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Une seule activit\u00e9 par cat\u00e9gorie et par jour suffit, \u00e0 condition qu'elle ait r\u00e9ellement lieu. C'est la r\u00e9gularit\u00e9, et non la dur\u00e9e, qui ancre les apprentissages. Mieux vaut quinze minutes chaque jour que deux heures le dimanche : la r\u00e9p\u00e9tition dans le temps consolide bien davantage. Les mauvais jours, on garde une version tr\u00e8s r\u00e9duite d'une seule activit\u00e9 facile, simplement pour prot\u00e9ger la routine. Adaptez toujours au rythme et \u00e0 la fatigue de votre adolescent, qui varient d'un jour \u00e0 l'autre.\"\n          }\n        },\n        {\n          \"@type\": \"Question\",\n          \"name\": \"Combien de temps doit durer une s\u00e9ance ?\",\n          \"acceptedAnswer\": {\n            \"@type\": \"Answer\",\n            \"text\": \"Des s\u00e9quences courtes, de 10 \u00e0 20 minutes maximum, sont id\u00e9ales. Au-del\u00e0, l'attention et la motivation retombent, et la s\u00e9ance peut devenir contre-productive. On arr\u00eate toujours avant la fatigue, et de pr\u00e9f\u00e9rence sur une r\u00e9ussite : c'est ce qui donne envie de recommencer le lendemain. Pour le num\u00e9rique, quinze minutes par jour \u00e0 heure fixe constituent un bon rep\u00e8re. R\u00e9partir plusieurs petits cr\u00e9neaux dans la journ\u00e9e fonctionne mieux qu'un seul long temps d'activit\u00e9, souvent trop exigeant et v\u00e9cu comme une contrainte.\"\n          }\n        },\n        {\n          \"@type\": \"Question\",\n          \"name\": \"Comment le motiver quand il refuse ?\",\n          \"acceptedAnswer\": {\n            \"@type\": \"Answer\",\n            \"text\": \"Trois leviers fonctionnent mieux que l'insistance. D'abord, baisser la difficult\u00e9 jusqu'\u00e0 obtenir des r\u00e9ussites faciles : l'\u00e9chec r\u00e9p\u00e9t\u00e9 est la premi\u00e8re cause de refus. Ensuite, remplacer l'exercice abstrait par une t\u00e2che r\u00e9elle qui a du sens : pr\u00e9parer un vrai go\u00fbter plut\u00f4t qu'un jeu artificiel. Enfin, lui laisser des choix avec la roue des choix, pour qu'il devienne acteur. N\u00e9gociez la dur\u00e9e, pas le principe : \u00ab on fait cinq minutes et on arr\u00eate \u00bb obtient presque toujours plus qu'un rappel des enjeux. Et l'on valorise chaque effort, pas seulement le r\u00e9sultat.\"\n          }\n        },\n        {\n          \"@type\": \"Question\",\n          \"name\": \"Quel mat\u00e9riel faut-il vraiment ?\",\n          \"acceptedAnswer\": {\n            \"@type\": \"Answer\",\n            \"text\": \"Presque rien de sp\u00e9cialis\u00e9. L'essentiel se trouve d\u00e9j\u00e0 chez vous : linge, vaisselle, ingr\u00e9dients, photos, jeu de paires. Le vrai mat\u00e9riel utile, ce sont les supports visuels : s\u00e9quences illustr\u00e9es, pictogrammes, plannings. Les outils gratuits de DYNSEO \u2014 guide d'adaptation p\u00e9dagogique, fiche de communication, tableau de routines illustr\u00e9es, thermom\u00e8tre des \u00e9motions, roue des choix \u2014 couvrent l'essentiel des besoins et s'impriment gratuitement. Ajoutez une tablette pour la partie num\u00e9rique avec COCO. Inutile d'investir dans du mat\u00e9riel co\u00fbteux : mieux vaut personnaliser des supports simples avec ses propres photos et centres d'int\u00e9r\u00eat.\"\n          }\n        },\n        {\n          \"@type\": \"Question\",\n          \"name\": \"\u00c0 partir de quel \u00e2ge et jusqu'\u00e0 quand ces activit\u00e9s conviennent-elles ?\",\n          \"acceptedAnswer\": {\n            \"@type\": \"Answer\",\n            \"text\": \"La plupart de ces activit\u00e9s s'adaptent de la pr\u00e9adolescence au jeune \u00e2ge adulte, en jouant sur les variantes plus faciles ou plus difficiles indiqu\u00e9es pour chacune. L'important est d'ajuster les supports au profil r\u00e9el, pas \u00e0 l'\u00e2ge affich\u00e9 : on choisit des visuels et des th\u00e8mes qui respectent la maturit\u00e9 de l'adolescent, sans infantiliser. Quand les jeux enfantins ne conviennent plus, on passe par exemple de COCO \u00e0 des contenus plus matures. En cas de doute sur ce qui est adapt\u00e9, les professionnels qui suivent votre enfant sauront pr\u00e9ciser les priorit\u00e9s du moment.\"\n          }\n        }\n      ]\n    }\n  ]\n}\n<\/style>\n<div class=\"dbi-art-ce7df2\">\n<!--\n\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\nDYNSEO \u2014 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\">Familles &amp; aidants \u00b7 Trisomie 21<\/span><\/p>\n<h1>Soutenir un adolescent trisomique : activit\u00e9s, supports et am\u00e9nagements concrets \u00e0 mettre en place<\/h1>\n<pee class=\"dyn-pagehead__lead\">Un adolescent porteur de trisomie 21 passe beaucoup plus de temps \u00e0 la maison, en famille, qu&#8217;en s\u00e9ance chez un professionnel. C&#8217;est pr\u00e9cis\u00e9ment l\u00e0, dans le quotidien r\u00e9p\u00e9t\u00e9, que s&#8217;ancrent les apprentissages durables&nbsp;: le cerveau consolide ce qu&#8217;il rencontre souvent et dans un contexte qui a du sens, bien mieux qu&#8217;une consigne travaill\u00e9e une heure par semaine dans un cabinet. Savoir <strong>soutenir un adolescent trisomique avec des activit\u00e9s et des outils<\/strong> adapt\u00e9s \u00e0 la maison, c&#8217;est donc transformer les gestes ordinaires en occasions de progresser, sans transformer le foyer en salle de r\u00e9\u00e9ducation.