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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\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 GABARIT ARTICLE SEO\/GEO  \u00b7  v1.0\nNe pas modifier les noms de classes : le script generer-articles.py\net tous les articles d\u00e9j\u00e0 publi\u00e9s en d\u00e9pendent.\n\nLe script generer-articles.py injecte, dans l'ordre : le header color\u00e9,\nl'encadr\u00e9 formation ou outil, le corps r\u00e9dig\u00e9, puis les donn\u00e9es structur\u00e9es.\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\">Professionnels \u00b7 Troubles DYS<\/span><\/p>\n<h1>Formation \u00ab Identifier et accompagner les troubles DYS \u00e0 l\u2019\u00e9cole primaire \u00bb : programme, contenu et \u00e0 qui elle s&#8217;adresse<\/h1>\n<pee class=\"dyn-pagehead__lead\">Dans une classe de primaire, les troubles DYS ne s&#8217;annoncent presque jamais par leur nom. Ils arrivent d&#8217;abord sous forme de petites phrases r\u00e9p\u00e9t\u00e9es d&#8217;ann\u00e9e en ann\u00e9e&nbsp;: \u00ab&nbsp;il inverse encore ses lettres&nbsp;\u00bb, \u00ab&nbsp;elle est intelligente mais elle ne suit pas&nbsp;\u00bb, \u00ab&nbsp;il oublie la consigne le temps de la copier&nbsp;\u00bb, \u00ab&nbsp;elle fait des efforts mais l&#8217;orthographe ne rentre pas&nbsp;\u00bb. Des observations exactes, presque toujours interpr\u00e9t\u00e9es de travers&nbsp;: on parle de manque de travail, de distraction, de mauvaise volont\u00e9, l\u00e0 o\u00f9 se joue un fonctionnement neurod\u00e9veloppemental particulier. La formation \u00ab&nbsp;Identifier et accompagner les troubles DYS \u00e0 l&#8217;\u00e9cole primaire&nbsp;\u00bb a \u00e9t\u00e9 construite pr\u00e9cis\u00e9ment pour combler cet \u00e9cart entre ce que l&#8217;adulte voit et ce que l&#8217;enfant vit.<\/pee>\n<ul class=\"dyn-pagehead__meta\">\n<li>\u23f1\ufe0f 14 min de lecture<\/li>\n<li>\ud83d\udc65 Pour les professionnels<\/li>\n<li>\ud83d\udd04 Mis \u00e0 jour en ao\u00fbt 2026<\/li>\n<\/ul>\n<\/header>\n<section class=\"dynen dynen-inarticle\" data-dynen=\"inarticle\"><pee class=\"dynen-h\">Dans cet article<\/pee><pee class=\"dynen-sub\">La formation associ\u00e9e<\/pee><a class=\"dynen-form\" href=\"https:\/\/www.dynseo.com\/en\/courses\/identify-and-support-dys-disorders-in-primary-school-en\/\"><\/p>\n<div class=\"dynen-form__img\"><img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/03\/Troubles-dys-a-lecole-primaire.jpg\" alt=\"\" loading=\"lazy\"><\/div>\n<div class=\"dynen-form__body\"><span class=\"dynen-tag dynen-tag--quali\">Formation Qualiopi<\/span><b>Identifier et accompagner les troubles DYS \u00e0 l&#039;\u00e9cole primaire<\/b><span class=\"dynen-go\">D\u00e9couvrir la formation \u2192<\/span><\/div>\n<p><\/a><pee class=\"dynen-sub\">Les ressources cit\u00e9es<\/pee>\n<div class=\"dynen-grid dynen-grid--ico\"><a class=\"dynen-ico dynen-dom--memoire\" href=\"https:\/\/www.dynseo.com\/en\/our-tools\/memory-aid-confusions-b-d-p-q\/\"><img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/plugins\/dynseo-enrichment\/assets\/tools\/aide-memoire-confusions-b-d-p-q.svg\" alt=\"\" width=\"56\" height=\"56\" loading=\"lazy\"><b>Aide m\u00e9moire confusions b\/d p\/q<\/b><span class=\"dynen-go\">D\u00e9couvrir \u2192<\/span><\/a><a class=\"dynen-ico dynen-dom--langage\" href=\"https:\/\/www.dynseo.com\/en\/our-tools\/spell-check-grid\/\"><img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/plugins\/dynseo-enrichment\/assets\/tools\/grille-de-relecture-orthographique.svg\" alt=\"\" width=\"56\" height=\"56\" loading=\"lazy\"><b>Grille de relecture orthographique<\/b><span class=\"dynen-go\">D\u00e9couvrir \u2192<\/span><\/a><a class=\"dynen-ico dynen-dom--apprentissage\" href=\"https:\/\/www.dynseo.com\/en\/our-tools\/visual-drafting-plan\/\"><img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/plugins\/dynseo-enrichment\/assets\/tools\/plan-de-redaction-visuel.svg\" alt=\"\" width=\"56\" height=\"56\" loading=\"lazy\"><b>Plan de r\u00e9daction visuel<\/b><span class=\"dynen-go\">D\u00e9couvrir \u2192<\/span><\/a><\/div>\n<\/section>\n<aside class=\"dyn-hero\" aria-label=\"Formation pr\u00e9sent\u00e9e dans cet 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\/2026\/03\/Troubles-dys-a-lecole-primaire.jpg\" alt=\"Formation DYNSEO \u00ab Identifier et accompagner les troubles DYS \u00e0 l\u2019\u00e9cole primaire \u00bb\" width=\"1920\" height=\"1080\" loading=\"lazy\"><\/a><\/div>\n<div class=\"dyn-hero__body\">\n      <span class=\"dyn-hero__eyebrow\">La formation li\u00e9e \u00e0 cet 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\/\">Identifier et accompagner les troubles DYS \u00e0 l\u2019\u00e9cole primaire<\/a><\/pee>\n      <pee class=\"dyn-hero__pitch\">Tout ce que cet article explique, mis en pratique.<\/pee>\n<ul class=\"dyn-badges\">\n<li>\ud83c\udfa5 7 modules \u00b7 24 le\u00e7ons<\/li>\n<li>\ud83d\udcbb 100 % en ligne<\/li>\n<li>\u23f1\ufe0f \u00c0 votre rythme<\/li>\n<li>\ud83c\udfc5 Organisme Qualiopi<\/li>\n<li>\ud83c\udf0d 9 langues<\/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\/\">Voir la formation<\/a><br \/>\n        <span class=\"dyn-hero__price\">150.0 \u20ac<\/span>\n      <\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/aside>\n<pee>Cette page d\u00e9taille cette formation en ligne DYNSEO&nbsp;: son contenu module par module, les professionnels auxquels elle s&#8217;adresse, sa dur\u00e9e r\u00e9elle, son tarif, ses modalit\u00e9s d&#8217;acc\u00e8s et de d\u00e9ploiement dans une \u00e9cole ou une \u00e9quipe \u2014 ainsi que le p\u00e9rim\u00e8tre exact qu&#8217;elle couvre et celui qu&#8217;elle laisse volontairement au professionnel de sant\u00e9. L&#8217;objectif n&#8217;est pas de faire de vous un diagnosticien, mais de vous donner un regard juste et des gestes concrets, applicables d\u00e8s le lendemain en classe.<\/pee>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 R\u00c9PONSE COURTE (GEO) \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<section class=\"dyn-tldr\">\n<h2>L&#8217;essentiel en 30 secondes<\/h2>\n<pee>Formation 100&nbsp;% en ligne de <strong>7 modules et 24 le\u00e7ons<\/strong>, soit environ <strong>4 heures<\/strong>, destin\u00e9e aux professionnels qui accompagnent des enfants DYS \u00e0 l&#8217;\u00e9cole primaire. Tarif&nbsp;: <strong>150&nbsp;\u20ac<\/strong>. Acc\u00e8s imm\u00e9diat et illimit\u00e9.<\/pee>\n<ul>\n<li><strong>Pour qui<\/strong> \u2014 enseignants, ATSEM, AESH, directeurs d&#8217;\u00e9cole, animateurs p\u00e9riscolaires, orthophonistes et professionnels de sant\u00e9, parents impliqu\u00e9s dans la scolarit\u00e9.<\/li>\n<li><strong>Objectif<\/strong> \u2014 savoir rep\u00e9rer les signes d&#8217;alerte, comprendre chaque trouble DYS et mettre en place des adaptations concr\u00e8tes, sans se substituer au diagnostic.<\/li>\n<li><strong>Ce qui est couvert<\/strong> \u2014 dyslexie, dysorthographie, dyscalculie, dysphasie, dyspraxie&nbsp;; \u00e9motions et motivation&nbsp;; adaptations p\u00e9dagogiques&nbsp;; strat\u00e9gies inclusives&nbsp;; lien \u00e9cole-famille&nbsp;; ateliers de mise en situation.<\/li>\n<li><strong>Ce qui ne l&#8217;est pas<\/strong> \u2014 le diagnostic m\u00e9dical et la r\u00e9\u00e9ducation, qui restent du ressort des professionnels de sant\u00e9.<\/li>\n<li><strong>Organisme<\/strong> \u2014 DYNSEO, certifi\u00e9 Qualiopi (N\u00b0&nbsp;11757351875), attestation de fin de formation d\u00e9livr\u00e9e.