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Les le\u00e7ons \u00e9tant courtes, la plupart des apprenants r\u00e9partissent le parcours sur deux \u00e0 quatre semaines, \u00e0 raison de quelques s\u00e9quences de vingt minutes. L'acc\u00e8s reste ensuite ouvert sans limite de dur\u00e9e : on peut revenir sur la le\u00e7on consacr\u00e9e \u00e0 la dyscalculie ou \u00e0 la dyspraxie pr\u00e9cis\u00e9ment au moment o\u00f9 la situation se pr\u00e9sente en classe. Cette souplesse permet de concilier la formation avec un emploi du temps charg\u00e9, sans jamais devoir tout suivre d'un seul tenant.\"\n          }\n        },\n        {\n          \"@type\": \"Question\",\n          \"name\": \"L'acc\u00e8s est-il limit\u00e9 dans le temps ?\",\n          \"acceptedAnswer\": {\n            \"@type\": \"Answer\",\n            \"text\": \"Non. Une fois l'inscription valid\u00e9e, l'acc\u00e8s est imm\u00e9diat et illimit\u00e9. La formation s'affiche dans votre espace apprenant et vous pouvez la consulter autant de fois que vous le souhaitez, sur ordinateur, tablette ou smartphone. C'est un choix assum\u00e9 : les troubles DYS accompagnent l'enfant sur plusieurs ann\u00e9es de scolarit\u00e9, et vous rencontrerez de nouvelles situations au fil du temps. Pouvoir revoir une le\u00e7on un an apr\u00e8s l'avoir suivie, quand un nouvel \u00e9l\u00e8ve arrive dans la classe, fait toute la valeur d'un acc\u00e8s qui ne se p\u00e9rime pas.\"\n          }\n        },\n        {\n          \"@type\": \"Question\",\n          \"name\": \"Re\u00e7oit-on un certificat \u00e0 la fin ?\",\n          \"acceptedAnswer\": {\n            \"@type\": \"Answer\",\n            \"text\": \"\u00c0 l'issue du parcours, et apr\u00e8s validation des quiz, DYNSEO d\u00e9livre une attestation de fin de formation nominative. Elle mentionne l'intitul\u00e9 de la formation et peut \u00eatre vers\u00e9e \u00e0 votre dossier professionnel ou \u00e0 la d\u00e9marche qualit\u00e9 de votre structure. Il ne s'agit pas d'un dipl\u00f4me d'\u00c9tat ni d'une qualification r\u00e9glement\u00e9e, mais d'une attestation de participation \u00e0 une action de formation, d\u00e9livr\u00e9e par un organisme certifi\u00e9 Qualiopi sous le num\u00e9ro 11757351875. C'est le document attendu dans la plupart des dossiers de d\u00e9veloppement des comp\u00e9tences.\"\n          }\n        },\n        {\n          \"@type\": \"Question\",\n          \"name\": \"La formation peut-elle \u00eatre prise en charge ?\",\n          \"acceptedAnswer\": {\n            \"@type\": \"Answer\",\n            \"text\": \"C'est envisageable : la certification Qualiopi de DYNSEO est la condition g\u00e9n\u00e9ralement requise pour une prise en charge au titre du plan de d\u00e9veloppement des comp\u00e9tences ou par un op\u00e9rateur de comp\u00e9tences. Les r\u00e8gles varient toutefois selon les statuts, les employeurs et les financeurs, et aucun montant ne peut \u00eatre garanti \u00e0 l'avance. La d\u00e9marche fiable consiste \u00e0 faire valider le programme et le devis par votre service ressources humaines ou votre organisme financeur avant de proc\u00e9der \u00e0 l'achat, afin de conna\u00eetre pr\u00e9cis\u00e9ment les conditions applicables \u00e0 votre situation.\"\n          }\n        },\n        {\n          \"@type\": \"Question\",\n          \"name\": \"Faut-il des connaissances pr\u00e9alables sur les troubles DYS ?\",\n          \"acceptedAnswer\": {\n            \"@type\": \"Answer\",\n            \"text\": \"Non. La formation est class\u00e9e tous niveaux et d\u00e9marre par les fondamentaux : le module 1 explique simplement ce que sont la dyslexie, la dysorthographie, la dyscalculie, la dysphasie et la dyspraxie, avant d'aborder les adaptations. Elle convient donc aussi bien \u00e0 un professionnel qui d\u00e9couvre le sujet qu'\u00e0 un enseignant exp\u00e9riment\u00e9 souhaitant structurer et actualiser ses connaissances. Aucun mat\u00e9riel particulier n'est n\u00e9cessaire : un simple acc\u00e8s internet suffit, et les contenus sont pens\u00e9s pour \u00eatre imm\u00e9diatement transposables dans une classe ordinaire.\"\n          }\n        }\n      ]\n    }\n  ]\n}\n<\/script><\/p>\n<div class=\"dbi-art-af4f03\">\n<!--\n\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\nDYNSEO \u2014 SEO\/GEO ARTICLE TEMPLATE  \u00b7  v1.0\nDo not modify class names: the script generer-articles.py\nand all previously published articles depend on it.\n\nThe script generer-articles.py injects, in order: the colored header,\nthe training or tool box, the written body, and then the structured data.\n\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\n--><\/p>\n<div class=\"dyn-article\">\n<header class=\"dyn-pagehead dyn-pagehead--jaune\">\n  <span class=\"dyn-pagehead__cat\">Professionals \u00b7 DYS disorders<\/span><\/p>\n<h1>Training \u201cIdentify and support DYS disorders in primary school\u201d: program, content, and who it is for<\/h1>\n<pee class=\"dyn-pagehead__lead\">In a primary class, DYS disorders almost never announce themselves by name. They first appear in the form of small phrases repeated year after year: \u201che still reverses his letters\u201d, \u201cshe is smart but she doesn&#8217;t keep up\u201d, \u201che forgets the instructions by the time he copies them\u201d, \u201cshe makes an effort but spelling doesn&#8217;t stick\u201d. Accurate observations, almost always misinterpreted: there is talk of lack of effort, distraction, unwillingness, where a particular neurodevelopmental functioning is at play. The training \u201cIdentify and support DYS disorders in primary school\u201d has been specifically designed to bridge this gap between what the adult sees and what the child experiences.<\/pee>\n<ul class=\"dyn-pagehead__meta\">\n<li>\u23f1\ufe0f 14 min read<\/li>\n<li>\ud83d\udc65 For professionals<\/li>\n<li>\ud83d\udd04 Updated in August 2026<\/li>\n<\/ul>\n<\/header>\n<aside class=\"dyn-hero\" aria-label=\"Training presented in this article\">\n<div class=\"dyn-hero__grid\">\n<div class=\"dyn-hero__media\"><a href=\"https:\/\/www.dynseo.com\/en\/courses\/identify-and-support-dys-disorders-in-primary-school-en\/\"><img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2025\/08\/Institut-de-Formation-DYNSEO-2.png\" alt=\"DYNSEO Training \u2018Identify and support DYS disorders in primary school\u2019\" width=\"1920\" height=\"1080\" loading=\"lazy\"><\/a><\/div>\n<div class=\"dyn-hero__body\">\n      <span class=\"dyn-hero__eyebrow\">The training related to this article<\/span>\n      <pee class=\"dyn-hero__title\"><a href=\"https:\/\/www.dynseo.com\/en\/courses\/identify-and-support-dys-disorders-in-primary-school-en\/\">Identify and support DYS disorders in primary school<\/a><\/pee>\n      <pee class=\"dyn-hero__pitch\">Everything this article explains, put into practice.<\/pee>\n<ul class=\"dyn-badges\">\n<li>\ud83c\udfa5 7 modules \u00b7 24 lessons<\/li>\n<li>\ud83d\udcbb 100 % online<\/li>\n<li>\u23f1\ufe0f At your own pace<\/li>\n<li>\ud83c\udfc5 Qualiopi organization<\/li>\n<li>\ud83c\udf0d 9 languages<\/li>\n<\/ul>\n<div class=\"dyn-hero__actions\">\n        <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/en\/courses\/identify-and-support-dys-disorders-in-primary-school-en\/\">See the training<\/a><br \/>\n        <span class=\"dyn-hero__price\">150.0 \u20ac<\/span>\n      <\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/aside>\n<pee>This page details this DYNSEO online training: its content module by module, the professionals it is aimed at, its actual duration, its price, its access and deployment methods in a school or a team \u2014 as well as the exact scope it covers and what it intentionally leaves to the healthcare professional. The goal is not to make you a diagnostician, but to give you a fair perspective and concrete actions that can be applied the very next day in class.<\/pee>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 SHORT RESPONSE (GEO) \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<section class=\"dyn-tldr\">\n<h2>The essentials in 30 seconds<\/h2>\n<pee>100% online training with <strong>7 modules and 24 lessons<\/strong>, lasting approximately <strong>4 hours<\/strong>, aimed at professionals who support DYS children in primary school. Price: <strong>150 \u20ac<\/strong>. Immediate and unlimited access.<\/pee>\n<ul>\n<li><strong>For whom<\/strong> \u2014 teachers, ATSEM, AESH, school directors, after-school activity leaders, speech therapists, healthcare professionals, parents involved in education.<\/li>\n<li><strong>Objective<\/strong> \u2014 to know how to identify warning signs, understand each DYS disorder, and implement concrete adaptations, without substituting for diagnosis.<\/li>\n<li><strong>What is covered<\/strong> \u2014 dyslexia, dysorthographia, dyscalculia, dysphasia, dyspraxia; emotions and motivation; pedagogical adaptations; inclusive strategies; school-family link; situational workshops.<\/li>\n<li><strong>What is not covered<\/strong> \u2014 medical diagnosis and rehabilitation, which remain the responsibility of healthcare professionals.<\/li>\n<li><strong>Organization<\/strong> \u2014 DYNSEO, certified Qualiopi (No. 11757351875), certificate of completion issued.