<\/pee>\n<ul class=\"dyn-pagehead__meta\">\n<li>\u23f1\ufe0f 19 min de lecture<\/li>\n<li>\ud83d\udc65 Pour les familles et les aidants<\/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\/accompagner-un-adolescent-trisomique-vers-lautonomie-en\/\"><\/p>\n<div class=\"dynen-form__img\"><img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/03\/Accompagner-un-adolescent-trisomique-vers-lautonomie.jpg\" alt=\"\" loading=\"lazy\"><\/div>\n<div class=\"dynen-form__body\"><span class=\"dynen-tag dynen-tag--quali\">Formation Qualiopi<\/span><b>Soutenir un adolescent trisomique : vie sociale, \u00e9motions, autonomie<\/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--emotions\" href=\"https:\/\/www.dynseo.com\/en\/our-tools\/emotion-thermometer\/\"><img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/plugins\/dynseo-enrichment\/assets\/tools\/thermometre-des-emotions.svg\" alt=\"\" width=\"56\" height=\"56\" loading=\"lazy\"><b>Thermom\u00e8tre des \u00e9motions<\/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\/accompagner-un-adolescent-trisomique-vers-lautonomie-en\/\"><img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/03\/Accompagner-un-adolescent-trisomique-vers-lautonomie.jpg\" alt=\"Formation DYNSEO \u00ab Soutenir un adolescent trisomique : vie sociale, \u00e9motions, autonomie \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\/accompagner-un-adolescent-trisomique-vers-lautonomie-en\/\">Soutenir un adolescent trisomique : vie sociale, \u00e9motions, autonomie<\/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 6 modules \u00b7 17 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\/accompagner-un-adolescent-trisomique-vers-lautonomie-en\/\">See the training<\/a><br \/>\n        <span class=\"dyn-hero__price\">20.0 \u20ac<\/span>\n      <\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/aside>\n<pee>This article is a concrete toolbox, not a theoretical course. You will find fifteen activities described in enough detail to be launched as soon as tonight, an organization of the day and week, adjustments to the environment room by room, free printable resources, and the place to give to digital tools. Nothing requires expensive materials or special skills: just regularity, observation, and the right level of demand.<\/pee>\n<section class=\"dyn-tldr\">\n<h2>The essentials in 30 seconds<\/h2>\n<pee>Supporting a teenager with Down syndrome on a daily basis is based on three simple principles: <strong>repetition, visual cues, and activities that make sense to them<\/strong>. The goal is to improve autonomy, not performance.<\/pee>\n<ul>\n<li><strong>The right level<\/strong> \u2014 propose a task that is successful about seven times out of ten: enough to succeed, enough to progress.<\/li>\n<li><strong>Visual cues everywhere<\/strong> \u2014 pictograms, photos, illustrated sequences: images support understanding and anticipation.<\/li>\n<li><strong>Stable routines<\/strong> \u2014 a predictable sequence reassures and frees up energy for learning.<\/li>\n<li><strong>Break down each task<\/strong> \u2014 a complex action becomes accessible when broken down into small visible steps.<\/li>\n<li><strong>Value, track, transmit<\/strong> \u2014 noting progress makes it visible and facilitates the connection with professionals who follow the teenager.<\/li>\n<\/ul>\n<\/section>\n<nav class=\"dyn-toc\" aria-label=\"Table of contents\">\n  <pee>In the table of contents<\/pee>\n<ol>\n<li><a href=\"#dyn-regles\">The 5 rules before starting<\/a><\/li>\n<li><a href=\"#dyn-autonomie\">Autonomy and daily gestures (activities 1 to 4)<\/a><\/li>\n<li><a href=\"#dyn-communication\">Communication and language (activities 5 to 8)<\/a><\/li>\n<li><a href=\"#dyn-emotions\">Emotions and social life (activities 9 to 11)<\/a><\/li>\n<li><a href=\"#dyn-cognition\">Attention, memory, and logic (activities 12 to 15)<\/a><\/li>\n<li><a href=\"#dyn-semaine\">A typical day and a typical week<\/a><\/li>\n<li><a href=\"#dyn-environnement\">Adjusting the environment, room by room<\/a><\/li>\n<li><a href=\"#dyn-supports\">Free printable DYNSEO resources<\/a><\/li>\n<li><a href=\"#dyn-numerique\">The place of digital tools<\/a><\/li>\n<li><a href=\"#dyn-erreurs\">The 5 mistakes to avoid<\/a><\/li>\n<li><a href=\"#dyn-faq\">Frequently asked questions<\/a><\/li>\n<\/ol>\n<\/nav>\n<h2 id=\"dyn-regles\">The 5 rules before starting<\/h2>\n<pee>Before diving into the activities, five principles condition their effectiveness. They apply to all the proposals that follow, regardless of your teenager&#8217;s age or level. Take the time to integrate them: they will make the difference between a routine that lasts and a series of abandoned attempts.<\/pee>\n<div class=\"dyn-cards\">\n<div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83c\udfaf<\/span><\/p>\n<h3>Aim for success, not performance<\/h3>\n<pee>We aim for a task that is successful about seven times out of ten. If everything is too easy, we increase the difficulty; if failure recurs, we decrease it without comments or reproach.<\/pee>\n  <\/div>\n<div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83e\udde9<\/span><\/p>\n<h3>Break down each task<\/h3>\n<pee>A complex action becomes accessible in small steps. \u201cSetting the table\u201d can be broken down: plates, then glasses, then cutlery, each step illustrated if necessary.