<\/li>\n<\/ul>\n<\/section>\n<nav class=\"dyn-toc\" aria-label=\"Sommaire\">\n  <pee>Au sommaire<\/pee>\n<ol>\n<li><a href=\"#dyn-probleme\">Le probl\u00e8me que la formation r\u00e9sout en classe<\/a><\/li>\n<li><a href=\"#dyn-pourqui\">\u00c0 qui s&#8217;adresse la formation<\/a><\/li>\n<li><a href=\"#dyn-programme\">Le programme&nbsp;: 7 modules, 24 le\u00e7ons<\/a><\/li>\n<li><a href=\"#dyn-format\">Format et organisation<\/a><\/li>\n<li><a href=\"#dyn-competences\">Ce que vous saurez faire \u00e0 la fin<\/a><\/li>\n<li><a href=\"#dyn-qualiopi\">Qualiopi, attestation et financement<\/a><\/li>\n<li><a href=\"#dyn-equipe\">D\u00e9ployer la formation dans une \u00e9cole<\/a><\/li>\n<li><a href=\"#dyn-tarif\">Tarif et inscription<\/a><\/li>\n<li><a href=\"#dyn-limites\">Ce que cette formation n&#8217;est pas<\/a><\/li>\n<li><a href=\"#dyn-faq\">Questions fr\u00e9quentes<\/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\">Le probl\u00e8me que la formation \u00ab&nbsp;Identifier et accompagner les troubles DYS&nbsp;\u00bb r\u00e9sout en classe<\/h2>\n<pee>Les troubles DYS sont des troubles neurod\u00e9veloppementaux durables&nbsp;: ils touchent des enfants d&#8217;intelligence normale, mais dont une fonction pr\u00e9cise \u2014 lire, \u00e9crire, calculer, s&#8217;exprimer, coordonner un geste \u2014 ne se met pas en place comme attendu. En l&#8217;absence de rep\u00e8res, un adulte bien intentionn\u00e9 peut passer des mois \u00e0 demander \u00ab&nbsp;plus d&#8217;efforts&nbsp;\u00bb \u00e0 un enfant qui en fournit d\u00e9j\u00e0 \u00e9norm\u00e9ment pour un r\u00e9sultat modeste. C&#8217;est cette incompr\u00e9hension, davantage que le trouble lui-m\u00eame, qui use la confiance de l&#8217;\u00e9l\u00e8ve.<\/pee>\n<pee>Le premier b\u00e9n\u00e9fice de la formation est de traduire des comportements de classe en hypoth\u00e8ses justes. Le tableau ci-dessous illustre ce glissement d&#8217;interpr\u00e9tation que la formation apprend \u00e0 rep\u00e9rer.<\/pee>\n<div class=\"dyn-tablewrap\">\n<table>\n<thead>\n<tr>\n<th>Ce qui est observ\u00e9 en classe<\/th>\n<th>Interpr\u00e9tation fr\u00e9quente<\/th>\n<th>Ce dont il s&#8217;agit souvent<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Confond b\/d, p\/q, saute des lignes en lisant<\/td>\n<td>\u00c9tourderie, manque d&#8217;entra\u00eenement<\/td>\n<td>Signes \u00e9vocateurs d&#8217;une dyslexie<\/td>\n<\/tr>\n<tr>\n<td>\u00c9crit le m\u00eame mot de trois fa\u00e7ons diff\u00e9rentes<\/td>\n<td>Manque de rigueur<\/td>\n<td>Dysorthographie associ\u00e9e<\/td>\n<\/tr>\n<tr>\n<td>Se perd dans les nombres et les op\u00e9rations pos\u00e9es<\/td>\n<td>Ne conna\u00eet pas ses tables<\/td>\n<td>Dyscalculie possible<\/td>\n<\/tr>\n<tr>\n<td>Cherche ses mots, construit mal ses phrases<\/td>\n<td>Timidit\u00e9, retard de langage<\/td>\n<td>Dysphasie \u00e0 explorer<\/td>\n<\/tr>\n<tr>\n<td>\u00c9criture illisible, gestes maladroits, sport \u00e9vit\u00e9<\/td>\n<td>Enfant \u00ab&nbsp;pas soigneux&nbsp;\u00bb<\/td>\n<td>Dyspraxie, dont dysgraphie<\/td>\n<\/tr>\n<tr>\n<td>Se d\u00e9courage, refuse de commencer, dit \u00ab&nbsp;je suis nul&nbsp;\u00bb<\/td>\n<td>Manque de motivation<\/td>\n<td>Retentissement \u00e9motionnel du trouble<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<pee>Chaque ligne de ce tableau appelle une conduite pr\u00e9cise&nbsp;: observer sans \u00e9tiqueter, adapter ce qui peut l&#8217;\u00eatre imm\u00e9diatement, et signaler aux bons interlocuteurs pour que l&#8217;enfant soit orient\u00e9 vers un bilan. La formation n&#8217;apprend pas \u00e0 poser un diagnostic \u2014 cela reste le r\u00f4le du m\u00e9decin, de l&#8217;orthophoniste et du neuropsychologue \u2014 mais \u00e0 ne plus laisser passer des signaux qui, rep\u00e9r\u00e9s t\u00f4t, changent le parcours scolaire d&#8217;un enfant.<\/pee>\n<div class=\"dyn-alerte\">\n  <strong>\u26a0\ufe0f Un principe qui traverse toute la formation<\/strong>\n  <pee>Rep\u00e9rer n&#8217;est pas diagnostiquer. Devant des signes \u00e9vocateurs, la bonne r\u00e9action n&#8217;est jamais d&#8217;annoncer un trouble \u00e0 l&#8217;enfant ou \u00e0 la famille, mais de d\u00e9crire pr\u00e9cis\u00e9ment ce que l&#8217;on observe et d&#8217;orienter vers un professionnel de sant\u00e9. Tout signe de souffrance marqu\u00e9e \u2014 repli, angoisse, refus scolaire \u2014 justifie un \u00e9change avec le m\u00e9decin ou le psychologue scolaire.<\/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\">\u00c0 qui s&#8217;adresse la formation<\/h2>\n<pee>La formation vise en priorit\u00e9 les professionnels qui c\u00f4toient l&#8217;enfant sur le temps scolaire et p\u00e9riscolaire, l\u00e0 o\u00f9 les troubles DYS se manifestent au quotidien&nbsp;: en lecture, en dict\u00e9e, en math\u00e9matiques, en r\u00e9cr\u00e9ation comme en motricit\u00e9.<\/pee>\n<div class=\"dyn-cards\">\n<div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83c\udf4e<\/span><\/p>\n<h3>Enseignants du primaire<\/h3>\n<pee>De la grande section au CM2, ceux qui construisent les apprentissages fondamentaux et rencontrent en premier les d\u00e9calages de lecture, d&#8217;\u00e9criture et de calcul.<\/pee>\n  <\/div>\n<div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83e\udd1d<\/span><\/p>\n<h3>AESH et ATSEM<\/h3>\n<pee>Au plus pr\u00e8s de l&#8217;\u00e9l\u00e8ve, ils appliquent les adaptations au quotidien&nbsp;: la formation leur donne le sens de ce qu&#8217;ils font, pas seulement les gestes.<\/pee>\n  <\/div>\n<div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83c\udfeb<\/span><\/p>\n<h3>Directeurs et \u00e9quipes p\u00e9dagogiques<\/h3>\n<pee>Un socle commun pour harmoniser les pratiques d&#8217;une \u00e9cole, pr\u00e9parer les \u00e9quipes \u00e9ducatives et dialoguer avec les familles d&#8217;une seule voix.<\/pee>\n  <\/div>\n<div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83c\udfa8<\/span><\/p>\n<h3>Animateurs p\u00e9riscolaires<\/h3>\n<pee>Sur les temps d&#8217;\u00e9tude, de cantine et d&#8217;activit\u00e9s, adapter sans mettre en \u00e9chec ni stigmatiser un enfant qui fatigue plus vite.<\/pee>\n  <\/div>\n<div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83e\ude7a<\/span><\/p>\n<h3>Professionnels de sant\u00e9<\/h3>\n<pee>Orthophonistes, psychomotriciens, ergoth\u00e9rapeutes qui souhaitent mieux articuler leur travail avec la r\u00e9alit\u00e9 concr\u00e8te de la salle de classe.<\/pee>\n  <\/div>\n<div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83d\udc6a<\/span><\/p>\n<h3>Parents impliqu\u00e9s<\/h3>\n<pee>Comprendre le trouble de leur enfant, soutenir les devoirs sans conflit et dialoguer efficacement avec l&#8217;\u00e9cole et les r\u00e9\u00e9ducateurs.<\/pee>\n  <\/div>\n<\/div>\n<h3>Faite pour vous \/ pas faite pour vous<\/h3>\n<div class=\"dyn-tablewrap\">\n<table>\n<thead>\n<tr>\n<th>Votre situation<\/th>\n<th>Cette formation\u2026<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Vous avez un ou plusieurs \u00e9l\u00e8ves DYS et n&#8217;avez jamais \u00e9t\u00e9 form\u00e9 sur le sujet<\/td>\n<td><span class=\"dyn-oui\">\u2714 Convient parfaitement<\/span><\/td>\n<\/tr>\n<tr>\n<td>Votre \u00e9quipe interpr\u00e8te mal certains comportements et cherche un langage commun<\/td>\n<td><span class=\"dyn-oui\">\u2714 Convient<\/span> \u2014 c&#8217;est l&#8217;usage le plus fr\u00e9quent<\/td>\n<\/tr>\n<tr>\n<td>Vous voulez des adaptations concr\u00e8tes, applicables sans mat\u00e9riel sp\u00e9cialis\u00e9<\/td>\n<td><span class=\"dyn-oui\">\u2714 Convient<\/span> \u2014 modules 3 et 4 d\u00e9di\u00e9s<\/td>\n<\/tr>\n<tr>\n<td>Vous cherchez \u00e0 poser vous-m\u00eame un diagnostic de dyslexie ou de dyspraxie<\/td>\n<td><span class=\"dyn-non\">\u2718 Non<\/span> \u2014 le diagnostic rel\u00e8ve des professionnels de sant\u00e9<\/td>\n<\/tr>\n<tr>\n<td>Vous cherchez un protocole de r\u00e9\u00e9ducation