<\/li>\n<\/ul>\n<\/section>\n<nav class=\"dyn-toc\" aria-label=\"Table of contents\">\n  <pee>In the table of contents<\/pee>\n<ol>\n<li><a href=\"#dyn-probleme\">The problem that the training solves in class<\/a><\/li>\n<li><a href=\"#dyn-pourqui\">Who the training is for<\/a><\/li>\n<li><a href=\"#dyn-programme\">The program: 7 modules, 24 lessons<\/a><\/li>\n<li><a href=\"#dyn-format\">Format and organization<\/a><\/li>\n<li><a href=\"#dyn-competences\">What you will be able to do by the end<\/a><\/li>\n<li><a href=\"#dyn-qualiopi\">Qualiopi, certificate, and funding<\/a><\/li>\n<li><a href=\"#dyn-equipe\">Deploying the training in a school<\/a><\/li>\n<li><a href=\"#dyn-tarif\">Price and registration<\/a><\/li>\n<li><a href=\"#dyn-limites\">What this training is not<\/a><\/li>\n<li><a href=\"#dyn-faq\">Frequently asked questions<\/a><\/li>\n<\/ol>\n<\/nav>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 1 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-probleme\">The problem that the training &#8220;Identify and support DYS disorders&#8221; solves in class<\/h2>\n<pee>DYS disorders are lasting neurodevelopmental disorders: they affect children of normal intelligence, but whose specific function \u2014 reading, writing, calculating, expressing oneself, coordinating a gesture \u2014 does not develop as expected. In the absence of benchmarks, a well-meaning adult may spend months asking a child for &#8220;more effort&#8221; when the child is already putting in a lot for modest results. It is this misunderstanding, more than the disorder itself, that undermines the student&#8217;s confidence.<\/pee>\n<pee>The first benefit of the training is to translate classroom behaviors into accurate hypotheses. The table below illustrates this shift in interpretation that the training teaches to identify.<\/pee>\n<div class=\"dyn-tablewrap\">\n<table>\n<thead>\n<tr>\n<th>What is observed in class<\/th>\n<th>Frequent interpretation<\/th>\n<th>What it often concerns<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Confuses b\/d, p\/q, skips lines while reading<\/td>\n<td>Inattention, lack of training<\/td>\n<td>Evocative signs of dyslexia<\/td>\n<\/tr>\n<tr>\n<td>Writes the same word in three different ways<\/td>\n<td>Lack of rigor<\/td>\n<td>Dysorthography associated<\/td>\n<\/tr>\n<tr>\n<td>Gets lost in numbers and operations<\/td>\n<td>Does not know his tables<\/td>\n<td>Possible dyscalculia<\/td>\n<\/tr>\n<tr>\n<td>Searches for words, poorly constructs sentences<\/td>\n<td>Shyness, language delay<\/td>\n<td>Dysphasia to explore<\/td>\n<\/tr>\n<tr>\n<td>Illegible writing, clumsy gestures, avoids sports<\/td>\n<td>Child &#8220;not careful&#8221;<\/td>\n<td>Dyspraxia, including dysgraphia<\/td>\n<\/tr>\n<tr>\n<td>Gets discouraged, refuses to start, says &#8220;I am useless&#8221;<\/td>\n<td>Lack of motivation<\/td>\n<td>Emotional impact of the disorder<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<pee>Each line of this table calls for a precise conduct: observe without labeling, adapt what can be immediately adapted, and inform the right interlocutors so that the child is directed towards an assessment. Training does not teach how to make a diagnosis \u2014 that remains the role of the doctor, speech therapist, and neuropsychologist \u2014 but to no longer overlook signals that, identified early, change a child&#8217;s educational path.<\/pee>\n<div class=\"dyn-alerte\">\n  <strong>\u26a0\ufe0f A principle that runs through the entire training<\/strong>\n  <pee>Identifying is not diagnosing. In the face of evocative signs, the right reaction is never to announce a disorder to the child or the family, but to precisely describe what is observed and to refer to a health professional. Any sign of marked distress \u2014 withdrawal, anxiety, school refusal \u2014 justifies a discussion with the doctor or school psychologist.<\/pee>\n<\/div>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 2 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-pourqui\">Who the training is aimed at<\/h2>\n<pee>The training primarily targets professionals who interact with the child during school and extracurricular time, where DYS disorders manifest daily: in reading, dictation, mathematics, during recess, and in motor skills.<\/pee>\n<div class=\"dyn-cards\">\n<div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83c\udf4e<\/span><\/p>\n<h3>Primary school teachers<\/h3>\n<pee>From kindergarten to CM2, those who build fundamental learning and encounter reading, writing, and calculation discrepancies first.<\/pee>\n  <\/div>\n<div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83e\udd1d<\/span><\/p>\n<h3>AESH and ATSEM<\/h3>\n<pee>Close to the student, they apply adaptations daily: the training gives them the understanding of what they do, not just the actions.<\/pee>\n  <\/div>\n<div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83c\udfeb<\/span><\/p>\n<h3>Directors and educational teams<\/h3>\n<pee>A common foundation to harmonize practices in a school, prepare educational teams, and communicate with families in a unified voice.<\/pee>\n  <\/div>\n<div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83c\udfa8<\/span><\/p>\n<h3>Extracurricular activity leaders<\/h3>\n<pee>During study, lunch, and activity times, adapt without failing or stigmatizing a child who tires more quickly.<\/pee>\n  <\/div>\n<div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83e\ude7a<\/span><\/p>\n<h3>Health professionals<\/h3>\n<pee>Speech therapists, psychomotor therapists, occupational therapists who wish to better articulate their work with the concrete reality of the classroom.<\/pee>\n  <\/div>\n<div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83d\udc6a<\/span><\/p>\n<h3>Involved parents<\/h3>\n<pee>Understand their child&#8217;s disorder, support homework without conflict, and communicate effectively with the school and therapists.<\/pee>\n  <\/div>\n<\/div>\n<h3>Made for you \/ not made for you<\/h3>\n<div class=\"dyn-tablewrap\">\n<table>\n<thead>\n<tr>\n<th>Your situation<\/th>\n<th>This training\u2026<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>You have one or more DYS students and have never been trained on the subject<\/td>\n<td><span class=\"dyn-oui\">\u2714 Perfectly suitable<\/span><\/td>\n<\/tr>\n<tr>\n<td>Your team misinterprets certain behaviors and is looking for a common language<\/td>\n<td><span class=\"dyn-oui\">\u2714 Suitable<\/span> \u2014 this is the most common usage<\/td>\n<\/tr>\n<tr>\n<td>You want concrete adaptations, applicable without specialized equipment<\/td>\n<td><span class=\"dyn-oui\">\u2714 Suitable<\/span> \u2014 modules 3 and 4 dedicated<\/td>\n<\/tr>\n<tr>\n<td>You are looking to diagnose dyslexia or dyspraxia yourself<\/td>\n<td><span class=\"dyn-non\">\u2718 No<\/span> \u2014 diagnosis is the responsibility of health professionals<\/td>\n<\/tr>\n<tr>\n<td>You are looking for a speech therapy rehabilitation protocol<\/td>\n<td><span class=\"dyn-non\">\u2718 No<\/span> \u2014 rehabilitation is a specialized care act<\/td>\n<\/tr>\n<tr>\n<td>You want a state diploma or a regulated qualification<\/td>\n<td><span class=\"dyn-non\">\u2718 No<\/span> \u2014 this is a certificate of completion<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 3 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-programme\">The program: 7 modules, 24 lessons<\/h2>\n<pee>The course follows a logical progression: first understand each disorder, take into account the child&#8217;s emotional experience, then adapt the environment and methods, coordinate the actors, and finally, practice in situation. Each module ends with a quiz to validate the acquired knowledge. Here are the actual titles, module by module.<\/pee>\n<div class=\"dyn-module\">\n<div class=\"dyn-module__head\">\n<div class=\"dyn-module__num\">1<\/div>\n<h3 class=\"dyn-module__title\">Understanding DYS disorders<\/h3>\n<\/p><\/div>\n<ul>\n<li>Dyslexia<\/li>\n<li>Dysorthography<\/li>\n<li>Dyscalculia<\/li>\n<li>Dysphasia<\/li>\n<li>Dyspraxia<\/li>\n<li>Quiz: validation of acquired knowledge<\/li>\n<\/ul>\n<\/div>\n<div class=\"dyn-module\">\n<div class=\"dyn-module__head\">\n<div class=\"dyn-module__num\">2<\/div>\n<h3 class=\"dyn-module__title\">Managing emotions and motivation<\/h3>\n<\/p><\/div>\n<ul>\n<li>Frequent emotions in a DYS child<\/li>\n<li>Strategies to value and encourage<\/li>\n<li>Quiz: validation of acquired knowledge<\/li>\n<\/ul>\n<\/div>\n<div class=\"dyn-module\">\n<div class=\"dyn-module__head\">\n<div class=\"dyn-module__num\">3<\/div>\n<h3 class=\"dyn-module__title\">Adaptations in the school environment<\/h3>\n<\/p><\/div>\n<ul>\n<li>Adaptations for dyslexia and dysorthography<\/li>\n<li>Adaptations for dyscalculia<\/li>\n<li>Adaptation for dysphasia<\/li>\n<li>Adaptations for dyspraxia<\/li>\n<li>Technologies serving DYS students<\/li>\n<li>Quiz: validation of acquired knowledge<\/li>\n<\/ul>\n<\/div>\n<div class=\"dyn-module\">\n<div class=\"dyn-module__head\">\n<div class=\"dyn-module__num\">4<\/div>\n<h3 class=\"dyn-module__title\">Inclusive learning strategies<\/h3>\n<\/p><\/div>\n<ul>\n<li>Multisensory methods<\/li>\n<li>Pair activities or tutoring between students<\/li>\n<li>Importance of breaks and adapted rhythm<\/li>\n<li>Quiz: validation of acquired knowledge<\/li>\n<\/ul>\n<\/div>\n<div class=\"dyn-module\">\n<div class=\"dyn-module__head\">\n<div class=\"dyn-module__num\">5<\/div>\n<h3 class=\"dyn-module__title\">Link between school, family, and professionals<\/h3>\n<\/p><\/div>\n<ul>\n<li>Role and place of each actor<\/li>\n<li>Communication and regular follow-up<\/li>\n<li>Advice and practical strategies for collaboration<\/li>\n<li>Quiz: validation of acquired knowledge<\/li>\n<\/ul>\n<\/div>\n<div class=\"dyn-module\">\n<div class=\"dyn-module__head\">\n<div class=\"dyn-module__num\">6<\/div>\n<h3 class=\"dyn-module__title\">Practical activities: immersive workshops<\/h3>\n<\/p><\/div>\n<ul>\n<li>Putting yourself in the shoes of a DYS student<\/li>\n<li>Situation simulation \u2013 Dyslexia<\/li>\n<li>Situation simulation \u2013 Dysorthography<\/li>\n<li>Situation simulation \u2013 Dyscalculia<\/li>\n<li>Situation simulation \u2013 Dysphasia<\/li>\n<li>Situation simulation \u2013 Dyspraxia<\/li>\n<\/ul>\n<\/div>\n<div class=\"dyn-module\">\n<div class=\"dyn-module__head\">\n<div class=\"dyn-module__num\">7<\/div>\n<h3 class=\"dyn-module__title\">Assessment: validation of acquired knowledge<\/h3>\n<\/p><\/div>\n<ul>\n<li>Final synthesis quiz<\/li>\n<\/ul>\n<\/div>\n<pee>The logic is cumulative. Module 1 lays the vocabulary and distinguishes the five major disorders, often confused with each other; for example, we learn that dyslexia affects reading while dysphasia affects oral language, and that dyspraxia and dysgraphia relate to movement. Module 2 reminds us of an often-forgotten truth: a DYS child is not defined by their disorder, and their motivation directly depends on how adults respond to their mistakes. Modules 3 and 4 form the practical core: specific adaptations for each disorder, the introduction of digital tools, multisensory methods, peer tutoring, and respect for individual pace. Module 5 organizes the dialogue between school, family, and health professionals. Finally, module 6 brings the disorder to life from the inside through situational exercises: nothing replaces the experience of struggling with an instruction designed for a dyslexic brain.