<\/pee>\n  <\/div>\n<div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83d\uddbc\ufe0f<\/span><\/p>\n<h3>Make it visible with images<\/h3>\n<pee>Pictograms, photos, illustrated sequences: the visual channel is often a solid support for the teenager with Down syndrome. We show as much as we explain.<\/pee>\n  <\/div>\n<div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83d\udd01<\/span><\/p>\n<h3>Repeat and stabilize<\/h3>\n<pee>The same sequence, at the same time, helps with memorization and anticipation. Routine does not bore: it secures and frees up energy to progress.<\/pee>\n  <\/div>\n<\/div>\n<div class=\"dyn-alerte\">\n  <strong>\u26a0\ufe0f First of all&nbsp;: adapt with the professionals who follow him<\/strong>\n  <pee>The activities below are everyday proposals, not care protocols. Each adolescent with Down syndrome has their own profile&nbsp;: some have motor, sensory, cardiac, or visual particularities that require certain activities to be adjusted. Talk to the speech therapist, occupational therapist, psychomotor therapist, or the doctor who follows your child. For any signs of distress, unusual withdrawal, or regression, consult the doctor or psychologist&nbsp;: these professionals are the only ones qualified to make a diagnosis and provide guidance.<\/pee>\n<\/div>\n<h2 id=\"dyn-autonomie\">Independence and daily gestures<\/h2>\n<pee>Independence is the common thread of adolescence, and it is built through real household tasks, not abstract exercises. Each mastered gesture is a concrete victory and a boost to self-esteem. The golden rule&nbsp;: do <em>with<\/em>, never <em>instead of<\/em>, even when it is quicker to do it yourself.<\/pee>\n<pee>A method recurs in each of the following activities&nbsp;: gradual guidance. At first, we physically or verbally assist the gesture&nbsp;; then we gradually fade the help, down to a simple encouraging glance. We resist the urge to take over at the first hesitation&nbsp;: it is in this small moment of effort that learning occurs. And we celebrate each milestone reached, as pride fuels motivation much more surely than correction.<\/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\">Prepare his daily bag<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objective<\/strong> \u2014 planning, memory of steps, sense of responsibility and independence.<\/li>\n<li><strong>Materials and duration<\/strong> \u2014 an illustrated list stuck on the bag (photos of the items to take), 5 to 10 minutes in the evening.<\/li>\n<li><strong>Procedure<\/strong> \u2014 the adolescent looks at the list image by image and places each item in the bag. You stay next to him without intervening, you only check at the end, together.<\/li>\n<li><strong>Easier<\/strong> \u2014 only three items, each photo placed next to the real item.<\/li>\n<li><strong>More difficult<\/strong> \u2014 prepare without the list, then anticipate an unexpected event&nbsp;: \u201c&nbsp;it&#8217;s going to rain tomorrow, what should we add&nbsp;?&nbsp;\u201d<\/li>\n<li><strong>Sign that it works<\/strong> \u2014 he prepares his bag spontaneously, without being asked, and notices an omission himself.<\/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\">Dress independently<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objective<\/strong> \u2014 fine motor skills, sequencing, independence in a major daily gesture.<\/li>\n<li><strong>Materials and duration<\/strong> \u2014 clothes laid out in the order of putting them on, an illustrated step-by-step guide displayed in the room, morning time without pressure.<\/li>\n<li><strong>Procedure<\/strong> \u2014 prepare the clothes in order (underwear, top, bottom, socks, shoes). The adolescent follows the illustrated guide. We allow time, we do not finish in his place.<\/li>\n<li><strong>Easier<\/strong> \u2014 start with loose clothing, without buttons or fasteners&nbsp;; favor Velcro and elastic sizes.<\/li>\n<li><strong>More difficult<\/strong> \u2014 introduce buttons, zippers, laces, then choose an outfit suitable for the weather by himself.<\/li>\n<li><strong>Sign that it works<\/strong> \u2014 the gesture flows without consulting the illustrated guide, and the morning becomes smoother.<\/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\">Mettre et d\u00e9barrasser la table<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objectif<\/strong> \u2014 rep\u00e9rage spatial, comptage, participation \u00e0 la vie familiale, coordination.<\/li>\n<li><strong>Mat\u00e9riel et dur\u00e9e<\/strong> \u2014 un set de table avec l&#8217;emplacement des objets dessin\u00e9 (assiette, verre, couverts), 10 minutes.<\/li>\n<li><strong>D\u00e9roul\u00e9<\/strong> \u2014 l&#8217;adolescent compte les convives, prend le nombre correspondant d&#8217;assiettes et les dispose en suivant le dessin du set. On proc\u00e8de objet par objet&nbsp;: d&#8217;abord toutes les assiettes, puis tous les verres.<\/li>\n<li><strong>Plus facile<\/strong> \u2014 deux couverts seulement, le set-mod\u00e8le bien visible.<\/li>\n<li><strong>Plus difficile<\/strong> \u2014 table compl\u00e8te pour toute la famille, sans set-guide, en anticipant un invit\u00e9 suppl\u00e9mentaire.