orthophonique<\/td>\n<td><span class=\"dyn-non\">\u2718 Non<\/span> \u2014 la r\u00e9\u00e9ducation est un acte de soin sp\u00e9cialis\u00e9<\/td>\n<\/tr>\n<tr>\n<td>Vous voulez un dipl\u00f4me d&#8217;\u00c9tat ou une qualification r\u00e9glement\u00e9e<\/td>\n<td><span class=\"dyn-non\">\u2718 Non<\/span> \u2014 il s&#8217;agit d&#8217;une attestation de fin de formation<\/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\">Le programme&nbsp;: 7 modules, 24 le\u00e7ons<\/h2>\n<pee>Le parcours suit une progression logique&nbsp;: comprendre d&#8217;abord chaque trouble, prendre en compte le v\u00e9cu \u00e9motionnel de l&#8217;enfant, puis adapter l&#8217;environnement et les m\u00e9thodes, coordonner les acteurs et, enfin, s&#8217;entra\u00eener en situation. Chaque module se cl\u00f4t par un quiz de validation des acquis. Voici les intitul\u00e9s r\u00e9els, module par 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\">Comprendre les troubles DYS<\/h3>\n<\/p><\/div>\n<ul>\n<li>La dyslexie<\/li>\n<li>La dysorthographie<\/li>\n<li>La dyscalculie<\/li>\n<li>La dysphasie<\/li>\n<li>La dyspraxie<\/li>\n<li>Quiz&nbsp;: validation des acquis<\/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\">Gestion des \u00e9motions et de la motivation<\/h3>\n<\/p><\/div>\n<ul>\n<li>Les \u00e9motions fr\u00e9quentes chez un enfant DYS<\/li>\n<li>Strat\u00e9gies pour valoriser et encourager<\/li>\n<li>Quiz&nbsp;: validation des acquis<\/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 dans l&#8217;environnement scolaire<\/h3>\n<\/p><\/div>\n<ul>\n<li>Adaptations pour la dyslexie et la dysorthographie<\/li>\n<li>Adaptations pour la dyscalculie<\/li>\n<li>Adaptation pour la dysphasie<\/li>\n<li>Adaptations pour la dyspraxie<\/li>\n<li>Les technologies au service des \u00e9l\u00e8ves DYS<\/li>\n<li>Quiz&nbsp;: validation des acquis<\/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\">Strat\u00e9gies d&#8217;apprentissage inclusives<\/h3>\n<\/p><\/div>\n<ul>\n<li>M\u00e9thodes multisensorielles<\/li>\n<li>Activit\u00e9s en bin\u00f4me ou tutorat entre \u00e9l\u00e8ves<\/li>\n<li>Importance des pauses et du rythme adapt\u00e9<\/li>\n<li>Quiz&nbsp;: validation des acquis<\/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\">Lien entre \u00e9cole, famille et professionnels<\/h3>\n<\/p><\/div>\n<ul>\n<li>R\u00f4le et place de chaque acteur<\/li>\n<li>Communication et suivi r\u00e9gulier<\/li>\n<li>Conseils et strat\u00e9gies pratiques pour la collaboration<\/li>\n<li>Quiz&nbsp;: validation des acquis<\/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\">Activit\u00e9s pratiques&nbsp;: ateliers immersifs<\/h3>\n<\/p><\/div>\n<ul>\n<li>Se mettre dans la peau d&#8217;un \u00e9l\u00e8ve DYS<\/li>\n<li>Mise en situation \u2013 Dyslexie<\/li>\n<li>Mise en situation \u2013 Dysorthographie<\/li>\n<li>Mise en situation \u2013 Dyscalculie<\/li>\n<li>Mise en situation \u2013 Dysphasie<\/li>\n<li>Mise en situation \u2013 Dyspraxie<\/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\">\u00c9valuation&nbsp;: validation des acquis<\/h3>\n<\/p><\/div>\n<ul>\n<li>Quiz final de synth\u00e8se<\/li>\n<\/ul>\n<\/div>\n<pee>La logique est cumulative. Le module&nbsp;1 pose le vocabulaire et distingue les cinq grands troubles, souvent confondus entre eux&nbsp;; on y apprend par exemple que la dyslexie touche la lecture quand la dysphasie touche le langage oral, et que dyspraxie et dysgraphie rel\u00e8vent du geste. Le module&nbsp;2 rappelle une \u00e9vidence trop souvent oubli\u00e9e&nbsp;: un enfant DYS ne se r\u00e9sume pas \u00e0 son trouble, et sa motivation d\u00e9pend directement de la fa\u00e7on dont l&#8217;adulte r\u00e9agit \u00e0 ses erreurs. Les modules&nbsp;3 et&nbsp;4 forment le c\u0153ur pratique&nbsp;: adaptations sp\u00e9cifiques \u00e0 chaque trouble, apport des outils num\u00e9riques, m\u00e9thodes multisensorielles, tutorat entre pairs et respect du rythme. Le module&nbsp;5 organise le dialogue entre l&#8217;\u00e9cole, la famille et les professionnels de sant\u00e9. Le module&nbsp;6, enfin, fait vivre le trouble de l&#8217;int\u00e9rieur par des mises en situation&nbsp;: rien ne remplace l&#8217;exp\u00e9rience de buter soi-m\u00eame sur une consigne con\u00e7ue pour un cerveau dyslexique.<\/pee>\n<div class=\"dyn-note\">\n  <strong>\ud83d\udca1 Deux le\u00e7ons que les \u00e9quipes citent le plus souvent<\/strong>\n  <pee>La le\u00e7on sur <strong>les \u00e9motions fr\u00e9quentes chez un enfant DYS<\/strong> (module&nbsp;2), qui explique une grande partie des refus et des blocages en classe&nbsp;; et l&#8217;atelier <strong>\u00ab&nbsp;se mettre dans la peau d&#8217;un \u00e9l\u00e8ve DYS&nbsp;\u00bb<\/strong> (module&nbsp;6), souvent d\u00e9crit comme le moment o\u00f9 la compr\u00e9hension bascule&nbsp;: on cesse de juger un manque d&#8217;effort pour voir une r\u00e9elle difficult\u00e9.<\/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>Passer d&#8217;un \u00e9l\u00e8ve en difficult\u00e9 \u00e0 un \u00e9l\u00e8ve accompagn\u00e9<\/h3>\n<pee>7 modules, 24 le\u00e7ons et des ateliers de mise en situation pour agir d\u00e8s demain en classe. Acc\u00e8s imm\u00e9diat, 100&nbsp;% en ligne, \u00e0 votre rythme.<\/pee>\n  <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/en\/courses\/identify-and-support-dys-disorders-in-primary-school-en\/\">D\u00e9couvrir la formation \u2014 150&nbsp;\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 et organisation<\/h2>\n<div class=\"dyn-tablewrap\">\n<table>\n<thead>\n<tr>\n<th>Crit\u00e8re<\/th>\n<th>D\u00e9tail<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Format<\/td>\n<td>100&nbsp;% en ligne, le\u00e7ons vid\u00e9o courtes<\/td>\n<\/tr>\n<tr>\n<td>Contenu<\/td>\n<td>7 modules \u00b7 24 le\u00e7ons<\/td>\n<\/tr>\n<tr>\n<td>Dur\u00e9e<\/td>\n<td>Environ 4 heures au total<\/td>\n<\/tr>\n<tr>\n<td>Rythme<\/td>\n<td>Libre, sans date de fin impos\u00e9e<\/td>\n<\/tr>\n<tr>\n<td>Support<\/td>\n<td>Ordinateur, tablette, smartphone<\/td>\n<\/tr>\n<tr>\n<td>Acc\u00e8s<\/td>\n<td>Imm\u00e9diat apr\u00e8s inscription, illimit\u00e9 dans le temps<\/td>\n<\/tr>\n<tr>\n<td>Niveau requis<\/td>\n<td>Tous niveaux, aucun pr\u00e9requis<\/td>\n<\/tr>\n<tr>\n<td>Langues<\/td>\n<td>Plusieurs langues disponibles, dont le fran\u00e7ais<\/td>\n<\/tr>\n<tr>\n<td>Validation<\/td>\n<td>Quiz par module et attestation de fin de formation<\/td>\n<\/tr>\n<tr>\n<td>Tarif<\/td>\n<td>150&nbsp;\u20ac par apprenant<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<pee>Le format asynchrone r\u00e9pond \u00e0 une contrainte propre au monde scolaire&nbsp;: on ne lib\u00e8re pas une \u00e9quipe enseignante une journ\u00e9e enti\u00e8re en pleine ann\u00e9e. Les quatre heures se d\u00e9coupent en s\u00e9quences d&#8217;une vingtaine de minutes, \u00e0 caler sur un temps de pause, une soir\u00e9e ou une demi-journ\u00e9e de formation. Chaque le\u00e7on peut \u00eatre revue autant de fois que n\u00e9cessaire, au moment pr\u00e9cis o\u00f9 une situation se pr\u00e9sente en classe. L&#8217;acc\u00e8s illimit\u00e9 transforme la formation en ressource permanente, et non en \u00e9v\u00e9nement ponctuel vite oubli\u00e9.<\/pee>\n<pee>Concr\u00e8tement, un enseignant peut regarder la le\u00e7on sur la dysorthographie le dimanche soir, puis, d\u00e8s le lundi, all\u00e9ger la charge de copie d&#8217;un \u00e9l\u00e8ve concern\u00e9 et proposer une \u00e9valuation centr\u00e9e sur le fond plut\u00f4t que sur l&#8217;orthographe. Cette proximit\u00e9 entre l&#8217;apprentissage et le terrain est le principal atout du dispositif.