<\/pee>\n<div class=\"dyn-note\">\n  <strong>\ud83d\udca1 Two lessons that teams cite most often<\/strong>\n  <pee>The lesson on <strong>frequent emotions in a DYS child<\/strong> (module 2), which explains a large part of refusals and blockages in class; and the workshop <strong>\u201cputting oneself in the shoes of a DYS student\u201d<\/strong> (module 6), often described as the moment when understanding shifts: one stops judging a lack of effort to see a real difficulty.<\/pee>\n<\/div>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 CTA MILIEU \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<div class=\"dyn-cta\">\n<h3>From a struggling student to a supported student<\/h3>\n<pee>7 modules, 24 lessons, and situational workshops to take action starting tomorrow in class. Immediate access, 100% online, at your own pace.<\/pee>\n  <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/en\/courses\/identify-and-support-dys-disorders-in-primary-school-en\/\">Discover the training \u2014 150 \u20ac<\/a>\n<\/div>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 4 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-format\">Format and organization<\/h2>\n<div class=\"dyn-tablewrap\">\n<table>\n<thead>\n<tr>\n<th>Criterion<\/th>\n<th>Detail<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Format<\/td>\n<td>100% online, short video lessons<\/td>\n<\/tr>\n<tr>\n<td>Content<\/td>\n<td>7 modules \u00b7 24 lessons<\/td>\n<\/tr>\n<tr>\n<td>Duration<\/td>\n<td>Approximately 4 hours in total<\/td>\n<\/tr>\n<tr>\n<td>Pace<\/td>\n<td>Free, no imposed end date<\/td>\n<\/tr>\n<tr>\n<td>Support<\/td>\n<td>Computer, tablet, smartphone<\/td>\n<\/tr>\n<tr>\n<td>Access<\/td>\n<td>Immediate after registration, unlimited over time<\/td>\n<\/tr>\n<tr>\n<td>Required level<\/td>\n<td>All levels, no prerequisites<\/td>\n<\/tr>\n<tr>\n<td>Languages<\/td>\n<td>Multiple languages available, including French<\/td>\n<\/tr>\n<tr>\n<td>Validation<\/td>\n<td>Quiz per module and certificate of completion<\/td>\n<\/tr>\n<tr>\n<td>Price<\/td>\n<td>150 \u20ac per learner<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<pee>The asynchronous format addresses a constraint specific to the school world: one does not free a teaching team for a whole day during the school year. The four hours are divided into sequences of about twenty minutes, to fit into a break, an evening, or a half-day of training. Each lesson can be reviewed as many times as necessary, at the precise moment when a situation arises in class. Unlimited access transforms the training into a permanent resource, rather than a one-off event quickly forgotten.<\/pee>\n<pee>In practice, a teacher can watch the lesson on dysorthographia on Sunday evening, and then, starting Monday, lighten the copying load of a concerned student and propose an assessment focused on content rather than spelling. This proximity between learning and the field is the main asset of the system.<\/pee>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 5 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-competences\">What you will be able to do by the end<\/h2>\n<div class=\"dyn-cards\">\n<div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83d\udd0d<\/span><\/p>\n<h3>Identify warning signs<\/h3>\n<pee>Distinguish what indicates dyslexia, dyscalculia, dysphasia, or dyspraxia, without confusing DYS disorders with simple delays, and know when to refer for an assessment.<\/pee>\n  <\/div>\n<div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83e\udde9<\/span><\/p>\n<h3>Adapt your materials<\/h3>\n<pee>Arrange instructions, fonts, amount of writing, extra time, and assessments, with simple gestures that do not disrupt the class.<\/pee>\n  <\/div>\n<div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83d\udcac<\/span><\/p>\n<h3>Support motivation<\/h3>\n<pee>React to mistakes without hurting, value real progress, and give the child back the feeling that they can succeed despite the disorder.<\/pee>\n  <\/div>\n<div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83d\udcbb<\/span><\/p>\n<h3>Utilize digital tools<\/h3>\n<pee>Know the technological aids useful for DYS students and how to introduce them without turning them into a source of stigma.<\/pee>\n  <\/div>\n<div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83e\udd1d<\/span><\/p>\n<h3>Coordinate the stakeholders<\/h3>\n<pee>Identify the role of each \u2014 teacher, family, speech therapist, doctor \u2014 and circulate clear and respectful information.<\/pee>\n  <\/div>\n<div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83c\udfad<\/span><\/p>\n<h3>Understand from the inside<\/h3>\n<pee>Through situational scenarios, feel the difficulty experienced by the child and sustainably adjust your posture and expectations.<\/pee>\n  <\/div>\n<\/div>\n<h3>Three concrete gestures learned in the training<\/h3>\n<ul>\n<li><strong>What to say to the discouraged student&nbsp;:<\/strong> \u00ab&nbsp;Your brain learns differently, we will find together the path that suits you.&nbsp;\u00bb We name the difficulty without dramatizing and open a solution.<\/li>\n<li><strong>The gesture on the paper&nbsp;:<\/strong> underline two specific successes before any correction, and limit spelling corrections to one objective at a time, rather than crossing out each mistake.<\/li>\n<li><strong>\u274c To avoid&nbsp;:<\/strong> having a dyslexic student read aloud in front of the class without preparation, comparing their results to others, or announcing \u00ab&nbsp;he is surely dys&nbsp;\u00bb to the family \u2014 this is neither your role nor the right time.<\/li>\n<\/ul>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 6 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-qualiopi\">Qualiopi, certification and funding<\/h2>\n<pee>DYNSEO is a certified training organization <strong>Qualiopi<\/strong>, registered under the activity declaration number <strong>11757351875<\/strong>. This certification focuses on the quality of the training process&nbsp;: defined educational objectives, adaptation to the audiences welcomed, qualification of the trainers, collection of feedback and continuous improvement of the program.<\/pee>\n<pee>At the end of the course, each learner receives a <strong>certificate of completion<\/strong> in their name. It can be added to an individual file and used within the quality approach of a school or organization. It is neither a state diploma nor a regulated qualification, but a certificate of participation in a training action, which remains perfectly suited to the goal of upskilling teams.<\/pee>\n<pee>On the funding side, the Qualiopi certification is the condition that allows an employer to consider coverage under the skills development plan or by their skills operator. The rules, ceilings, and procedures vary according to statuses, employers, and funders&nbsp;: the only reliable approach is to have the quote and program validated by the relevant service <em>before<\/em> the purchase. No amount of aid can be guaranteed in advance.<\/pee>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 7 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-equipe\">Deploying the training in a school<\/h2>\n<pee>The online format facilitates collective deployment, provided that it is not limited to sending a link. Here is a simple framework for a team to derive real shared benefit.<\/pee>\n<ol class=\"dyn-steps\">\n<li><strong>Set an observable objective.<\/strong> For example&nbsp;: harmonize by the end of the term the adaptations proposed to DYS students of the same level. Without an objective, the training remains just a box checked.<\/li>\n<li><strong>Block the time.<\/strong> Two twenty-minute slots scheduled in the calendar are better than a directive of \u00ab&nbsp;do it when you can&nbsp;\u00bb.<\/li>\n<li><strong>Designate a DYS referent.<\/strong> A person who moves forward in advance, prepares a time for exchange, and connects with the RASED and families.<\/li>\n<li><strong>Ground each module in reality.<\/strong> After module&nbsp;3, list together the adaptations actually implemented&nbsp;; after module&nbsp;6, share what the situational scenarios have changed in everyone&#8217;s perspective.<\/li>\n<li><strong>Archive the certificates<\/strong> as you go, with the completion date, in the training file.