<\/li>\n<li><strong>Signe que \u00e7a marche<\/strong> \u2014 il compte juste, place sans h\u00e9siter et propose de mettre la table de lui-m\u00eame.<\/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\">Pr\u00e9parer un go\u00fbter simple<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objectif<\/strong> \u2014 s\u00e9quen\u00e7age d&#8217;une recette, motricit\u00e9 fine, autonomie alimentaire, fiert\u00e9 du r\u00e9sultat.<\/li>\n<li><strong>Mat\u00e9riel et dur\u00e9e<\/strong> \u2014 une recette en photos (tartine, salade de fruits, yaourt garni), ustensiles non coupants, 15 minutes.<\/li>\n<li><strong>D\u00e9roul\u00e9<\/strong> \u2014 on affiche les \u00e9tapes en images. L&#8217;adolescent r\u00e9alise chaque \u00e9tape en cochant au fur et \u00e0 mesure. On l&#8217;accompagne du regard, on nomme les gestes, on le laisse faire.<\/li>\n<li><strong>Plus facile<\/strong> \u2014 deux \u00e9tapes seulement, ingr\u00e9dients d\u00e9j\u00e0 pr\u00e9par\u00e9s et dos\u00e9s.<\/li>\n<li><strong>Plus difficile<\/strong> \u2014 une recette de quatre \u00e0 cinq \u00e9tapes, avec un doseur \u00e0 lire, puis ranger et nettoyer apr\u00e8s.<\/li>\n<li><strong>Signe que \u00e7a marche<\/strong> \u2014 il encha\u00eene les \u00e9tapes sans rappel et propose de pr\u00e9parer le go\u00fbter pour la famille.<\/li>\n<\/ul>\n<\/div>\n<div class=\"dyn-note\">\n  <strong>\ud83d\udca1 Le pouvoir des rep\u00e8res visuels<\/strong>\n  <pee>Pour toutes ces activit\u00e9s, une s\u00e9quence illustr\u00e9e affich\u00e9e au bon endroit vaut mieux que dix consignes orales. Le <a href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-routines-illustrees\/\">tableau de routines illustr\u00e9es<\/a> gratuit de DYNSEO permet de composer ces d\u00e9roul\u00e9s en images pour l&#8217;habillage, le repas ou la pr\u00e9paration du sac. On l&#8217;affiche \u00e0 hauteur des yeux, l\u00e0 o\u00f9 l&#8217;action se passe.<\/pee>\n<\/div>\n<h2 id=\"dyn-communication\">Communication et langage<\/h2>\n<pee>Chez beaucoup d&#8217;adolescents trisomiques, la compr\u00e9hension d\u00e9passe l&#8217;expression&nbsp;: ils comprennent souvent plus qu&#8217;ils ne parviennent \u00e0 dire. Ces activit\u00e9s visent \u00e0 soutenir l&#8217;expression et \u00e0 multiplier les canaux de communication. Elles compl\u00e8tent le travail de l&#8217;orthophoniste, elles ne le remplacent jamais&nbsp;: demandez-lui lesquelles servent le mieux les objectifs en cours.<\/pee>\n<pee>Trois r\u00e9flexes facilitent chaque \u00e9change, quelle que soit l&#8217;activit\u00e9. On se met \u00e0 sa hauteur et on capte son regard avant de parler. On laisse un vrai temps de r\u00e9ponse, souvent plus long qu&#8217;on ne le croit, sans terminer ses phrases \u00e0 sa place. Et l&#8217;on double toujours la parole d&#8217;un support visuel \u2014 geste, objet, pictogramme \u2014 pour offrir un second point d&#8217;appui \u00e0 la compr\u00e9hension. Ces r\u00e9flexes valent aussi pour la fratrie et les proches, \u00e0 qui il est utile de les expliquer.<\/pee>\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\">The communication binder<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objective<\/strong> \u2014 to have an immediate expression support, reduce frustration related to words that do not come.<\/li>\n<li><strong>Materials and duration<\/strong> \u2014 a binder or cards, pictograms and photos, the <a href=\"https:\/\/www.dynseo.com\/nos-outils\/fiche-communication-adaptee-trisomie\/\">adapted Down syndrome communication sheet<\/a> from DYNSEO, 10 minutes.<\/li>\n<li><strong>Procedure<\/strong> \u2014 one page per daily theme (wants, needs, emotions, people, places). We browse together every day, we point and name, and we use it in real exchanges.<\/li>\n<li><strong>Easier<\/strong> \u2014 point to the image when you name the word.<\/li>\n<li><strong>Harder<\/strong> \u2014 construct a short sentence by combining several pictograms.<\/li>\n<li><strong>Sign that it works<\/strong> \u2014 the teenager takes the binder by themselves to make themselves understood.<\/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\">Naming while shopping<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objective<\/strong> \u2014 to enrich vocabulary in context, which is much more effective than on an abstract list.<\/li>\n<li><strong>Materials and duration<\/strong> \u2014 an illustrated shopping list, 15 minutes in a less crowded store.<\/li>\n<li><strong>Procedure<\/strong> \u2014 the teenager holds the list in images, looks for each product, names it and places it in the cart. If the word gets stuck, give the first syllable instead of the whole word.<\/li>\n<li><strong>Easier<\/strong> \u2014 three very familiar products, in a section identified in advance.<\/li>\n<li><strong>Harder<\/strong> \u2014 say what each product is for, then pay and check the change.<\/li>\n<li><strong>Sign that it works<\/strong> \u2014 they name without the prompt and anticipate the section where to find the product.<\/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\">Reading in two voices<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objective<\/strong> \u2014 articulation, breath, understanding and shared pleasure of the story.