<\/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\">Ce que vous saurez faire \u00e0 la fin<\/h2>\n<div class=\"dyn-cards\">\n<div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83d\udd0d<\/span><\/p>\n<h3>Rep\u00e9rer les signes d&#8217;alerte<\/h3>\n<pee>Distinguer ce qui \u00e9voque une dyslexie, une dyscalculie, une dysphasie ou une dyspraxie, sans confondre trouble DYS et simple retard, et savoir quand orienter vers un bilan.<\/pee>\n  <\/div>\n<div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83e\udde9<\/span><\/p>\n<h3>Adapter vos supports<\/h3>\n<pee>Am\u00e9nager consignes, polices, quantit\u00e9 d&#8217;\u00e9crit, temps suppl\u00e9mentaire et \u00e9valuations, avec des gestes simples qui ne d\u00e9sorganisent pas la classe.<\/pee>\n  <\/div>\n<div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83d\udcac<\/span><\/p>\n<h3>Soutenir la motivation<\/h3>\n<pee>R\u00e9agir \u00e0 l&#8217;erreur sans blesser, valoriser les progr\u00e8s r\u00e9els et redonner \u00e0 l&#8217;enfant le sentiment qu&#8217;il peut r\u00e9ussir malgr\u00e9 le trouble.<\/pee>\n  <\/div>\n<div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83d\udcbb<\/span><\/p>\n<h3>Mobiliser les outils num\u00e9riques<\/h3>\n<pee>Conna\u00eetre les aides technologiques utiles aux \u00e9l\u00e8ves DYS et savoir les introduire sans les transformer en source de stigmatisation.<\/pee>\n  <\/div>\n<div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83e\udd1d<\/span><\/p>\n<h3>Coordonner les acteurs<\/h3>\n<pee>Situer le r\u00f4le de chacun \u2014 enseignant, famille, orthophoniste, m\u00e9decin \u2014 et faire circuler une information claire et respectueuse.<\/pee>\n  <\/div>\n<div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83c\udfad<\/span><\/p>\n<h3>Comprendre de l&#8217;int\u00e9rieur<\/h3>\n<pee>Gr\u00e2ce aux mises en situation, ressentir la difficult\u00e9 v\u00e9cue par l&#8217;enfant et ajuster durablement votre posture et vos attentes.<\/pee>\n  <\/div>\n<\/div>\n<h3>Trois gestes concrets appris dans la formation<\/h3>\n<ul>\n<li><strong>Ce qu&#8217;on peut dire \u00e0 l&#8217;\u00e9l\u00e8ve d\u00e9courag\u00e9&nbsp;:<\/strong> \u00ab&nbsp;Ton cerveau apprend autrement, on va trouver ensemble le chemin qui te convient.&nbsp;\u00bb On nomme la difficult\u00e9 sans dramatiser et on ouvre une solution.<\/li>\n<li><strong>Le geste sur la copie&nbsp;:<\/strong> souligner deux r\u00e9ussites pr\u00e9cises avant toute correction, et limiter les corrections d&#8217;orthographe \u00e0 un objectif \u00e0 la fois, plut\u00f4t que de barrer chaque erreur.<\/li>\n<li><strong>\u274c \u00c0 \u00e9viter&nbsp;:<\/strong> faire lire un \u00e9l\u00e8ve dyslexique \u00e0 voix haute devant la classe sans l&#8217;avoir pr\u00e9par\u00e9, comparer ses r\u00e9sultats \u00e0 ceux des autres, ou annoncer \u00ab&nbsp;il est s\u00fbrement dys&nbsp;\u00bb \u00e0 la famille \u2014 ce n&#8217;est ni votre r\u00f4le ni le bon moment.<\/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 training organization certified <strong>Qualiopi<\/strong>, registered under the activity declaration number <strong>11757351875<\/strong>. This certification focuses on the quality of the training process: defined educational objectives, adaptation to the target audiences, 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 enhancing the skills of the teams.<\/pee>\n<pee>Regarding funding, 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: 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 training in a school<\/h2>\n<pee>The online format facilitates collective deployment, provided it is not limited to sending a link. Here is a simple framework for a team to derive real shared benefits.<\/pee>\n<ol class=\"dyn-steps\">\n<li><strong>Set an observable objective.<\/strong> For example: harmonize by the end of the term the adaptations proposed for DYS students at the same level. Without an objective, the training remains 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 \u201cdo it when you can.\u201d<\/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 3, list together the adaptations actually implemented; after module 6, share what the situational exercises have changed in each person&#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 students concerned? This distinguishes useful training from training 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\">Pricing 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:<\/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: the training appears in your space and the first lesson starts right away.<\/li>\n<\/ol>\n<pee>For deployment on multiple workstations 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 provide a diagnosis.<\/strong> The identification of a DYS disorder relies on assessments conducted by health professionals \u2014 doctor, speech therapist, neuropsychologist, occupational therapist, psychomotor therapist. 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; the training teaches how to articulate with them, not to substitute them.<\/li>\n<li><strong>It does not confer 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: it is an asynchronous video course, supplemented by quizzes and situational exercises.<\/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 in-depth sections 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 at stake<\/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&nbsp;: the <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/memory-aid-confusions-b-d-p-q\/\">memory aid 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> application, designed for children aged 5 to 10, supports the 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>Plan for 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 sessions of twenty minutes. Access remains open without time limit&nbsp;: you can return to the lesson dedicated to dyscalculia or dyspraxia precisely when the situation arises in class. This flexibility allows for balancing 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 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, is what makes the value of 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 approach. 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>This 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 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>Are 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, dysorthography, 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 specific materials are required&nbsp;: a simple internet access is enough, 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. If there are any signs of distress in a child, refer them 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<\/div>\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":116414,"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\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 GABARIT ARTICLE SEO\/GEO  \u00b7  v1.0\nNe pas modifier les noms de classes : le script generer-articles.py\net tous les articles d\u00e9j\u00e0 publi\u00e9s en d\u00e9pendent.\n\nLe script generer-articles.py injecte, dans l'ordre : le header color\u00e9,\nl'encadr\u00e9 formation ou outil, le corps r\u00e9dig\u00e9, puis les donn\u00e9es structur\u00e9es.