<\/li>\n<li><strong>Plan a remote check-in.<\/strong> What has concretely changed for the concerned students&nbsp;? This distinguishes a useful training from one that is merely consumed.<\/li>\n<\/ol>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 8 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-tarif\">Price and registration<\/h2>\n<pee>The training is offered at <strong>150&nbsp;\u20ac<\/strong> per learner, with unlimited access. Registration takes just a few minutes&nbsp;:<\/pee>\n<ol class=\"dyn-steps\">\n<li>Open the <a href=\"https:\/\/www.dynseo.com\/en\/courses\/identify-and-support-dys-disorders-in-primary-school-en\/\">training page<\/a> and add it to your cart.<\/li>\n<li>Create your learner account, or log in, then confirm the payment.<\/li>\n<li>Access is immediate&nbsp;: the training appears in your space and the first lesson starts right away.<\/li>\n<\/ol>\n<pee>For deployment on multiple positions or a quote for an entire institution, the best entry point is the catalog of <a href=\"https:\/\/www.dynseo.com\/en\/our-training-courses\/\">all DYNSEO trainings<\/a>, which also helps to locate this course among other modules dedicated to educational and cognitive support.<\/pee>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 9 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-limites\">What this training is not<\/h2>\n<ul>\n<li><strong>It does not diagnose.<\/strong> The identification of a DYS disorder relies on assessments conducted by health professionals \u2014 doctor, speech therapist, neuropsychologist, occupational therapist, psychomotrician. The training teaches how to identify and guide, not to conclude.<\/li>\n<li><strong>It does not replace rehabilitation.<\/strong> Speech therapy or psychomotor interventions are specific care acts&nbsp;; the training teaches how to articulate with them, not to substitute them.<\/li>\n<li><strong>It does not provide any medical competence.<\/strong> Evaluation and therapeutic follow-up remain the responsibility of health professionals.<\/li>\n<li><strong>It is not a diploma.<\/strong> The certificate attests to participation, not to a regulated qualification.<\/li>\n<li><strong>It is not an in-person training.<\/strong> There is no live trainer&nbsp;: it is an asynchronous video course, complemented by quizzes and situational scenarios.<\/li>\n<\/ul>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 S\u00c9RIE \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2>To go further<\/h2>\n<pee>This article presents the training as a whole. Four deep dives extend each a specific aspect of supporting DYS children in primary school&nbsp;:<\/pee>\n<div class=\"dyn-serie\">\n  <a href=\"#\"><span>Background Guide<\/span>Identify and support DYS disorders in primary school: understand what is really going on<\/a><br \/>\n  <a href=\"#\"><span>Everyday Situations<\/span>10 difficult situations with a DYS student and how to respond concretely<\/a><br \/>\n  <a href=\"#\"><span>Toolbox<\/span>Activities, resources, and concrete adjustments to implement in class<\/a><br \/>\n  <a href=\"#\"><span>Professional Attitude<\/span>Teamwork, connection with families, and skill development around DYS<\/a>\n<\/div>\n<pee>Several free DYNSEO tools directly complement this training: the <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/memory-aid-confusions-b-d-p-q\/\">mnemonic for b\/d p\/q confusions<\/a> and the <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/spell-check-grid\/\">spelling review grid<\/a> for reading and writing, or the <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/visual-drafting-plan\/\">visual writing plan<\/a> to structure a text. The <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/\">complete tool catalog<\/a> is freely accessible, just like the <a href=\"https:\/\/www.dynseo.com\/en\/our-tests\/\">cognitive tests<\/a>. For playful training of cognitive functions at home as well as in class, the <a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\">COCO<\/a> app, designed for children aged 5 to 10, supports the cognitive stimulation workshops mentioned throughout the course.<\/pee>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 FAQ \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-faq\">Frequently Asked Questions<\/h2>\n<div class=\"dyn-faq\">\n<h3>How long does it take to complete the training&nbsp;?<\/h3>\n<pee>Count about four hours for all 7 modules and 24 lessons. The lessons being short, most learners spread the course over two to four weeks, with a few twenty-minute sessions. Access remains open indefinitely&nbsp;: you can return to the lesson on dyscalculia or dyspraxia precisely when the situation arises in class. This flexibility allows you to balance the training with a busy schedule, without ever having to follow everything in one go.<\/pee>\n<h3>Is access time-limited&nbsp;?<\/h3>\n<pee>No. Once the registration is validated, access is immediate and unlimited. The training appears in your learner space and you can consult it as many times as you wish, on computer, tablet, or smartphone. This is a deliberate choice&nbsp;: DYS disorders accompany the child over several years of schooling, and you will encounter new situations over time. Being able to review a lesson a year after taking it, when a new student arrives in the class, adds great value to access that does not expire.<\/pee>\n<h3>Do we receive a certificate at the end&nbsp;?<\/h3>\n<pee>At the end of the course, and after validating the quizzes, DYNSEO issues a personalized training completion certificate. It mentions the title of the training and can be added to your professional file or to your organization&#8217;s quality process. It is not a state diploma or a regulated qualification, but a certificate of participation in a training action, issued by a Qualiopi certified organization under number 11757351875. This is the document expected in most skills development files.<\/pee>\n<h3>Can the training be funded&nbsp;?<\/h3>\n<pee>It is possible&nbsp;: DYNSEO&#8217;s Qualiopi certification is the generally required condition for funding under the skills development plan or by a skills operator. However, the rules vary according to statuses, employers, and funders, and no amount can be guaranteed in advance. The reliable approach is to have the program and the quote validated by your human resources department or your funding organization before proceeding with the purchase, in order to know precisely the conditions applicable to your situation.<\/pee>\n<h3>Is prior knowledge of DYS disorders required&nbsp;?<\/h3>\n<pee>No. The training is classified at all levels and starts with the fundamentals&nbsp;: module&nbsp;1 simply explains what dyslexia, dysorthographia, dyscalculia, dysphasia, and dyspraxia are, before addressing adaptations. It is therefore suitable for both a professional discovering the subject and an experienced teacher wishing to structure and update their knowledge. No special materials are required&nbsp;: a simple internet access is sufficient, and the content is designed to be immediately transposable into a regular classroom.<\/pee>\n<\/div>\n<div class=\"dyn-note\">\n  <strong>\u2139\ufe0f General information<\/strong>\n  <pee>This page describes the content of a training action. It does not constitute medical advice and does not allow for a diagnosis. DYS disorders require evaluation by health professionals. In case of any signs of distress in a child, refer to a doctor or psychologist; in case of emergency, contact the emergency services in your country. Funding conditions vary depending on employers and funders.<\/pee>\n<\/div>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 FINAL CTA \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<div class=\"dyn-cta\">\n<h3>Give every DYS student the means to succeed<\/h3>\n<pee>The training \u201cIdentify and support DYS disorders in primary school\u201d includes 7 modules, 24 lessons, and situational workshops, with unlimited access, along with a certificate of completion for each learner. It is the concrete foundation to transform a discouraged outlook into effective support.<\/pee>\n  <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/en\/courses\/identify-and-support-dys-disorders-in-primary-school-en\/\">Register for the training \u2014 150&nbsp;\u20ac<\/a>\n<\/div>\n<p>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":4,"featured_media":378853,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"[et_pb_section fb_built=\"1\" admin_label=\"Article HTML\" _builder_version=\"4.16\" custom_padding=\"0px||0px||false|false\" global_colors_info=\"{}\"][et_pb_row admin_label=\"Contenu\" _builder_version=\"4.16\" width=\"100%\" max_width=\"100%\" custom_padding=\"0px||0px||false|false\" global_colors_info=\"{}\"][et_pb_column type=\"4_4\" _builder_version=\"4.16\" 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Identifier et accompagner les troubles DYS \u00e0 l\u2019\u00e9cole primaire \u00bb : programme, contenu et \u00e0 qui elle s'adresse\",\n      \"inLanguage\": \"fr\",\n      \"author\": {\n        \"@type\": \"Organization\",\n        \"name\": \"DYNSEO\",\n        \"url\": \"https:\/\/www.dynseo.com\/\"\n      },\n      \"publisher\": {\n        \"@type\": \"Organization\",\n        \"name\": \"DYNSEO\",\n        \"url\": \"https:\/\/www.dynseo.com\/\"\n      },\n      \"image\": \"https:\/\/www.dynseo.com\/wp-content\/uploads\/2025\/08\/Institut-de-Formation-DYNSEO-2.png\"\n    },\n    {\n      \"@type\": \"FAQPage\",\n      \"mainEntity\": [\n        {\n          \"@type\": \"Question\",\n          \"name\": \"Combien de temps faut-il pour suivre la formation ?