<\/li>\n<li><strong>Materials and duration<\/strong> \u2014 a short text in large print, an illustrated story suitable for their age and interests, 10 minutes.<\/li>\n<li><strong>Procedure<\/strong> \u2014 you read one sentence, the teenager reads or repeats the next. We stop at the end of a passage, never in the middle of an effort, and we comment on the image together.<\/li>\n<li><strong>Easier<\/strong> \u2014 they only complete the last word of each sentence, which the image indicates.<\/li>\n<li><strong>Harder<\/strong> \u2014 summarize the passage in one sentence, then anticipate the continuation of the story.<\/li>\n<li><strong>Sign that it works<\/strong> \u2014 the sentences read get longer and they ask for the evening reading.<\/li>\n<\/ul>\n<\/div>\n<div class=\"dyn-module\">\n<div class=\"dyn-module__head\">\n<div class=\"dyn-module__num\">8<\/div>\n<h3 class=\"dyn-module__title\">Telling about their day with photos<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objective<\/strong> \u2014 to work on storytelling, chronology, and memory of recent events.<\/li>\n<li><strong>Materials and duration<\/strong> \u2014 a few photos taken during the day on a phone, 10 minutes in the evening.<\/li>\n<li><strong>Procedure<\/strong> \u2014 we look at the photos in order and the teenager tells what they did, with \u201c&nbsp;first&nbsp;\u201d, \u201c&nbsp;then&nbsp;\u201d, \u201c&nbsp;after&nbsp;\u201d. You prompt with open questions, without correcting every word.<\/li>\n<li><strong>Easier<\/strong> \u2014 two photos, one simple question per photo: \u201c&nbsp;who&nbsp;?\u201d, \u201c&nbsp;where&nbsp;?\u201d<\/li>\n<li><strong>Harder<\/strong> \u2014 tell without the photos, then express what they felt at each moment.<\/li>\n<li><strong>Sign that it works<\/strong> \u2014 they link events in the correct order and add spontaneous details.<\/li>\n<\/ul>\n<\/div>\n<div class=\"dyn-cta\">\n<h3>Go further than activities: the complete method<\/h3>\n<pee>The DYNSEO training \u201cSupport a child with Down syndrome: social life, emotions, independence\u201d covers these principles in 17 video lessons: communication, emotion management, independence, and accommodations, step by step. 100% online, at your own pace, unlimited access.<\/pee>\n  <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/en\/courses\/accompagner-un-adolescent-trisomique-vers-lautonomie-en\/\">Discover the training \u2014 20 \u20ac<\/a>\n<\/div>\n<h2 id=\"dyn-emotions\">Emotions and social life<\/h2>\n<pee>Adolescence amplifies emotions and brings forth new social needs. For a child with Down syndrome, putting words to what they feel is a learning process in itself, which prevents many crises. These activities equip emotional expression and connection to others. For any signs of lasting sadness or withdrawal, refer to a psychologist or doctor.<\/pee>\n<div class=\"dyn-module\">\n<div class=\"dyn-module__head\">\n<div class=\"dyn-module__num\">9<\/div>\n<h3 class=\"dyn-module__title\">The emotion thermometer<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objective<\/strong> \u2014 identify and name the intensity of an emotion before it overflows.<\/li>\n<li><strong>Materials and duration<\/strong> \u2014 the <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/emotion-thermometer\/\">free emotion thermometer<\/a> from DYNSEO, displayed in a quiet place, 5 minutes at key moments.<\/li>\n<li><strong>Procedure<\/strong> \u2014 several times a day, ask: \u201cWhere are you on the thermometer?\u201d The adolescent points to the level. Each level is associated with a calming action identified in advance.<\/li>\n<li><strong>Easier<\/strong> \u2014 only three levels: calm, agitated, very angry, with drawn faces.<\/li>\n<li><strong>Harder<\/strong> \u2014 name the cause of the emotion and choose the strategy to calm down.<\/li>\n<li><strong>Sign that it works<\/strong> \u2014 they come to signal \u201cI\u2019m rising\u201d before the crisis, instead of enduring it.<\/li>\n<\/ul>\n<\/div>\n<div class=\"dyn-module\">\n<div class=\"dyn-module__head\">\n<div class=\"dyn-module__num\">10<\/div>\n<h3 class=\"dyn-module__title\">The choices wheel<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objective<\/strong> \u2014 learn to make choices, develop self-determination, and reduce opposition.<\/li>\n<li><strong>Materials and duration<\/strong> \u2014 the <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/choice-wheel-dynseo-training-tools\/\">illustrated choices wheel<\/a> from DYNSEO, 5 minutes at the moment of a decision.<\/li>\n<li><strong>Procedure<\/strong> \u2014 faced with a situation, present two or three options illustrated on the wheel: \u201cWould you prefer to get dressed first or have breakfast first?\u201d The adolescent chooses and their choice is respected.<\/li>\n<li><strong>Easier<\/strong> \u2014 only two options, very concrete and immediate.<\/li>\n<li><strong>Harder<\/strong> \u2014 anticipate the consequences of each choice before deciding.<\/li>\n<li><strong>Sign that it works<\/strong> \u2014 they express preferences spontaneously and accept the framework better because they participate in it.<\/li>\n<\/ul>\n<\/div>\n<div class=\"dyn-module\">\n<div class=\"dyn-module__head\">\n<div class=\"dyn-module__num\">11<\/div>\n<h3 class=\"dyn-module__title\">Le jeu de r\u00f4le des situations sociales<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objectif<\/strong> \u2014 r\u00e9p\u00e9ter \u00e0 l&#8217;avance les codes sociaux d&#8217;une situation r\u00e9elle, pour aborder l&#8217;impr\u00e9vu avec confiance.