\n\ud83c\udfaf ADHD<\/h5>\n
\ud83c\udfaf ADHD<\/h5>\nAttention \u00b7 Impulsivity \u00b7 Activity<\/div>\nAttention deficit disorder with or without hyperactivity: difficulty maintaining attention, organizing, inhibiting impulsivity. Often associated with other DYS disorders.<\/pee>\n <\/div>\n<\/div>\n\ud83d\udd0e To remember:<\/strong> it is rare for a DYS disorder to be isolated. It is estimated that more than 40% of DYS children have at least two associated disorders. A child who “writes poorly and slowly” may have dyspraxia (the gesture) and dysorthography (spelling). This is why a complete and multidisciplinary assessment is essential: it is not about ticking a box, but about creating a global cognitive profile.<\/pee><\/div>\n\n\n ~10 %<\/span>
\n of school-aged children are estimated to be affected by a DYS disorder, which is about 2 to 3 students per class<\/span>\n <\/div>\n\n 5\u20136 %<\/span>
\n of children have dyslexia, the most frequently identified DYS disorder in school<\/span>\n <\/div>\n\n 40 %+<\/span>
\n of DYS children have multiple associated disorders (comorbidity)<\/span>\n <\/div>\n\n 2 ans<\/span>
\n de d\u00e9calage moyen entre les premiers signes et le diagnostic dans de nombreux parcours \u2014 un d\u00e9lai qu’un rep\u00e9rage pr\u00e9coce r\u00e9duit fortement<\/span>\n <\/div>\n<\/div>\n2. Rep\u00e9rer les premiers signes : par o\u00f9 commencer ?<\/h2>\n2.1 Le bon r\u00e9flexe : observer, sans diagnostiquer<\/h3>\nLa premi\u00e8re chose \u00e0 comprendre, parent comme enseignant : rep\u00e9rer n’est pas diagnostiquer. Personne, en dehors d’un professionnel de sant\u00e9 (orthophoniste, neuropsychologue, m\u00e9decin), ne pose un diagnostic de trouble DYS. Le r\u00f4le de l’entourage est d’observer, de noter, et d’alerter. Cette distinction est lib\u00e9ratrice : vous n’avez pas \u00e0 \u00ab avoir raison \u00bb, vous avez simplement \u00e0 signaler une inqui\u00e9tude l\u00e9gitime pour qu’un bilan soit r\u00e9alis\u00e9.<\/pee>\nLe rep\u00e9rage commence par une observation attentive de la nature des difficult\u00e9s. La question cl\u00e9 n’est pas \u00ab est-ce que l’enfant a des difficult\u00e9s ? \u00bb \u2014 tous les enfants en ont \u00e0 un moment \u2014 mais \u00ab ces difficult\u00e9s sont-elles durables, intenses, et en d\u00e9calage avec ses autres capacit\u00e9s ? \u00bb. Un enfant vif \u00e0 l’oral, curieux, capable de raisonnements complexes, mais qui peine anormalement \u00e0 lire, \u00e0 \u00e9crire ou \u00e0 compter, m\u00e9rite qu’on s’interroge.<\/pee>\n2.2 Les signes d’alerte selon l’\u00e2ge<\/h3>\nLes troubles DYS ne se manifestent pas de la m\u00eame fa\u00e7on \u00e0 4 ans qu’\u00e0 9 ans. Voici les signaux qui doivent attirer l’attention, par tranche d’\u00e2ge scolaire.<\/pee>\n
\n
\n ~10 %<\/span>
\n of school-aged children are estimated to be affected by a DYS disorder, which is about 2 to 3 students per class<\/span>\n <\/div>\n
\n of school-aged children are estimated to be affected by a DYS disorder, which is about 2 to 3 students per class<\/span>\n <\/div>\n
\n 5\u20136 %<\/span>
\n of children have dyslexia, the most frequently identified DYS disorder in school<\/span>\n <\/div>\n
\n of children have dyslexia, the most frequently identified DYS disorder in school<\/span>\n <\/div>\n
\n 40 %+<\/span>
\n of DYS children have multiple associated disorders (comorbidity)<\/span>\n <\/div>\n
\n of DYS children have multiple associated disorders (comorbidity)<\/span>\n <\/div>\n
\n 2 ans<\/span>
\n de d\u00e9calage moyen entre les premiers signes et le diagnostic dans de nombreux parcours \u2014 un d\u00e9lai qu’un rep\u00e9rage pr\u00e9coce r\u00e9duit fortement<\/span>\n <\/div>\n<\/div>\n2. Rep\u00e9rer les premiers signes : par o\u00f9 commencer ?<\/h2>\n
\n de d\u00e9calage moyen entre les premiers signes et le diagnostic dans de nombreux parcours \u2014 un d\u00e9lai qu’un rep\u00e9rage pr\u00e9coce r\u00e9duit fortement<\/span>\n <\/div>\n<\/div>\n
![\"Formation](\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2025\/08\/Institut-de-Formation-DYNSEO-2.png\")