\",\n          \"acceptedAnswer\": {\n            \"@type\": \"Answer\",\n            \"text\": \"Comptez environ quatre heures pour l'ensemble des 7 modules et 24 le\u00e7ons. Les le\u00e7ons \u00e9tant courtes, la plupart des apprenants r\u00e9partissent le parcours sur deux \u00e0 quatre semaines, \u00e0 raison de quelques s\u00e9quences de vingt minutes. L'acc\u00e8s reste ensuite ouvert sans limite de dur\u00e9e : on peut revenir sur la le\u00e7on consacr\u00e9e \u00e0 la dyscalculie ou \u00e0 la dyspraxie pr\u00e9cis\u00e9ment au moment o\u00f9 la situation se pr\u00e9sente en classe. Cette souplesse permet de concilier la formation avec un emploi du temps charg\u00e9, sans jamais devoir tout suivre d'un seul tenant.\"\n          }\n        },\n        {\n          \"@type\": \"Question\",\n          \"name\": \"L'acc\u00e8s est-il limit\u00e9 dans le temps ?\",\n          \"acceptedAnswer\": {\n            \"@type\": \"Answer\",\n            \"text\": \"Non. Une fois l'inscription valid\u00e9e, l'acc\u00e8s est imm\u00e9diat et illimit\u00e9. La formation s'affiche dans votre espace apprenant et vous pouvez la consulter autant de fois que vous le souhaitez, sur ordinateur, tablette ou smartphone. C'est un choix assum\u00e9 : les troubles DYS accompagnent l'enfant sur plusieurs ann\u00e9es de scolarit\u00e9, et vous rencontrerez de nouvelles situations au fil du temps. Pouvoir revoir une le\u00e7on un an apr\u00e8s l'avoir suivie, quand un nouvel \u00e9l\u00e8ve arrive dans la classe, fait toute la valeur d'un acc\u00e8s qui ne se p\u00e9rime pas.\"\n          }\n        },\n        {\n          \"@type\": \"Question\",\n          \"name\": \"Re\u00e7oit-on un certificat \u00e0 la fin ?\",\n          \"acceptedAnswer\": {\n            \"@type\": \"Answer\",\n            \"text\": \"\u00c0 l'issue du parcours, et apr\u00e8s validation des quiz, DYNSEO d\u00e9livre une attestation de fin de formation nominative. Elle mentionne l'intitul\u00e9 de la formation et peut \u00eatre vers\u00e9e \u00e0 votre dossier professionnel ou \u00e0 la d\u00e9marche qualit\u00e9 de votre structure. Il ne s'agit pas d'un dipl\u00f4me d'\u00c9tat ni d'une qualification r\u00e9glement\u00e9e, mais d'une attestation de participation \u00e0 une action de formation, d\u00e9livr\u00e9e par un organisme certifi\u00e9 Qualiopi sous le num\u00e9ro 11757351875. C'est le document attendu dans la plupart des dossiers de d\u00e9veloppement des comp\u00e9tences.\"\n          }\n        },\n        {\n          \"@type\": \"Question\",\n          \"name\": \"La formation peut-elle \u00eatre prise en charge ?\",\n          \"acceptedAnswer\": {\n            \"@type\": \"Answer\",\n            \"text\": \"C'est envisageable : la certification Qualiopi de DYNSEO est la condition g\u00e9n\u00e9ralement requise pour une prise en charge au titre du plan de d\u00e9veloppement des comp\u00e9tences ou par un op\u00e9rateur de comp\u00e9tences. Les r\u00e8gles varient toutefois selon les statuts, les employeurs et les financeurs, et aucun montant ne peut \u00eatre garanti \u00e0 l'avance. La d\u00e9marche fiable consiste \u00e0 faire valider le programme et le devis par votre service ressources humaines ou votre organisme financeur avant de proc\u00e9der \u00e0 l'achat, afin de conna\u00eetre pr\u00e9cis\u00e9ment les conditions applicables \u00e0 votre situation.\"\n          }\n        },\n        {\n          \"@type\": \"Question\",\n          \"name\": \"Faut-il des connaissances pr\u00e9alables sur les troubles DYS ?\",\n          \"acceptedAnswer\": {\n            \"@type\": \"Answer\",\n            \"text\": \"Non. La formation est class\u00e9e tous niveaux et d\u00e9marre par les fondamentaux : le module 1 explique simplement ce que sont la dyslexie, la dysorthographie, la dyscalculie, la dysphasie et la dyspraxie, avant d'aborder les adaptations. Elle convient donc aussi bien \u00e0 un professionnel qui d\u00e9couvre le sujet qu'\u00e0 un enseignant exp\u00e9riment\u00e9 souhaitant structurer et actualiser ses connaissances. Aucun mat\u00e9riel particulier n'est n\u00e9cessaire : un simple acc\u00e8s internet suffit, et les contenus sont pens\u00e9s pour \u00eatre imm\u00e9diatement transposables dans une classe ordinaire.\"\n          }\n        }\n      ]\n    }\n  ]\n}\n<\/script>\n<div class=\"dbi-art-af4f03\">\n<!--\n\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\nDYNSEO \u2014 SEO\/GEO ARTICLE TEMPLATE  \u00b7  v1.0\nDo not modify class names: the script generer-articles.py\nand all previously published articles depend on it.\n\nThe script generer-articles.py injects, in order: the colored header,\nthe training or tool box, the written body, and then the structured data.\n\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\n-->\n\n<div class=\"dyn-article\">\n\n\n\n<header class=\"dyn-pagehead dyn-pagehead--jaune\">\n  <span class=\"dyn-pagehead__cat\">Professionals \u00b7 DYS disorders<\/span>\n  <h1>Training \u201cIdentify and support DYS disorders in primary school\u201d: program, content, and who it is for<\/h1>\n  <p class=\"dyn-pagehead__lead\">In a primary class, DYS disorders almost never announce themselves by name. They first appear in the form of small phrases repeated year after year: \u201che still reverses his letters\u201d, \u201cshe is smart but she doesn't keep up\u201d, \u201che forgets the instructions by the time he copies them\u201d, \u201cshe makes an effort but spelling doesn't stick\u201d. Accurate observations, almost always misinterpreted: there is talk of lack of effort, distraction, unwillingness, where a particular neurodevelopmental functioning is at play. The training \u201cIdentify and support DYS disorders in primary school\u201d has been specifically designed to bridge this gap between what the adult sees and what the child experiences.<\/p>\n  <ul class=\"dyn-pagehead__meta\">\n    <li>\u23f1\ufe0f 14 min read<\/li>\n    <li>\ud83d\udc65 For professionals<\/li>\n    <li>\ud83d\udd04 Updated in August 2026<\/li>\n  <\/ul>\n<\/header>\n\n<aside class=\"dyn-hero\" aria-label=\"Training presented in this article\">\n  <div class=\"dyn-hero__grid\">\n    <div class=\"dyn-hero__media\"><a href=\"https:\/\/www.dynseo.com\/courses\/identifier-et-accompagner-les-troubles-dys-a-lecole-primaire\/\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2025\/08\/Institut-de-Formation-DYNSEO-2.png\" alt=\"DYNSEO Training \u2018Identify and support DYS disorders in primary school\u2019\" width=\"1920\" height=\"1080\" loading=\"lazy\"><\/a><\/div>\n    <div class=\"dyn-hero__body\">\n      <span class=\"dyn-hero__eyebrow\">The training related to this article<\/span>\n      <p class=\"dyn-hero__title\"><a href=\"https:\/\/www.dynseo.com\/courses\/identifier-et-accompagner-les-troubles-dys-a-lecole-primaire\/\">Identify and support DYS disorders in primary school<\/a><\/p>\n      <p class=\"dyn-hero__pitch\">Everything this article explains, put into practice.<\/p>\n      <ul class=\"dyn-badges\">\n        <li>\ud83c\udfa5 7 modules \u00b7 24 lessons<\/li>\n        <li>\ud83d\udcbb 100 % online<\/li>\n        <li>\u23f1\ufe0f At your own pace<\/li>\n        <li>\ud83c\udfc5 Qualiopi organization<\/li>\n        <li>\ud83c\udf0d 9 languages<\/li>\n      <\/ul>\n<div class=\"dyn-hero__actions\">\n        <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/courses\/identifier-et-accompagner-les-troubles-dys-a-lecole-primaire\/\">See the training<\/a>\n        <span class=\"dyn-hero__price\">150.0 \u20ac<\/span>\n      <\/div>\n    <\/div>\n  <\/div>\n<\/aside>\n\n<p>This page details this DYNSEO online training: its content module by module, the professionals it is aimed at, its actual duration, its price, its access and deployment methods in a school or a team \u2014 as well as the exact scope it covers and what it intentionally leaves to the healthcare professional. The goal is not to make you a diagnostician, but to give you a fair perspective and concrete actions that can be applied the very next day in class.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 SHORT RESPONSE (GEO) \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<section class=\"dyn-tldr\">\n  <h2>The essentials in 30 seconds<\/h2>\n  <p>100% online training with <strong>7 modules and 24 lessons<\/strong>, lasting approximately <strong>4 hours<\/strong>, aimed at professionals who support DYS children in primary school. Price: <strong>150 \u20ac<\/strong>. Immediate and unlimited access.<\/p>\n  <ul>\n    <li><strong>For whom<\/strong> \u2014 teachers, ATSEM, AESH, school directors, after-school activity leaders, speech therapists, healthcare professionals, parents involved in education.<\/li>\n    <li><strong>Objective<\/strong> \u2014 to know how to identify warning signs, understand each DYS disorder, and implement concrete adaptations, without substituting for diagnosis.<\/li>\n    <li><strong>What is covered<\/strong> \u2014 dyslexia, dysorthographia, dyscalculia, dysphasia, dyspraxia; emotions and motivation; pedagogical adaptations; inclusive strategies; school-family link; situational workshops.<\/li>\n    <li><strong>What is not covered<\/strong> \u2014 medical diagnosis and rehabilitation, which remain the responsibility of healthcare professionals.<\/li>\n    <li><strong>Organization<\/strong> \u2014 DYNSEO, certified Qualiopi (No. 11757351875), certificate of completion issued.