<\/li>\n<li><strong>Mat\u00e9riel et dur\u00e9e<\/strong> \u2014 aucun mat\u00e9riel, ou des cartes-sc\u00e9narios illustr\u00e9es, 10 minutes.<\/li>\n<li><strong>D\u00e9roul\u00e9<\/strong> \u2014 on rejoue une sc\u00e8ne du quotidien (saluer, commander \u00e0 la boulangerie, demander de l&#8217;aide). Vous jouez d&#8217;abord le r\u00f4le, puis on inverse. On r\u00e9p\u00e8te jusqu&#8217;\u00e0 ce que la phrase soit fluide.<\/li>\n<li><strong>Plus facile<\/strong> \u2014 une seule phrase \u00e0 dire, apprise et r\u00e9p\u00e9t\u00e9e&nbsp;: \u00ab&nbsp;bonjour, un pain s&#8217;il vous pla\u00eet&nbsp;\u00bb.<\/li>\n<li><strong>Plus difficile<\/strong> \u2014 improviser une r\u00e9ponse \u00e0 un impr\u00e9vu&nbsp;: \u00ab&nbsp;et s&#8217;il n&#8217;y a plus de pain&nbsp;?&nbsp;\u00bb<\/li>\n<li><strong>Signe que \u00e7a marche<\/strong> \u2014 il transpose la sc\u00e8ne apprise dans la vraie situation, sans blocage.<\/li>\n<\/ul>\n<\/div>\n<h2 id=\"dyn-cognition\">Attention, m\u00e9moire et logique<\/h2>\n<pee>Ces activit\u00e9s entra\u00eenent les fonctions cognitives dans un cadre ludique. L&#8217;objectif n&#8217;est jamais la note ou la vitesse, mais le plaisir de r\u00e9ussir et le transfert vers la vie r\u00e9elle. On garde des s\u00e9ances courtes et on arr\u00eate toujours sur une r\u00e9ussite.<\/pee>\n<pee>Un point m\u00e9rite attention&nbsp;: chez l&#8217;adolescent trisomique, ce qui est appris dans un contexte ne se transf\u00e8re pas toujours spontan\u00e9ment \u00e0 un autre. Trier des chaussettes ne garantit pas de savoir trier les couverts. On gagne donc \u00e0 r\u00e9p\u00e9ter la m\u00eame comp\u00e9tence dans plusieurs situations diff\u00e9rentes, avec le m\u00eame vocabulaire, pour que la logique se g\u00e9n\u00e9ralise. C&#8217;est aussi pourquoi les jeux cognitifs prennent tout leur sens quand ils d\u00e9bouchent sur une application r\u00e9elle&nbsp;: on trie pour ranger, on compte pour mettre la table, on m\u00e9morise pour pr\u00e9parer son sac.<\/pee>\n<div class=\"dyn-module\">\n<div class=\"dyn-module__head\">\n<div class=\"dyn-module__num\">12<\/div>\n<h3 class=\"dyn-module__title\">Le jeu de paires<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objectif<\/strong> \u2014 attention visuelle, m\u00e9moire de travail, patience.<\/li>\n<li><strong>Mat\u00e9riel et dur\u00e9e<\/strong> \u2014 un jeu de paires illustr\u00e9 (animaux, objets familiers), 10 minutes.<\/li>\n<li><strong>D\u00e9roul\u00e9<\/strong> \u2014 on \u00e9tale les cartes face cach\u00e9e et l&#8217;on retourne deux cartes \u00e0 la fois pour trouver les paires. On nomme chaque image \u00e0 voix haute, ce qui travaille aussi le langage.<\/li>\n<li><strong>Plus facile<\/strong> \u2014 six cartes, images tr\u00e8s contrast\u00e9es et bien distinctes.<\/li>\n<li><strong>Plus difficile<\/strong> \u2014 vingt cartes, avec des images proches \u00e0 distinguer finement.<\/li>\n<li><strong>Signe que \u00e7a marche<\/strong> \u2014 il retient l&#8217;emplacement des cartes d\u00e9j\u00e0 vues et gagne en concentration.<\/li>\n<\/ul>\n<\/div>\n<div class=\"dyn-module\">\n<div class=\"dyn-module__head\">\n<div class=\"dyn-module__num\">13<\/div>\n<h3 class=\"dyn-module__title\">Trier et classer<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objectif<\/strong> \u2014 cat\u00e9gorisation, logique, notions de couleur, forme et taille, utiles pour l&#8217;autonomie domestique.<\/li>\n<li><strong>Mat\u00e9riel et dur\u00e9e<\/strong> \u2014 des objets du quotidien \u00e0 trier (chaussettes par paires, couverts, jouets par couleur), 10 minutes.<\/li>\n<li><strong>D\u00e9roul\u00e9<\/strong> \u2014 on donne un crit\u00e8re de tri et l&#8217;adolescent range en cons\u00e9quence. On part d&#8217;un seul crit\u00e8re avant d&#8217;en combiner deux. Le tri du linge ou des courses en est une application directe.<\/li>\n<li><strong>Plus facile<\/strong> \u2014 deux cat\u00e9gories bien distinctes, avec un mod\u00e8le sous les yeux.<\/li>\n<li><strong>Plus difficile<\/strong> \u2014 trier selon deux crit\u00e8res \u00e0 la fois (couleur puis taille), ou trouver l&#8217;intrus dans une s\u00e9rie.<\/li>\n<li><strong>Signe que \u00e7a marche<\/strong> \u2014 il trie juste et applique la logique \u00e0 une vraie t\u00e2che de rangement.<\/li>\n<\/ul>\n<\/div>\n<div class=\"dyn-module\">\n<div class=\"dyn-module__head\">\n<div class=\"dyn-module__num\">14<\/div>\n<h3 class=\"dyn-module__title\">La s\u00e9ance num\u00e9rique de 15 minutes<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objectif<\/strong> \u2014 attention, m\u00e9moire, logique et langage, avec un niveau qui s&#8217;ajuste automatiquement.<\/li>\n<li><strong>Mat\u00e9riel et dur\u00e9e<\/strong> \u2014 une tablette et l&#8217;application <a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\">COCO<\/a>, 15 minutes, \u00e0 heure fixe.<\/li>\n<li><strong>D\u00e9roul\u00e9<\/strong> \u2014 deux ou trois jeux courts, toujours dans le m\u00eame ordre pour cr\u00e9er un rituel. On arr\u00eate \u00e0 la fin du temps pr\u00e9vu, m\u00eame si tout se passe bien, pour pr\u00e9server le plaisir.