\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--><div class=\"dyn-article\"><header class=\"dyn-pagehead dyn-pagehead--jaune\">\n  <span class=\"dyn-pagehead__cat\">Professionnels \u00b7 Troubles DYS<\/span>\n  <h1>Formation \u00ab Identifier et accompagner les troubles DYS \u00e0 l\u2019\u00e9cole primaire \u00bb : programme, contenu et \u00e0 qui elle s'adresse<\/h1>\n  <p class=\"dyn-pagehead__lead\">Dans une classe de primaire, les troubles DYS ne s'annoncent presque jamais par leur nom. Ils arrivent d'abord sous forme de petites phrases r\u00e9p\u00e9t\u00e9es d'ann\u00e9e en ann\u00e9e&nbsp;: \u00ab&nbsp;il inverse encore ses lettres&nbsp;\u00bb, \u00ab&nbsp;elle est intelligente mais elle ne suit pas&nbsp;\u00bb, \u00ab&nbsp;il oublie la consigne le temps de la copier&nbsp;\u00bb, \u00ab&nbsp;elle fait des efforts mais l'orthographe ne rentre pas&nbsp;\u00bb. Des observations exactes, presque toujours interpr\u00e9t\u00e9es de travers&nbsp;: on parle de manque de travail, de distraction, de mauvaise volont\u00e9, l\u00e0 o\u00f9 se joue un fonctionnement neurod\u00e9veloppemental particulier. La formation \u00ab&nbsp;Identifier et accompagner les troubles DYS \u00e0 l'\u00e9cole primaire&nbsp;\u00bb a \u00e9t\u00e9 construite pr\u00e9cis\u00e9ment pour combler cet \u00e9cart entre ce que l'adulte voit et ce que l'enfant vit.<\/p>\n  <ul class=\"dyn-pagehead__meta\">\n    <li>\u23f1\ufe0f 14 min de lecture<\/li>\n    <li>\ud83d\udc65 Pour les professionnels<\/li>\n    <li>\ud83d\udd04 Mis \u00e0 jour en ao\u00fbt 2026<\/li>\n  <\/ul>\n<\/header><section class=\"dynen dynen-inarticle\" data-dynen=\"inarticle\"><p class=\"dynen-h\">Dans cet article<\/p><p class=\"dynen-sub\">La formation associ\u00e9e<\/p><a class=\"dynen-form\" href=\"https:\/\/www.dynseo.com\/courses\/identifier-et-accompagner-les-troubles-dys-a-lecole-primaire\/\"><div class=\"dynen-form__img\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2025\/08\/Institut-de-Formation-DYNSEO-2.png\" alt=\"\" loading=\"lazy\"><\/div><div class=\"dynen-form__body\"><span class=\"dynen-tag dynen-tag--quali\">Formation Qualiopi<\/span><b>Identifier et accompagner les troubles DYS \u00e0 l&#039;\u00e9cole primaire<\/b><span class=\"dynen-go\">D\u00e9couvrir la formation \u2192<\/span><\/div><\/a><p class=\"dynen-sub\">Les ressources cit\u00e9es<\/p><div class=\"dynen-grid dynen-grid--ico\"><a class=\"dynen-ico dynen-dom--memoire\" href=\"https:\/\/www.dynseo.com\/nos-outils\/aide-memoire-confusions-b-d-p-q\/\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/plugins\/dynseo-enrichment\/assets\/tools\/aide-memoire-confusions-b-d-p-q.svg\" alt=\"\" width=\"56\" height=\"56\" loading=\"lazy\"><b>Aide m\u00e9moire confusions b\/d p\/q<\/b><span class=\"dynen-go\">D\u00e9couvrir \u2192<\/span><\/a><a class=\"dynen-ico dynen-dom--langage\" href=\"https:\/\/www.dynseo.com\/nos-outils\/grille-de-relecture-orthographique\/\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/plugins\/dynseo-enrichment\/assets\/tools\/grille-de-relecture-orthographique.svg\" alt=\"\" width=\"56\" height=\"56\" loading=\"lazy\"><b>Grille de relecture orthographique<\/b><span class=\"dynen-go\">D\u00e9couvrir \u2192<\/span><\/a><a class=\"dynen-ico dynen-dom--apprentissage\" href=\"https:\/\/www.dynseo.com\/nos-outils\/plan-de-redaction-visuel\/\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/plugins\/dynseo-enrichment\/assets\/tools\/plan-de-redaction-visuel.svg\" alt=\"\" width=\"56\" height=\"56\" loading=\"lazy\"><b>Plan de r\u00e9daction visuel<\/b><span class=\"dynen-go\">D\u00e9couvrir \u2192<\/span><\/a><\/div><p class=\"dynen-sub\">Les carnets \u00e0 imprimer \u2014 Collection EDITH<\/p><div class=\"dynen-covers\"><a class=\"dynen-cover\" href=\"https:\/\/www.dynseo.com\/collection-edith\/\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/08\/EDITH_DE_01_berlin-von-frueher_CARREE.png\" alt=\"\" loading=\"lazy\"><span>Berlin von fr\u00fcher<\/span><\/a><a class=\"dynen-cover\" href=\"https:\/\/www.dynseo.com\/collection-edith\/\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/08\/EDITH_DE_02_der-schwarzwald_CARREE.png\" alt=\"\" loading=\"lazy\"><span>Der Schwarzwald<\/span><\/a><a class=\"dynen-cover\" href=\"https:\/\/www.dynseo.com\/collection-edith\/\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/08\/EDITH_DE_03_die-nord-und-ostseekueste_CARREE.png\" alt=\"\" loading=\"lazy\"><span>Die Nord- und Ostseek\u00fcste<\/span><\/a><a class=\"dynen-cover\" href=\"https:\/\/www.dynseo.com\/collection-edith\/\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/08\/EDITH_DE_04_die-alpen_CARREE.png\" alt=\"\" loading=\"lazy\"><span>Die Alpen<\/span><\/a><a class=\"dynen-cover\" href=\"https:\/\/www.dynseo.com\/collection-edith\/\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/08\/EDITH_DE_06_die-50er-und-60er-jahre_CARREE.png\" alt=\"\" loading=\"lazy\"><span>Die 50er und 60er Jahre<\/span><\/a><a class=\"dynen-cover dynen-cover--more\" href=\"https:\/\/www.dynseo.com\/collection-edith\/\"><span>Voir la collection EDITH \u2192<\/span><\/a><\/div><\/section>\n\n<aside class=\"dyn-hero\" aria-label=\"Formation pr\u00e9sent\u00e9e dans cet 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=\"Formation DYNSEO \u00ab Identifier et accompagner les troubles DYS \u00e0 l\u2019\u00e9cole primaire \u00bb\" width=\"1920\" height=\"1080\" loading=\"lazy\"><\/a><\/div>\n    <div class=\"dyn-hero__body\">\n      <span class=\"dyn-hero__eyebrow\">La formation li\u00e9e \u00e0 cet article<\/span>\n      <p class=\"dyn-hero__title\"><a href=\"https:\/\/www.dynseo.com\/courses\/identifier-et-accompagner-les-troubles-dys-a-lecole-primaire\/\">Identifier et accompagner les troubles DYS \u00e0 l\u2019\u00e9cole primaire<\/a><\/p>\n      <p class=\"dyn-hero__pitch\">Tout ce que cet article explique, mis en pratique.<\/p>\n      <ul class=\"dyn-badges\">\n        <li>\ud83c\udfa5 7 modules \u00b7 24 le\u00e7ons<\/li>\n        <li>\ud83d\udcbb 100 % en ligne<\/li>\n        <li>\u23f1\ufe0f \u00c0 votre rythme<\/li>\n        <li>\ud83c\udfc5 Organisme Qualiopi<\/li>\n        <li>\ud83c\udf0d 9 langues<\/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\/\">Voir la formation<\/a>\n        <span class=\"dyn-hero__price\">150.0 \u20ac<\/span>\n      <\/div>\n    <\/div>\n  <\/div>\n<\/aside>\n\n<p>Cette page d\u00e9taille cette formation en ligne DYNSEO&nbsp;: son contenu module par module, les professionnels auxquels elle s'adresse, sa dur\u00e9e r\u00e9elle, son tarif, ses modalit\u00e9s d'acc\u00e8s et de d\u00e9ploiement dans une \u00e9cole ou une \u00e9quipe \u2014 ainsi que le p\u00e9rim\u00e8tre exact qu'elle couvre et celui qu'elle laisse volontairement au professionnel de sant\u00e9. L'objectif n'est pas de faire de vous un diagnosticien, mais de vous donner un regard juste et des gestes concrets, applicables d\u00e8s le lendemain en classe.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 R\u00c9PONSE COURTE (GEO) \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<section class=\"dyn-tldr\">\n  <h2>L'essentiel en 30 secondes<\/h2>\n  <p>Formation 100&nbsp;% en ligne de <strong>7 modules et 24 le\u00e7ons<\/strong>, soit environ <strong>4 heures<\/strong>, destin\u00e9e aux professionnels qui accompagnent des enfants DYS \u00e0 l'\u00e9cole primaire. Tarif&nbsp;: <strong>150&nbsp;\u20ac<\/strong>. Acc\u00e8s imm\u00e9diat et illimit\u00e9.<\/p>\n  <ul>\n    <li><strong>Pour qui<\/strong> \u2014 enseignants, ATSEM, AESH, directeurs d'\u00e9cole, animateurs p\u00e9riscolaires, orthophonistes et professionnels de sant\u00e9, parents impliqu\u00e9s dans la scolarit\u00e9.<\/li>\n    <li><strong>Objectif<\/strong> \u2014 savoir rep\u00e9rer les signes d'alerte, comprendre chaque trouble DYS et mettre en place des adaptations concr\u00e8tes, sans se substituer au diagnostic.<\/li>\n    <li><strong>Ce qui est couvert<\/strong> \u2014 dyslexie, dysorthographie, dyscalculie, dysphasie, dyspraxie&nbsp;; \u00e9motions et motivation&nbsp;; adaptations p\u00e9dagogiques&nbsp;; strat\u00e9gies inclusives&nbsp;; lien \u00e9cole-famille&nbsp;; ateliers de mise en situation.