<\/li>\n  <\/ul>\n<\/section>\n\n<nav class=\"dyn-toc\" aria-label=\"Table of contents\">\n  <p>In the table of contents<\/p>\n  <ol>\n    <li><a href=\"#dyn-probleme\">The problem that the training solves in class<\/a><\/li>\n    <li><a href=\"#dyn-pourqui\">Who the training is for<\/a><\/li>\n    <li><a href=\"#dyn-programme\">The program: 7 modules, 24 lessons<\/a><\/li>\n    <li><a href=\"#dyn-format\">Format and organization<\/a><\/li>\n    <li><a href=\"#dyn-competences\">What you will be able to do by the end<\/a><\/li>\n    <li><a href=\"#dyn-qualiopi\">Qualiopi, certificate, and funding<\/a><\/li>\n    <li><a href=\"#dyn-equipe\">Deploying the training in a school<\/a><\/li>\n    <li><a href=\"#dyn-tarif\">Price and registration<\/a><\/li>\n    <li><a href=\"#dyn-limites\">What this training is not<\/a><\/li>\n    <li><a href=\"#dyn-faq\">Frequently asked questions<\/a><\/li>\n  <\/ol>\n<\/nav>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 1 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-probleme\">The problem that the training \"Identify and support DYS disorders\" solves in class<\/h2>\n\n<p>DYS disorders are lasting neurodevelopmental disorders: they affect children of normal intelligence, but whose specific function \u2014 reading, writing, calculating, expressing oneself, coordinating a gesture \u2014 does not develop as expected. In the absence of benchmarks, a well-meaning adult may spend months asking a child for \"more effort\" when the child is already putting in a lot for modest results. It is this misunderstanding, more than the disorder itself, that undermines the student's confidence.<\/p>\n\n<p>The first benefit of the training is to translate classroom behaviors into accurate hypotheses. The table below illustrates this shift in interpretation that the training teaches to identify.<\/p>\n<div class=\"dyn-tablewrap\">\n<table>\n  <thead>\n    <tr><th>What is observed in class<\/th><th>Frequent interpretation<\/th><th>What it often concerns<\/th><\/tr>\n  <\/thead>\n  <tbody>\n    <tr><td>Confuses b\/d, p\/q, skips lines while reading<\/td><td>Inattention, lack of training<\/td><td>Evocative signs of dyslexia<\/td><\/tr>\n    <tr><td>Writes the same word in three different ways<\/td><td>Lack of rigor<\/td><td>Dysorthography associated<\/td><\/tr>\n    <tr><td>Gets lost in numbers and operations<\/td><td>Does not know his tables<\/td><td>Possible dyscalculia<\/td><\/tr>\n    <tr><td>Searches for words, poorly constructs sentences<\/td><td>Shyness, language delay<\/td><td>Dysphasia to explore<\/td><\/tr>\n    <tr><td>Illegible writing, clumsy gestures, avoids sports<\/td><td>Child \"not careful\"<\/td><td>Dyspraxia, including dysgraphia<\/td><\/tr>\n    <tr><td>Gets discouraged, refuses to start, says \"I am useless\"<\/td><td>Lack of motivation<\/td><td>Emotional impact of the disorder<\/td><\/tr>\n  <\/tbody>\n<\/table>\n<\/div>\n\n<p>Each line of this table calls for a precise conduct: observe without labeling, adapt what can be immediately adapted, and inform the right interlocutors so that the child is directed towards an assessment. Training does not teach how to make a diagnosis \u2014 that remains the role of the doctor, speech therapist, and neuropsychologist \u2014 but to no longer overlook signals that, identified early, change a child's educational path.<\/p>\n\n<div class=\"dyn-alerte\">\n  <strong>\u26a0\ufe0f A principle that runs through the entire training<\/strong>\n  <p>Identifying is not diagnosing. In the face of evocative signs, the right reaction is never to announce a disorder to the child or the family, but to precisely describe what is observed and to refer to a health professional. Any sign of marked distress \u2014 withdrawal, anxiety, school refusal \u2014 justifies a discussion with the doctor or school psychologist.<\/p>\n<\/div>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 2 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-pourqui\">Who the training is aimed at<\/h2>\n\n<p>The training primarily targets professionals who interact with the child during school and extracurricular time, where DYS disorders manifest daily: in reading, dictation, mathematics, during recess, and in motor skills.<\/p>\n\n<div class=\"dyn-cards\">\n  <div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83c\udf4e<\/span>\n    <h3>Primary school teachers<\/h3>\n    <p>From kindergarten to CM2, those who build fundamental learning and encounter reading, writing, and calculation discrepancies first.<\/p>\n  <\/div>\n  <div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83e\udd1d<\/span>\n    <h3>AESH and ATSEM<\/h3>\n    <p>Close to the student, they apply adaptations daily: the training gives them the understanding of what they do, not just the actions.<\/p>\n  <\/div>\n  <div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83c\udfeb<\/span>\n    <h3>Directors and educational teams<\/h3>\n    <p>A common foundation to harmonize practices in a school, prepare educational teams, and communicate with families in a unified voice.<\/p>\n  <\/div>\n  <div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83c\udfa8<\/span>\n    <h3>Extracurricular activity leaders<\/h3>\n    <p>During study, lunch, and activity times, adapt without failing or stigmatizing a child who tires more quickly.<\/p>\n  <\/div>\n  <div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83e\ude7a<\/span>\n    <h3>Health professionals<\/h3>\n    <p>Speech therapists, psychomotor therapists, occupational therapists who wish to better articulate their work with the concrete reality of the classroom.<\/p>\n  <\/div>\n  <div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83d\udc6a<\/span>\n    <h3>Involved parents<\/h3>\n    <p>Understand their child's disorder, support homework without conflict, and communicate effectively with the school and therapists.<\/p>\n  <\/div>\n<\/div>\n\n<h3>Made for you \/ not made for you<\/h3>\n<div class=\"dyn-tablewrap\">\n<table>\n  <thead>\n    <tr><th>Your situation<\/th><th>This training\u2026<\/th><\/tr>\n  <\/thead>\n  <tbody>\n    <tr><td>You have one or more DYS students and have never been trained on the subject<\/td><td><span class=\"dyn-oui\">\u2714 Perfectly suitable<\/span><\/td><\/tr>\n    <tr><td>Your team misinterprets certain behaviors and is looking for a common language<\/td><td><span class=\"dyn-oui\">\u2714 Suitable<\/span> \u2014 this is the most common usage<\/td><\/tr>\n    <tr><td>You want concrete adaptations, applicable without specialized equipment<\/td><td><span class=\"dyn-oui\">\u2714 Suitable<\/span> \u2014 modules 3 and 4 dedicated<\/td><\/tr>\n    <tr><td>You are looking to diagnose dyslexia or dyspraxia yourself<\/td><td><span class=\"dyn-non\">\u2718 No<\/span> \u2014 diagnosis is the responsibility of health professionals<\/td><\/tr>\n    <tr><td>You are looking for a speech therapy rehabilitation protocol<\/td><td><span class=\"dyn-non\">\u2718 No<\/span> \u2014 rehabilitation is a specialized care act<\/td><\/tr>\n    <tr><td>You want a state diploma or a regulated qualification<\/td><td><span class=\"dyn-non\">\u2718 No<\/span> \u2014 this is a certificate of completion<\/td><\/tr>\n  <\/tbody>\n<\/table>\n<\/div>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 3 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-programme\">The program: 7 modules, 24 lessons<\/h2>\n\n<p>The course follows a logical progression: first understand each disorder, take into account the child's emotional experience, then adapt the environment and methods, coordinate the actors, and finally, practice in situation. Each module ends with a quiz to validate the acquired knowledge. Here are the actual titles, module by module.<\/p>\n\n<div class=\"dyn-module\">\n  <div class=\"dyn-module__head\">\n    <div class=\"dyn-module__num\">1<\/div>\n    <h3 class=\"dyn-module__title\">Understanding DYS disorders<\/h3>\n  <\/div>\n  <ul>\n    <li>Dyslexia<\/li>\n    <li>Dysorthography<\/li>\n    <li>Dyscalculia<\/li>\n    <li>Dysphasia<\/li>\n    <li>Dyspraxia<\/li>\n    <li>Quiz: validation of acquired knowledge<\/li>\n  <\/ul>\n<\/div>\n\n<div class=\"dyn-module\">\n  <div class=\"dyn-module__head\">\n    <div class=\"dyn-module__num\">2<\/div>\n    <h3 class=\"dyn-module__title\">Managing emotions and motivation<\/h3>\n  <\/div>\n  <ul>\n    <li>Frequent emotions in a DYS child<\/li>\n    <li>Strategies to value and encourage<\/li>\n    <li>Quiz: validation of acquired knowledge<\/li>\n  <\/ul>\n<\/div>\n\n<div class=\"dyn-module\">\n  <div class=\"dyn-module__head\">\n    <div class=\"dyn-module__num\">3<\/div>\n    <h3 class=\"dyn-module__title\">Adaptations in the school environment<\/h3>\n  <\/div>\n  <ul>\n    <li>Adaptations for dyslexia and dysorthography<\/li>\n    <li>Adaptations for dyscalculia<\/li>\n    <li>Adaptation for dysphasia<\/li>\n    <li>Adaptations for dyspraxia<\/li>\n    <li>Technologies serving DYS students<\/li>\n    <li>Quiz: validation of acquired knowledge<\/li>\n  <\/ul>\n<\/div>\n\n<div class=\"dyn-module\">\n  <div class=\"dyn-module__head\">\n    <div class=\"dyn-module__num\">4<\/div>\n    <h3 class=\"dyn-module__title\">Inclusive learning strategies<\/h3>\n  <\/div>\n  <ul>\n    <li>Multisensory methods<\/li>\n    <li>Pair activities or tutoring between students<\/li>\n    <li>Importance of breaks and adapted rhythm<\/li>\n    <li>Quiz: validation of acquired knowledge<\/li>\n  <\/ul>\n<\/div>\n\n<div class=\"dyn-module\">\n  <div class=\"dyn-module__head\">\n    <div class=\"dyn-module__num\">5<\/div>\n    <h3 class=\"dyn-module__title\">Link between school, family, and professionals<\/h3>\n  <\/div>\n  <ul>\n    <li>Role and place of each actor<\/li>\n    <li>Communication and regular follow-up<\/li>\n    <li>Advice and practical strategies for collaboration<\/li>\n    <li>Quiz: validation of acquired knowledge<\/li>\n  <\/ul>\n<\/div>\n\n<div class=\"dyn-module\">\n  <div class=\"dyn-module__head\">\n    <div class=\"dyn-module__num\">6<\/div>\n    <h3 class=\"dyn-module__title\">Practical activities: immersive workshops<\/h3>\n  <\/div>\n  <ul>\n    <li>Putting yourself in the shoes of a DYS student<\/li>\n    <li>Situation simulation \u2013 Dyslexia<\/li>\n    <li>Situation simulation \u2013 Dysorthography<\/li>\n    <li>Situation simulation \u2013 Dyscalculia<\/li>\n    <li>Situation simulation \u2013 Dysphasia<\/li>\n    <li>Situation simulation \u2013 Dyspraxia<\/li>\n  <\/ul>\n<\/div>\n\n<div class=\"dyn-module\">\n  <div class=\"dyn-module__head\">\n<div class=\"dyn-module__num\">7<\/div>\n    <h3 class=\"dyn-module__title\">Assessment: validation of acquired knowledge<\/h3>\n  <\/div>\n  <ul>\n    <li>Final synthesis quiz<\/li>\n  <\/ul>\n<\/div>\n\n<p>The logic is cumulative. Module 1 lays the vocabulary and distinguishes the five major disorders, often confused with each other; for example, we learn that dyslexia affects reading while dysphasia affects oral language, and that dyspraxia and dysgraphia relate to movement. Module 2 reminds us of an often-forgotten truth: a DYS child is not defined by their disorder, and their motivation directly depends on how adults respond to their mistakes. Modules 3 and 4 form the practical core: specific adaptations for each disorder, the introduction of digital tools, multisensory methods, peer tutoring, and respect for individual pace. Module 5 organizes the dialogue between school, family, and health professionals. Finally, module 6 brings the disorder to life from the inside through situational exercises: nothing replaces the experience of struggling with an instruction designed for a dyslexic brain.<\/p>\n\n<div class=\"dyn-note\">\n  <strong>\ud83d\udca1 Two lessons that teams cite most often<\/strong>\n  <p>The lesson on <strong>frequent emotions in a DYS child<\/strong> (module 2), which explains a large part of refusals and blockages in class; and the workshop <strong>\u201cputting oneself in the shoes of a DYS student\u201d<\/strong> (module 6), often described as the moment when understanding shifts: one stops judging a lack of effort to see a real difficulty.<\/p>\n<\/div>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 CTA MILIEU \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<div class=\"dyn-cta\">\n  <h3>From a struggling student to a supported student<\/h3>\n  <p>7 modules, 24 lessons, and situational workshops to take action starting tomorrow in class. Immediate access, 100% online, at your own pace.<\/p>\n  <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/courses\/identifier-et-accompagner-les-troubles-dys-a-lecole-primaire\/\">Discover the training \u2014 150 \u20ac<\/a>\n<\/div>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 4 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-format\">Format and organization<\/h2>\n\n<div class=\"dyn-tablewrap\">\n<table>\n  <thead>\n    <tr><th>Criterion<\/th><th>Detail<\/th><\/tr>\n  <\/thead>\n  <tbody>\n    <tr><td>Format<\/td><td>100% online, short video lessons<\/td><\/tr>\n    <tr><td>Content<\/td><td>7 modules \u00b7 24 lessons<\/td><\/tr>\n    <tr><td>Duration<\/td><td>Approximately 4 hours in total<\/td><\/tr>\n    <tr><td>Pace<\/td><td>Free, no imposed end date<\/td><\/tr>\n    <tr><td>Support<\/td><td>Computer, tablet, smartphone<\/td><\/tr>\n    <tr><td>Access<\/td><td>Immediate after registration, unlimited over time<\/td><\/tr>\n    <tr><td>Required level<\/td><td>All levels, no prerequisites<\/td><\/tr>\n    <tr><td>Languages<\/td><td>Multiple languages available, including French<\/td><\/tr>\n    <tr><td>Validation<\/td><td>Quiz per module and certificate of completion<\/td><\/tr>\n    <tr><td>Price<\/td><td>150 \u20ac per learner<\/td><\/tr>\n  <\/tbody>\n<\/table>\n<\/div>\n\n<p>The asynchronous format addresses a constraint specific to the school world: one does not free a teaching team for a whole day during the school year. The four hours are divided into sequences of about twenty minutes, to fit into a break, an evening, or a half-day of training. Each lesson can be reviewed as many times as necessary, at the precise moment when a situation arises in class. Unlimited access transforms the training into a permanent resource, rather than a one-off event quickly forgotten.<\/p>\n\n<p>In practice, a teacher can watch the lesson on dysorthographia on Sunday evening, and then, starting Monday, lighten the copying load of a concerned student and propose an assessment focused on content rather than spelling. This proximity between learning and the field is the main asset of the system.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 5 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-competences\">What you will be able to do by the end<\/h2>\n\n<div class=\"dyn-cards\">\n  <div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83d\udd0d<\/span>\n    <h3>Identify warning signs<\/h3>\n    <p>Distinguish what indicates dyslexia, dyscalculia, dysphasia, or dyspraxia, without confusing DYS disorders with simple delays, and know when to refer for an assessment.<\/p>\n  <\/div>\n<div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83e\udde9<\/span>\n    <h3>Adapt your materials<\/h3>\n    <p>Arrange instructions, fonts, amount of writing, extra time, and assessments, with simple gestures that do not disrupt the class.<\/p>\n  <\/div>\n  <div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83d\udcac<\/span>\n    <h3>Support motivation<\/h3>\n    <p>React to mistakes without hurting, value real progress, and give the child back the feeling that they can succeed despite the disorder.<\/p>\n  <\/div>\n  <div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83d\udcbb<\/span>\n    <h3>Utilize digital tools<\/h3>\n    <p>Know the technological aids useful for DYS students and how to introduce them without turning them into a source of stigma.<\/p>\n  <\/div>\n  <div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83e\udd1d<\/span>\n    <h3>Coordinate the stakeholders<\/h3>\n    <p>Identify the role of each \u2014 teacher, family, speech therapist, doctor \u2014 and circulate clear and respectful information.<\/p>\n  <\/div>\n<div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83c\udfad<\/span>\n    <h3>Understand from the inside<\/h3>\n    <p>Through situational scenarios, feel the difficulty experienced by the child and sustainably adjust your posture and expectations.<\/p>\n  <\/div>\n<\/div>\n\n<h3>Three concrete gestures learned in the training<\/h3>\n\n<ul>\n  <li><strong>What to say to the discouraged student&nbsp;:<\/strong> \u00ab&nbsp;Your brain learns differently, we will find together the path that suits you.&nbsp;\u00bb We name the difficulty without dramatizing and open a solution.<\/li>\n  <li><strong>The gesture on the paper&nbsp;:<\/strong> underline two specific successes before any correction, and limit spelling corrections to one objective at a time, rather than crossing out each mistake.<\/li>\n  <li><strong>\u274c To avoid&nbsp;:<\/strong> having a dyslexic student read aloud in front of the class without preparation, comparing their results to others, or announcing \u00ab&nbsp;he is surely dys&nbsp;\u00bb to the family \u2014 this is neither your role nor the right time.<\/li>\n<\/ul>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 6 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-qualiopi\">Qualiopi, certification and funding<\/h2>\n\n<p>DYNSEO is a certified training organization <strong>Qualiopi<\/strong>, registered under the activity declaration number <strong>11757351875<\/strong>. This certification focuses on the quality of the training process&nbsp;: defined educational objectives, adaptation to the audiences welcomed, qualification of the trainers, collection of feedback and continuous improvement of the program.<\/p>\n\n<p>At the end of the course, each learner receives a <strong>certificate of completion<\/strong> in their name. It can be added to an individual file and used within the quality approach of a school or organization. It is neither a state diploma nor a regulated qualification, but a certificate of participation in a training action, which remains perfectly suited to the goal of upskilling teams.<\/p>\n\n<p>On the funding side, the Qualiopi certification is the condition that allows an employer to consider coverage under the skills development plan or by their skills operator. The rules, ceilings, and procedures vary according to statuses, employers, and funders&nbsp;: the only reliable approach is to have the quote and program validated by the relevant service <em>before<\/em> the purchase. No amount of aid can be guaranteed in advance.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 7 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-equipe\">Deploying the training in a school<\/h2>\n\n<p>The online format facilitates collective deployment, provided that it is not limited to sending a link. Here is a simple framework for a team to derive real shared benefit.<\/p>\n\n<ol class=\"dyn-steps\">\n  <li><strong>Set an observable objective.<\/strong> For example&nbsp;: harmonize by the end of the term the adaptations proposed to DYS students of the same level. Without an objective, the training remains just a box checked.<\/li>\n  <li><strong>Block the time.<\/strong> Two twenty-minute slots scheduled in the calendar are better than a directive of \u00ab&nbsp;do it when you can&nbsp;\u00bb.<\/li>\n  <li><strong>Designate a DYS referent.<\/strong> A person who moves forward in advance, prepares a time for exchange, and connects with the RASED and families.