<\/li>\n<li><strong>Plus facile<\/strong> \u2014 un seul jeu, au niveau le plus bas, avec vous \u00e0 c\u00f4t\u00e9 pour encourager.<\/li>\n<li><strong>Plus difficile<\/strong> \u2014 augmenter progressivement le niveau, ou jouer seul puis vous montrer les r\u00e9sultats.<\/li>\n<li><strong>Signe que \u00e7a marche<\/strong> \u2014 il prend la tablette pour l&#8217;exercice sans qu&#8217;on la propose, et suit ses propres progr\u00e8s.<\/li>\n<\/ul>\n<\/div>\n<div class=\"dyn-module\">\n<div class=\"dyn-module__head\">\n<div class=\"dyn-module__num\">15<\/div>\n<h3 class=\"dyn-module__title\">L&#8217;agenda de la semaine<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objectif<\/strong> \u2014 rep\u00e8res temporels, anticipation, m\u00e9moire des \u00e9v\u00e9nements, sentiment de ma\u00eetrise du temps.<\/li>\n<li><strong>Mat\u00e9riel et dur\u00e9e<\/strong> \u2014 un planning hebdomadaire illustr\u00e9, avec un pictogramme par activit\u00e9, 5 minutes chaque matin.<\/li>\n<li><strong>D\u00e9roul\u00e9<\/strong> \u2014 chaque matin, on rep\u00e8re ensemble le jour et les activit\u00e9s pr\u00e9vues. On coche ce qui est fait. Le soir, on pr\u00e9pare le lendemain, ce qui rassure sur ce qui va arriver.<\/li>\n<li><strong>Plus facile<\/strong> \u2014 un planning \u00e0 la journ\u00e9e, avec matin, midi et soir seulement.<\/li>\n<li><strong>Plus difficile<\/strong> \u2014 anticiper toute la semaine et rep\u00e9rer un changement dans l&#8217;emploi du temps habituel.<\/li>\n<li><strong>Signe que \u00e7a marche<\/strong> \u2014 il consulte le planning de lui-m\u00eame et pose moins de questions anxieuses sur \u00ab&nbsp;ce qu&#8217;on fait apr\u00e8s&nbsp;\u00bb.<\/li>\n<\/ul>\n<\/div>\n<h2 id=\"dyn-semaine\">Une journ\u00e9e type et une semaine type<\/h2>\n<pee>Le pi\u00e8ge classique&nbsp;: vouloir tout faire tous les jours. Une seule activit\u00e9 par cat\u00e9gorie et par jour suffit largement, \u00e0 condition qu&#8217;elle ait vraiment lieu. La r\u00e9gularit\u00e9 l&#8217;emporte toujours sur l&#8217;intensit\u00e9. Voici une trame indicative, \u00e0 adapter au rythme de votre adolescent et \u00e0 ses temps de fatigue.<\/pee>\n<div class=\"dyn-tablewrap\">\n<table>\n<thead>\n<tr>\n<th>Moment<\/th>\n<th>Ce qu&#8217;on y met<\/th>\n<th>Dur\u00e9e<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Matin, au r\u00e9veil<\/td>\n<td>Agenda de la journ\u00e9e, puis habillage en autonomie<\/td>\n<td>15-20 min<\/td>\n<\/tr>\n<tr>\n<td>Avant de partir<\/td>\n<td>Pr\u00e9parer son sac avec la liste illustr\u00e9e<\/td>\n<td>5-10 min<\/td>\n<\/tr>\n<tr>\n<td>Fin d&#8217;apr\u00e8s-midi<\/td>\n<td>Pr\u00e9parer un go\u00fbter, ou une t\u00e2che du quotidien r\u00e9elle<\/td>\n<td>15 min<\/td>\n<\/tr>\n<tr>\n<td>Apr\u00e8s le go\u00fbter<\/td>\n<td>S\u00e9ance num\u00e9rique ou jeu cognitif (paires, tri)<\/td>\n<td>15 min<\/td>\n<\/tr>\n<tr>\n<td>Avant le d\u00eener<\/td>\n<td>Mettre la table, thermom\u00e8tre des \u00e9motions si besoin<\/td>\n<td>10 min<\/td>\n<\/tr>\n<tr>\n<td>Soir<\/td>\n<td>Raconter sa journ\u00e9e avec les photos, lecture \u00e0 deux voix<\/td>\n<td>15 min<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<div class=\"dyn-tablewrap\">\n<table>\n<thead>\n<tr>\n<th>Jour<\/th>\n<th>Dominante de la journ\u00e9e<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Lundi<\/td>\n<td>Autonomie \u2014 sac, habillage, table<\/td>\n<\/tr>\n<tr>\n<td>Mardi<\/td>\n<td>Communication \u2014 lecture \u00e0 deux voix, classeur<\/td>\n<\/tr>\n<tr>\n<td>Mercredi<\/td>\n<td>Cognition \u2014 paires, tri et classement<\/td>\n<\/tr>\n<tr>\n<td>Jeudi<\/td>\n<td>Vie pratique \u2014 pr\u00e9parer un go\u00fbter de bout en bout<\/td>\n<\/tr>\n<tr>\n<td>Vendredi<\/td>\n<td>\u00c9motions et social \u2014 roue des choix, jeu de r\u00f4le<\/td>\n<\/tr>\n<tr>\n<td>Samedi<\/td>\n<td>Sortie \u2014 courses, situation sociale r\u00e9elle<\/td>\n<\/tr>\n<tr>\n<td>Dimanche<\/td>\n<td>Rien d&#8217;impos\u00e9. Le repos et le jeu libre comptent aussi.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<div class=\"dyn-note\">\n  <strong>\ud83d\udca1 A Sunday without a program is not a lost day<\/strong>\n  <pee>Rest, free play, and simply shared moments with family also strengthen learning and preserve relationships. You are first and foremost a parent, brother, or sister: that role matters more than any activity.<\/pee>\n<\/div>\n<h2 id=\"dyn-environnement\">Arranging the environment, room by room<\/h2>\n<pee>A well-thought-out environment does half the work: it makes the teenager more autonomous and reduces sources of stress and conflict. Most useful arrangements cost almost nothing. The guiding idea: make everything visible, predictable, and accessible.