<\/li>\n    <li><strong>Ce qui ne l'est pas<\/strong> \u2014 le diagnostic m\u00e9dical et la r\u00e9\u00e9ducation, qui restent du ressort des professionnels de sant\u00e9.<\/li>\n    <li><strong>Organisme<\/strong> \u2014 DYNSEO, certifi\u00e9 Qualiopi (N\u00b0&nbsp;11757351875), attestation de fin de formation d\u00e9livr\u00e9e.<\/li>\n  <\/ul>\n<\/section>\n\n\n<nav class=\"dyn-toc\" aria-label=\"Sommaire\">\n  <p>Au sommaire<\/p>\n  <ol>\n    <li><a href=\"#dyn-probleme\">Le probl\u00e8me que la formation r\u00e9sout en classe<\/a><\/li>\n    <li><a href=\"#dyn-pourqui\">\u00c0 qui s'adresse la formation<\/a><\/li>\n    <li><a href=\"#dyn-programme\">Le programme&nbsp;: 7 modules, 24 le\u00e7ons<\/a><\/li>\n    <li><a href=\"#dyn-format\">Format et organisation<\/a><\/li>\n    <li><a href=\"#dyn-competences\">Ce que vous saurez faire \u00e0 la fin<\/a><\/li>\n    <li><a href=\"#dyn-qualiopi\">Qualiopi, attestation et financement<\/a><\/li>\n    <li><a href=\"#dyn-equipe\">D\u00e9ployer la formation dans une \u00e9cole<\/a><\/li>\n    <li><a href=\"#dyn-tarif\">Tarif et inscription<\/a><\/li>\n    <li><a href=\"#dyn-limites\">Ce que cette formation n'est pas<\/a><\/li>\n    <li><a href=\"#dyn-faq\">Questions fr\u00e9quentes<\/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\">Le probl\u00e8me que la formation \u00ab&nbsp;Identifier et accompagner les troubles DYS&nbsp;\u00bb r\u00e9sout en classe<\/h2>\n\n<p>Les troubles DYS sont des troubles neurod\u00e9veloppementaux durables&nbsp;: ils touchent des enfants d'intelligence normale, mais dont une fonction pr\u00e9cise \u2014 lire, \u00e9crire, calculer, s'exprimer, coordonner un geste \u2014 ne se met pas en place comme attendu. En l'absence de rep\u00e8res, un adulte bien intentionn\u00e9 peut passer des mois \u00e0 demander \u00ab&nbsp;plus d'efforts&nbsp;\u00bb \u00e0 un enfant qui en fournit d\u00e9j\u00e0 \u00e9norm\u00e9ment pour un r\u00e9sultat modeste. C'est cette incompr\u00e9hension, davantage que le trouble lui-m\u00eame, qui use la confiance de l'\u00e9l\u00e8ve.<\/p>\n\n<p>Le premier b\u00e9n\u00e9fice de la formation est de traduire des comportements de classe en hypoth\u00e8ses justes. Le tableau ci-dessous illustre ce glissement d'interpr\u00e9tation que la formation apprend \u00e0 rep\u00e9rer.<\/p>\n\n<div class=\"dyn-tablewrap\">\n<table>\n  <thead>\n    <tr><th>Ce qui est observ\u00e9 en classe<\/th><th>Interpr\u00e9tation fr\u00e9quente<\/th><th>Ce dont il s'agit souvent<\/th><\/tr>\n  <\/thead>\n  <tbody>\n    <tr><td>Confond b\/d, p\/q, saute des lignes en lisant<\/td><td>\u00c9tourderie, manque d'entra\u00eenement<\/td><td>Signes \u00e9vocateurs d'une dyslexie<\/td><\/tr>\n    <tr><td>\u00c9crit le m\u00eame mot de trois fa\u00e7ons diff\u00e9rentes<\/td><td>Manque de rigueur<\/td><td>Dysorthographie associ\u00e9e<\/td><\/tr>\n    <tr><td>Se perd dans les nombres et les op\u00e9rations pos\u00e9es<\/td><td>Ne conna\u00eet pas ses tables<\/td><td>Dyscalculie possible<\/td><\/tr>\n    <tr><td>Cherche ses mots, construit mal ses phrases<\/td><td>Timidit\u00e9, retard de langage<\/td><td>Dysphasie \u00e0 explorer<\/td><\/tr>\n    <tr><td>\u00c9criture illisible, gestes maladroits, sport \u00e9vit\u00e9<\/td><td>Enfant \u00ab&nbsp;pas soigneux&nbsp;\u00bb<\/td><td>Dyspraxie, dont dysgraphie<\/td><\/tr>\n    <tr><td>Se d\u00e9courage, refuse de commencer, dit \u00ab&nbsp;je suis nul&nbsp;\u00bb<\/td><td>Manque de motivation<\/td><td>Retentissement \u00e9motionnel du trouble<\/td><\/tr>\n  <\/tbody>\n<\/table>\n<\/div>\n\n<p>Chaque ligne de ce tableau appelle une conduite pr\u00e9cise&nbsp;: observer sans \u00e9tiqueter, adapter ce qui peut l'\u00eatre imm\u00e9diatement, et signaler aux bons interlocuteurs pour que l'enfant soit orient\u00e9 vers un bilan. La formation n'apprend pas \u00e0 poser un diagnostic \u2014 cela reste le r\u00f4le du m\u00e9decin, de l'orthophoniste et du neuropsychologue \u2014 mais \u00e0 ne plus laisser passer des signaux qui, rep\u00e9r\u00e9s t\u00f4t, changent le parcours scolaire d'un enfant.<\/p>\n\n<div class=\"dyn-alerte\">\n  <strong>\u26a0\ufe0f Un principe qui traverse toute la formation<\/strong>\n  <p>Rep\u00e9rer n'est pas diagnostiquer. Devant des signes \u00e9vocateurs, la bonne r\u00e9action n'est jamais d'annoncer un trouble \u00e0 l'enfant ou \u00e0 la famille, mais de d\u00e9crire pr\u00e9cis\u00e9ment ce que l'on observe et d'orienter vers un professionnel de sant\u00e9. Tout signe de souffrance marqu\u00e9e \u2014 repli, angoisse, refus scolaire \u2014 justifie un \u00e9change avec le m\u00e9decin ou le psychologue scolaire.<\/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\">\u00c0 qui s'adresse la formation<\/h2>\n\n<p>La formation vise en priorit\u00e9 les professionnels qui c\u00f4toient l'enfant sur le temps scolaire et p\u00e9riscolaire, l\u00e0 o\u00f9 les troubles DYS se manifestent au quotidien&nbsp;: en lecture, en dict\u00e9e, en math\u00e9matiques, en r\u00e9cr\u00e9ation comme en motricit\u00e9.<\/p>\n\n<div class=\"dyn-cards\">\n  <div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83c\udf4e<\/span>\n    <h3>Enseignants du primaire<\/h3>\n    <p>De la grande section au CM2, ceux qui construisent les apprentissages fondamentaux et rencontrent en premier les d\u00e9calages de lecture, d'\u00e9criture et de calcul.<\/p>\n  <\/div>\n  <div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83e\udd1d<\/span>\n    <h3>AESH et ATSEM<\/h3>\n    <p>Au plus pr\u00e8s de l'\u00e9l\u00e8ve, ils appliquent les adaptations au quotidien&nbsp;: la formation leur donne le sens de ce qu'ils font, pas seulement les gestes.<\/p>\n  <\/div>\n  <div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83c\udfeb<\/span>\n    <h3>Directeurs et \u00e9quipes p\u00e9dagogiques<\/h3>\n    <p>Un socle commun pour harmoniser les pratiques d'une \u00e9cole, pr\u00e9parer les \u00e9quipes \u00e9ducatives et dialoguer avec les familles d'une seule voix.<\/p>\n  <\/div>\n  <div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83c\udfa8<\/span>\n    <h3>Animateurs p\u00e9riscolaires<\/h3>\n    <p>Sur les temps d'\u00e9tude, de cantine et d'activit\u00e9s, adapter sans mettre en \u00e9chec ni stigmatiser un enfant qui fatigue plus vite.<\/p>\n  <\/div>\n  <div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83e\ude7a<\/span>\n    <h3>Professionnels de sant\u00e9<\/h3>\n    <p>Orthophonistes, psychomotriciens, ergoth\u00e9rapeutes qui souhaitent mieux articuler leur travail avec la r\u00e9alit\u00e9 concr\u00e8te de la salle de classe.<\/p>\n  <\/div>\n  <div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83d\udc6a<\/span>\n    <h3>Parents impliqu\u00e9s<\/h3>\n    <p>Comprendre le trouble de leur enfant, soutenir les devoirs sans conflit et dialoguer efficacement avec l'\u00e9cole et les r\u00e9\u00e9ducateurs.