<\/li>\n  <li><strong>Ground each module in reality.<\/strong> After module&nbsp;3, list together the adaptations actually implemented&nbsp;; after module&nbsp;6, share what the situational scenarios have changed in everyone's perspective.<\/li>\n  <li><strong>Archive the certificates<\/strong> as you go, with the completion date, in the training file.<\/li>\n  <li><strong>Plan a remote check-in.<\/strong> What has concretely changed for the concerned students&nbsp;? This distinguishes a useful training from one that is merely consumed.<\/li>\n<\/ol>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 8 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-tarif\">Price and registration<\/h2>\n\n<p>The training is offered at <strong>150&nbsp;\u20ac<\/strong> per learner, with unlimited access. Registration takes just a few minutes&nbsp;:<\/p>\n\n<ol class=\"dyn-steps\">\n  <li>Open the <a href=\"https:\/\/www.dynseo.com\/courses\/identifier-et-accompagner-les-troubles-dys-a-lecole-primaire\/\">training page<\/a> and add it to your cart.<\/li>\n  <li>Create your learner account, or log in, then confirm the payment.<\/li>\n  <li>Access is immediate&nbsp;: the training appears in your space and the first lesson starts right away.<\/li>\n<\/ol>\n\n<p>For deployment on multiple positions or a quote for an entire institution, the best entry point is the catalog of <a href=\"https:\/\/www.dynseo.com\/nos-formations\/\">all DYNSEO trainings<\/a>, which also helps to locate this course among other modules dedicated to educational and cognitive support.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 9 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-limites\">What this training is not<\/h2>\n\n<ul>\n  <li><strong>It does not diagnose.<\/strong> The identification of a DYS disorder relies on assessments conducted by health professionals \u2014 doctor, speech therapist, neuropsychologist, occupational therapist, psychomotrician. The training teaches how to identify and guide, not to conclude.<\/li>\n  <li><strong>It does not replace rehabilitation.<\/strong> Speech therapy or psychomotor interventions are specific care acts&nbsp;; the training teaches how to articulate with them, not to substitute them.<\/li>\n  <li><strong>It does not provide any medical competence.<\/strong> Evaluation and therapeutic follow-up remain the responsibility of health professionals.<\/li>\n  <li><strong>It is not a diploma.<\/strong> The certificate attests to participation, not to a regulated qualification.<\/li>\n  <li><strong>It is not an in-person training.<\/strong> There is no live trainer&nbsp;: it is an asynchronous video course, complemented by quizzes and situational scenarios.<\/li>\n<\/ul>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 S\u00c9RIE \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2>To go further<\/h2>\n\n<p>This article presents the training as a whole. Four deep dives extend each a specific aspect of supporting DYS children in primary school&nbsp;:<\/p>\n<div class=\"dyn-serie\">\n  <a href=\"#\"><span>Background Guide<\/span>Identify and support DYS disorders in primary school: understand what is really going on<\/a>\n  <a href=\"#\"><span>Everyday Situations<\/span>10 difficult situations with a DYS student and how to respond concretely<\/a>\n  <a href=\"#\"><span>Toolbox<\/span>Activities, resources, and concrete adjustments to implement in class<\/a>\n  <a href=\"#\"><span>Professional Attitude<\/span>Teamwork, connection with families, and skill development around DYS<\/a>\n<\/div>\n\n<p>Several free DYNSEO tools directly complement this training: the <a href=\"https:\/\/www.dynseo.com\/nos-outils\/aide-memoire-confusions-b-d-p-q\/\">mnemonic for b\/d p\/q confusions<\/a> and the <a href=\"https:\/\/www.dynseo.com\/nos-outils\/grille-de-relecture-orthographique\/\">spelling review grid<\/a> for reading and writing, or the <a href=\"https:\/\/www.dynseo.com\/nos-outils\/plan-de-redaction-visuel\/\">visual writing plan<\/a> to structure a text. The <a href=\"https:\/\/www.dynseo.com\/nos-outils\/\">complete tool catalog<\/a> is freely accessible, just like the <a href=\"https:\/\/www.dynseo.com\/nos-tests\/\">cognitive tests<\/a>. For playful training of cognitive functions at home as well as in class, the <a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\">COCO<\/a> app, designed for children aged 5 to 10, supports the cognitive stimulation workshops mentioned throughout the course.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 FAQ \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-faq\">Frequently Asked Questions<\/h2>\n<div class=\"dyn-faq\">\n\n  <h3>How long does it take to complete the training&nbsp;?<\/h3>\n  <p>Count about four hours for all 7 modules and 24 lessons. The lessons being short, most learners spread the course over two to four weeks, with a few twenty-minute sessions. Access remains open indefinitely&nbsp;: you can return to the lesson on dyscalculia or dyspraxia precisely when the situation arises in class. This flexibility allows you to balance the training with a busy schedule, without ever having to follow everything in one go.<\/p>\n\n  <h3>Is access time-limited&nbsp;?<\/h3>\n  <p>No. Once the registration is validated, access is immediate and unlimited. The training appears in your learner space and you can consult it as many times as you wish, on computer, tablet, or smartphone. This is a deliberate choice&nbsp;: DYS disorders accompany the child over several years of schooling, and you will encounter new situations over time. Being able to review a lesson a year after taking it, when a new student arrives in the class, adds great value to access that does not expire.<\/p>\n\n  <h3>Do we receive a certificate at the end&nbsp;?<\/h3>\n  <p>At the end of the course, and after validating the quizzes, DYNSEO issues a personalized training completion certificate. It mentions the title of the training and can be added to your professional file or to your organization's quality process. It is not a state diploma or a regulated qualification, but a certificate of participation in a training action, issued by a Qualiopi certified organization under number 11757351875. This is the document expected in most skills development files.<\/p>\n\n  <h3>Can the training be funded&nbsp;?<\/h3>\n  <p>It is possible&nbsp;: DYNSEO's Qualiopi certification is the generally required condition for funding under the skills development plan or by a skills operator. However, the rules vary according to statuses, employers, and funders, and no amount can be guaranteed in advance. The reliable approach is to have the program and the quote validated by your human resources department or your funding organization before proceeding with the purchase, in order to know precisely the conditions applicable to your situation.<\/p>\n\n  <h3>Is prior knowledge of DYS disorders required&nbsp;?<\/h3>\n  <p>No. The training is classified at all levels and starts with the fundamentals&nbsp;: module&nbsp;1 simply explains what dyslexia, dysorthographia, dyscalculia, dysphasia, and dyspraxia are, before addressing adaptations. It is therefore suitable for both a professional discovering the subject and an experienced teacher wishing to structure and update their knowledge. No special materials are required&nbsp;: a simple internet access is sufficient, and the content is designed to be immediately transposable into a regular classroom.<\/p>\n\n<\/div>\n<div class=\"dyn-note\">\n  <strong>\u2139\ufe0f General information<\/strong>\n  <p>This page describes the content of a training action. It does not constitute medical advice and does not allow for a diagnosis. DYS disorders require evaluation by health professionals. In case of any signs of distress in a child, refer to a doctor or psychologist; in case of emergency, contact the emergency services in your country. Funding conditions vary depending on employers and funders.<\/p>\n<\/div>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 FINAL CTA \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<div class=\"dyn-cta\">\n  <h3>Give every DYS student the means to succeed<\/h3>\n  <p>The training \u201cIdentify and support DYS disorders in primary school\u201d includes 7 modules, 24 lessons, and situational workshops, with unlimited access, along with a certificate of completion for each learner. It is the concrete foundation to transform a discouraged outlook into effective support.<\/p>\n  <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/courses\/identifier-et-accompagner-les-troubles-dys-a-lecole-primaire\/\">Register for the training \u2014 150&nbsp;\u20ac<\/a>\n<\/div>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]","_et_gb_content_width":"","footnotes":""},"categories":[3582],"tags":[],"class_list":["post-756304","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-advice-from-our-coaches"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.1 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Training &#039;Identifying and Supporting DYS Disorders in Primary School&#039;: Program, Content, and Target Audience - DYNSEO - Educational apps &amp; brain training apps for all<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.dynseo.com\/en\/training-identifying-and-supporting-dys-disorders-in-primary-school-program-content-and-target-audience\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Training &#039;Identifying and Supporting DYS Disorders in Primary School&#039;: Program, Content, and Target Audience - DYNSEO - Educational apps &amp; 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