<\/p>\n  <\/div>\n<\/div>\n\n\n<h3>Faite pour vous \/ pas faite pour vous<\/h3>\n\n<div class=\"dyn-tablewrap\">\n<table>\n  <thead>\n    <tr><th>Votre situation<\/th><th>Cette formation\u2026<\/th><\/tr>\n  <\/thead>\n  <tbody>\n    <tr><td>Vous avez un ou plusieurs \u00e9l\u00e8ves DYS et n'avez jamais \u00e9t\u00e9 form\u00e9 sur le sujet<\/td><td><span class=\"dyn-oui\">\u2714 Convient parfaitement<\/span><\/td><\/tr>\n    <tr><td>Votre \u00e9quipe interpr\u00e8te mal certains comportements et cherche un langage commun<\/td><td><span class=\"dyn-oui\">\u2714 Convient<\/span> \u2014 c'est l'usage le plus fr\u00e9quent<\/td><\/tr>\n    <tr><td>Vous voulez des adaptations concr\u00e8tes, applicables sans mat\u00e9riel sp\u00e9cialis\u00e9<\/td><td><span class=\"dyn-oui\">\u2714 Convient<\/span> \u2014 modules 3 et 4 d\u00e9di\u00e9s<\/td><\/tr>\n    <tr><td>Vous cherchez \u00e0 poser vous-m\u00eame un diagnostic de dyslexie ou de dyspraxie<\/td><td><span class=\"dyn-non\">\u2718 Non<\/span> \u2014 le diagnostic rel\u00e8ve des professionnels de sant\u00e9<\/td><\/tr>\n    <tr><td>Vous cherchez un protocole de r\u00e9\u00e9ducation orthophonique<\/td><td><span class=\"dyn-non\">\u2718 Non<\/span> \u2014 la r\u00e9\u00e9ducation est un acte de soin sp\u00e9cialis\u00e9<\/td><\/tr>\n    <tr><td>Vous voulez un dipl\u00f4me d'\u00c9tat ou une qualification r\u00e9glement\u00e9e<\/td><td><span class=\"dyn-non\">\u2718 Non<\/span> \u2014 il s'agit d'une attestation de fin de formation<\/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\">Le programme&nbsp;: 7 modules, 24 le\u00e7ons<\/h2>\n\n<p>Le parcours suit une progression logique&nbsp;: comprendre d'abord chaque trouble, prendre en compte le v\u00e9cu \u00e9motionnel de l'enfant, puis adapter l'environnement et les m\u00e9thodes, coordonner les acteurs et, enfin, s'entra\u00eener en situation. Chaque module se cl\u00f4t par un quiz de validation des acquis. Voici les intitul\u00e9s r\u00e9els, module par 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\">Comprendre les troubles DYS<\/h3>\n  <\/div>\n  <ul>\n    <li>La dyslexie<\/li>\n    <li>La dysorthographie<\/li>\n    <li>La dyscalculie<\/li>\n    <li>La dysphasie<\/li>\n    <li>La dyspraxie<\/li>\n    <li>Quiz&nbsp;: validation des acquis<\/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\">Gestion des \u00e9motions et de la motivation<\/h3>\n  <\/div>\n  <ul>\n    <li>Les \u00e9motions fr\u00e9quentes chez un enfant DYS<\/li>\n    <li>Strat\u00e9gies pour valoriser et encourager<\/li>\n    <li>Quiz&nbsp;: validation des acquis<\/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 dans l'environnement scolaire<\/h3>\n  <\/div>\n  <ul>\n    <li>Adaptations pour la dyslexie et la dysorthographie<\/li>\n    <li>Adaptations pour la dyscalculie<\/li>\n    <li>Adaptation pour la dysphasie<\/li>\n    <li>Adaptations pour la dyspraxie<\/li>\n    <li>Les technologies au service des \u00e9l\u00e8ves DYS<\/li>\n    <li>Quiz&nbsp;: validation des acquis<\/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\">Strat\u00e9gies d'apprentissage inclusives<\/h3>\n  <\/div>\n  <ul>\n    <li>M\u00e9thodes multisensorielles<\/li>\n    <li>Activit\u00e9s en bin\u00f4me ou tutorat entre \u00e9l\u00e8ves<\/li>\n    <li>Importance des pauses et du rythme adapt\u00e9<\/li>\n    <li>Quiz&nbsp;: validation des acquis<\/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\">Lien entre \u00e9cole, famille et professionnels<\/h3>\n  <\/div>\n  <ul>\n    <li>R\u00f4le et place de chaque acteur<\/li>\n    <li>Communication et suivi r\u00e9gulier<\/li>\n    <li>Conseils et strat\u00e9gies pratiques pour la collaboration<\/li>\n    <li>Quiz&nbsp;: validation des acquis<\/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\">Activit\u00e9s pratiques&nbsp;: ateliers immersifs<\/h3>\n  <\/div>\n  <ul>\n    <li>Se mettre dans la peau d'un \u00e9l\u00e8ve DYS<\/li>\n    <li>Mise en situation \u2013 Dyslexie<\/li>\n    <li>Mise en situation \u2013 Dysorthographie<\/li>\n    <li>Mise en situation \u2013 Dyscalculie<\/li>\n    <li>Mise en situation \u2013 Dysphasie<\/li>\n    <li>Mise en situation \u2013 Dyspraxie<\/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\">\u00c9valuation&nbsp;: validation des acquis<\/h3>\n  <\/div>\n  <ul>\n    <li>Quiz final de synth\u00e8se<\/li>\n  <\/ul>\n<\/div>\n\n<p>La logique est cumulative. Le module&nbsp;1 pose le vocabulaire et distingue les cinq grands troubles, souvent confondus entre eux&nbsp;; on y apprend par exemple que la dyslexie touche la lecture quand la dysphasie touche le langage oral, et que dyspraxie et dysgraphie rel\u00e8vent du geste. Le module&nbsp;2 rappelle une \u00e9vidence trop souvent oubli\u00e9e&nbsp;: un enfant DYS ne se r\u00e9sume pas \u00e0 son trouble, et sa motivation d\u00e9pend directement de la fa\u00e7on dont l'adulte r\u00e9agit \u00e0 ses erreurs. Les modules&nbsp;3 et&nbsp;4 forment le c\u0153ur pratique&nbsp;: adaptations sp\u00e9cifiques \u00e0 chaque trouble, apport des outils num\u00e9riques, m\u00e9thodes multisensorielles, tutorat entre pairs et respect du rythme. Le module&nbsp;5 organise le dialogue entre l'\u00e9cole, la famille et les professionnels de sant\u00e9. Le module&nbsp;6, enfin, fait vivre le trouble de l'int\u00e9rieur par des mises en situation&nbsp;: rien ne remplace l'exp\u00e9rience de buter soi-m\u00eame sur une consigne con\u00e7ue pour un cerveau dyslexique.<\/p>\n\n\n<div class=\"dyn-note\">\n  <strong>\ud83d\udca1 Deux le\u00e7ons que les \u00e9quipes citent le plus souvent<\/strong>\n  <p>La le\u00e7on sur <strong>les \u00e9motions fr\u00e9quentes chez un enfant DYS<\/strong> (module&nbsp;2), qui explique une grande partie des refus et des blocages en classe&nbsp;; et l'atelier <strong>\u00ab&nbsp;se mettre dans la peau d'un \u00e9l\u00e8ve DYS&nbsp;\u00bb<\/strong> (module&nbsp;6), souvent d\u00e9crit comme le moment o\u00f9 la compr\u00e9hension bascule&nbsp;: on cesse de juger un manque d'effort pour voir une r\u00e9elle difficult\u00e9.<\/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>Passer d'un \u00e9l\u00e8ve en difficult\u00e9 \u00e0 un \u00e9l\u00e8ve accompagn\u00e9<\/h3>\n  <p>7 modules, 24 le\u00e7ons et des ateliers de mise en situation pour agir d\u00e8s demain en classe. Acc\u00e8s imm\u00e9diat, 100&nbsp;% en ligne, \u00e0 votre rythme.<\/p>\n  <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/courses\/identifier-et-accompagner-les-troubles-dys-a-lecole-primaire\/\">D\u00e9couvrir la formation \u2014 150&nbsp;\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 et organisation<\/h2>\n\n<div class=\"dyn-tablewrap\">\n<table>\n  <thead>\n    <tr><th>Crit\u00e8re<\/th><th>D\u00e9tail<\/th><\/tr>\n  <\/thead>\n  <tbody>\n    <tr><td>Format<\/td><td>100&nbsp;% en ligne, le\u00e7ons vid\u00e9o courtes<\/td><\/tr>\n    <tr><td>Contenu<\/td><td>7 modules \u00b7 24 le\u00e7ons<\/td><\/tr>\n    <tr><td>Dur\u00e9e<\/td><td>Environ 4 heures au total<\/td><\/tr>\n    <tr><td>Rythme<\/td><td>Libre, sans date de fin impos\u00e9e<\/td><\/tr>\n    <tr><td>Support<\/td><td>Ordinateur, tablette, smartphone<\/td><\/tr>\n    <tr><td>Acc\u00e8s<\/td><td>Imm\u00e9diat apr\u00e8s inscription, illimit\u00e9 dans le temps<\/td><\/tr>\n    <tr><td>Niveau requis<\/td><td>Tous niveaux, aucun pr\u00e9requis<\/td><\/tr>\n    <tr><td>Langues<\/td><td>Plusieurs langues disponibles, dont le fran\u00e7ais<\/td><\/tr>\n    <tr><td>Validation<\/td><td>Quiz par module et attestation de fin de formation<\/td><\/tr>\n    <tr><td>Tarif<\/td><td>150&nbsp;\u20ac par apprenant<\/td><\/tr>\n  <\/tbody>\n<\/table>\n<\/div>\n\n<p>Le format asynchrone r\u00e9pond \u00e0 une contrainte propre au monde scolaire&nbsp;: on ne lib\u00e8re pas une \u00e9quipe enseignante une journ\u00e9e enti\u00e8re en pleine ann\u00e9e. Les quatre heures se d\u00e9coupent en s\u00e9quences d'une vingtaine de minutes, \u00e0 caler sur un temps de pause, une soir\u00e9e ou une demi-journ\u00e9e de formation. Chaque le\u00e7on peut \u00eatre revue autant de fois que n\u00e9cessaire, au moment pr\u00e9cis o\u00f9 une situation se pr\u00e9sente en classe. L'acc\u00e8s illimit\u00e9 transforme la formation en ressource permanente, et non en \u00e9v\u00e9nement ponctuel vite oubli\u00e9.<\/p>\n\n<p>Concr\u00e8tement, un enseignant peut regarder la le\u00e7on sur la dysorthographie le dimanche soir, puis, d\u00e8s le lundi, all\u00e9ger la charge de copie d'un \u00e9l\u00e8ve concern\u00e9 et proposer une \u00e9valuation centr\u00e9e sur le fond plut\u00f4t que sur l'orthographe. Cette proximit\u00e9 entre l'apprentissage et le terrain est le principal atout du dispositif.<\/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\">Ce que vous saurez faire \u00e0 la fin<\/h2>\n\n<div class=\"dyn-cards\">\n  <div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83d\udd0d<\/span>\n    <h3>Rep\u00e9rer les signes d'alerte<\/h3>\n    <p>Distinguer ce qui \u00e9voque une dyslexie, une dyscalculie, une dysphasie ou une dyspraxie, sans confondre trouble DYS et simple retard, et savoir quand orienter vers un bilan.<\/p>\n  <\/div>\n  <div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83e\udde9<\/span>\n    <h3>Adapter vos supports<\/h3>\n    <p>Am\u00e9nager consignes, polices, quantit\u00e9 d'\u00e9crit, temps suppl\u00e9mentaire et \u00e9valuations, avec des gestes simples qui ne d\u00e9sorganisent pas la classe.<\/p>\n  <\/div>\n  <div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83d\udcac<\/span>\n    <h3>Soutenir la motivation<\/h3>\n    <p>R\u00e9agir \u00e0 l'erreur sans blesser, valoriser les progr\u00e8s r\u00e9els et redonner \u00e0 l'enfant le sentiment qu'il peut r\u00e9ussir malgr\u00e9 le trouble.<\/p>\n  <\/div>\n  <div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83d\udcbb<\/span>\n    <h3>Mobiliser les outils num\u00e9riques<\/h3>\n    <p>Conna\u00eetre les aides technologiques utiles aux \u00e9l\u00e8ves DYS et savoir les introduire sans les transformer en source de stigmatisation.<\/p>\n  <\/div>\n  <div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83e\udd1d<\/span>\n    <h3>Coordonner les acteurs<\/h3>\n    <p>Situer le r\u00f4le de chacun \u2014 enseignant, famille, orthophoniste, m\u00e9decin \u2014 et faire circuler une information claire et respectueuse.<\/p>\n  <\/div>\n  <div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83c\udfad<\/span>\n    <h3>Comprendre de l'int\u00e9rieur<\/h3>\n    <p>Gr\u00e2ce aux mises en situation, ressentir la difficult\u00e9 v\u00e9cue par l'enfant et ajuster durablement votre posture et vos attentes.<\/p>\n  <\/div>\n<\/div>\n\n<h3>Trois gestes concrets appris dans la formation<\/h3>\n\n<ul>\n  <li><strong>Ce qu'on peut dire \u00e0 l'\u00e9l\u00e8ve d\u00e9courag\u00e9&nbsp;:<\/strong> \u00ab&nbsp;Ton cerveau apprend autrement, on va trouver ensemble le chemin qui te convient.&nbsp;\u00bb On nomme la difficult\u00e9 sans dramatiser et on ouvre une solution.<\/li>\n  <li><strong>Le geste sur la copie&nbsp;:<\/strong> souligner deux r\u00e9ussites pr\u00e9cises avant toute correction, et limiter les corrections d'orthographe \u00e0 un objectif \u00e0 la fois, plut\u00f4t que de barrer chaque erreur.<\/li>\n  <li><strong>\u274c \u00c0 \u00e9viter&nbsp;:<\/strong> faire lire un \u00e9l\u00e8ve dyslexique \u00e0 voix haute devant la classe sans l'avoir pr\u00e9par\u00e9, comparer ses r\u00e9sultats \u00e0 ceux des autres, ou annoncer \u00ab&nbsp;il est s\u00fbrement dys&nbsp;\u00bb \u00e0 la famille \u2014 ce n'est ni votre r\u00f4le ni le bon moment.<\/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\n<h2 id=\"dyn-qualiopi\">Qualiopi, certification and funding<\/h2>\n\n<p>DYNSEO is a training organization certified <strong>Qualiopi<\/strong>, registered under the activity declaration number <strong>11757351875<\/strong>. This certification focuses on the quality of the training process: defined educational objectives, adaptation to the target audiences, 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 enhancing the skills of the teams.<\/p>\n\n<p>Regarding funding, 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: 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 training in a school<\/h2>\n\n<p>The online format facilitates collective deployment, provided it is not limited to sending a link. Here is a simple framework for a team to derive real shared benefits.<\/p>\n\n<ol class=\"dyn-steps\">\n  <li><strong>Set an observable objective.<\/strong> For example: harmonize by the end of the term the adaptations proposed for DYS students at the same level. Without an objective, the training remains 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 \u201cdo it when you can.\u201d<\/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 3, list together the adaptations actually implemented; after module 6, share what the situational exercises have changed in each person'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 students concerned? This distinguishes useful training from training 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\">Pricing 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:<\/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: the training appears in your space and the first lesson starts right away.<\/li>\n<\/ol>\n\n<p>For deployment on multiple workstations 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 provide a diagnosis.<\/strong> The identification of a DYS disorder relies on assessments conducted by health professionals \u2014 doctor, speech therapist, neuropsychologist, occupational therapist, psychomotor therapist. 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; the training teaches how to articulate with them, not to substitute them.<\/li>\n  <li><strong>It does not confer 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: it is an asynchronous video course, supplemented by quizzes and situational exercises.<\/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 in-depth sections extend each a specific aspect of supporting DYS children in primary school&nbsp;:<\/p>\n\n<div class=\"dyn-serie\">\n  <a href=\"#\"><span>Background Guide<\/span>Identify and support DYS disorders in primary school: understand what is really at stake<\/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&nbsp;: the <a href=\"https:\/\/www.dynseo.com\/nos-outils\/aide-memoire-confusions-b-d-p-q\/\">memory aid 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> application, designed for children aged 5 to 10, supports the 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\n<div class=\"dyn-faq\">\n\n  <h3>How long does it take to complete the training&nbsp;?<\/h3>\n  <p>Plan for 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 sessions of twenty minutes. Access remains open without time limit&nbsp;: you can return to the lesson dedicated to dyscalculia or dyspraxia precisely when the situation arises in class. This flexibility allows for balancing 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 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, is what makes the value of 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 approach. 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>This 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 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>Are 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, dysorthography, 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 specific materials are required&nbsp;: a simple internet access is enough, 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. If there are any signs of distress in a child, refer them 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><\/div><\/div>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]","_et_gb_content_width":"","footnotes":""},"categories":[3582,2915],"tags":[],"class_list":["post-756304","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-advice-from-our-coaches","category-les-conseils-des-coachs"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.5 - 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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