<\/pee>\n<div class=\"dyn-tablewrap\">\n<table>\n<thead>\n<tr>\n<th>Room<\/th>\n<th>What poses a problem<\/th>\n<th>What we put in place<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Bedroom<\/td>\n<td>Blurred storage, complicated mornings, difficulty finding belongings<\/td>\n<td>Illustrated labels on drawers, outfit prepared the night before, illustrated dressing guide<\/td>\n<\/tr>\n<tr>\n<td>Bathroom<\/td>\n<td>Steps of hygiene forgotten or out of order<\/td>\n<td>Illustrated sequence of tooth brushing and personal care displayed on the wall, products always in the same place<\/td>\n<\/tr>\n<tr>\n<td>Kitchen<\/td>\n<td>Inaccessible objects, dangers, difficulty helping<\/td>\n<td>Common dishes and non-sharp utensils at hand height, dedicated corner for preparations<\/td>\n<\/tr>\n<tr>\n<td>Living room<\/td>\n<td>Too many stimuli, overwhelming screens, difficulty concentrating<\/td>\n<td>A quiet corner without a screen for activities, television and music off during conversations<\/td>\n<\/tr>\n<tr>\n<td>Entrance<\/td>\n<td>Stressful departures, repeated forgetfulness<\/td>\n<td>Hook at their height, illustrated list of the bag near the door, weekly schedule displayed<\/td>\n<\/tr>\n<tr>\n<td>All rooms<\/td>\n<td>Blurred time markers, difficult transitions<\/td>\n<td>Visual clock, timer to announce the end of activities, pictograms of key rules<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<pee>Two principles run through the entire home. First principle: <strong>everything in its place, always the same<\/strong>, because the stability of the environment frees attention for learning. Second principle: <strong>reduce noise and distracting stimuli<\/strong> during times of exchange or concentration. A quiet room, sufficient and regular lighting, and the screen off while talking: these three simple adjustments often dramatically improve the adolescent&#8217;s availability.<\/pee>\n<h2 id=\"dyn-supports\">Free DYNSEO supports to print<\/h2>\n<pee>Several DYNSEO tools are downloadable and printable for free from the <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/\">tools catalog<\/a>. They directly structure the activities described above. Here are which ones to use, and exactly for what.<\/pee>\n<ul>\n<li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/guide-adaptation-pedagogique-trisomie\/\">Guide to pedagogical adaptation for Down syndrome<\/a> \u2014 the methodological foundation: how to break down an instruction, choose the right level, and adapt each activity in this article to your adolescent&#8217;s profile.<\/li>\n<li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/fiche-communication-adaptee-trisomie\/\">Adapted communication sheet for Down syndrome<\/a> \u2014 the support for activity 5, to be personalized with your pictograms and photos for the communication binder.<\/li>\n<li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-routines-illustrees\/\">Illustrated routines chart<\/a> \u2014 to compose visual sequences for dressing, meals, and bag preparation; to be displayed where the action takes place.<\/li>\n<li><a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/emotion-thermometer\/\">Emotion thermometer<\/a> \u2014 the heart of activity 9, to be displayed in a quiet place to identify and name emotional intensity before overflow.<\/li>\n<li><a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/choice-wheel-dynseo-training-tools\/\">Choice wheel<\/a> \u2014 the support for activity 10, to develop self-determination and offer structured choices in daily life.<\/li>\n<\/ul>\n<pee>The instructions are the same for all: print, personalize with the adolescent&#8217;s photos and interests, display at eye level, and use the support in real situations, not just in &#8220;exercise.&#8221; You will also find <a href=\"https:\/\/www.dynseo.com\/en\/our-tests\/\">cognitive tests<\/a> to assess certain skills, to be interpreted with the help of the professionals who support them.<\/pee>\n<h2 id=\"dyn-numerique\">The role of digital technology<\/h2>\n<pee>A tablet does not replace human support or real activities. It provides two things that paper does not: an automatic adjustment of difficulty, game after game, and a record of results that makes progress visible. When well framed, the screen becomes an ally; when poorly managed, it becomes a source of conflict. The guideline: a short time, at a fixed hour, never late in the evening.<\/pee>\n<div class=\"dyn-tablewrap\">\n<table>\n<thead>\n<tr>\n<th>Application<\/th>\n<th>For whom<\/th>\n<th>Usage type<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\">COCO<\/a><\/td>\n<td>Children and adolescents, playful learning<\/td>\n<td>15 minutes a day, 2 to 3 games of attention, memory, logic, and language<\/td>\n<\/tr>\n<tr>\n<td><a href=\"https:\/\/www.dynseo.com\/mon-dico-une-application-pour-favoriser-la-communication\/\">MY DICTIONARY<\/a><\/td>\n<td>Non-verbal communication, limited expression<\/td>\n<td>Visual support for daily exchanges, in addition to the binder<\/td>\n<\/tr>\n<tr>\n<td><a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/clint-brain-games-for-adults\/\">CLINT<\/a><\/td>\n<td>Young adult, more mature content<\/td>\n<td>Alternative to COCO when childlike visuals are no longer suitable<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<pee>For this age and profile, the application <a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\">COCO<\/a> is the best starting point: short games, a level that adjusts automatically, and a results tracking system that motivates without causing failure. The right dosage: 15 minutes a day, at a fixed time, rather than an hour in a row on the weekend. We accompany the first sessions, then gradually let the adolescent play alone and show you what they have achieved. <strong>\u274c To avoid:<\/strong> leaving the tablet freely accessible all day, or using it as a reward or punishment: this confuses its value as a learning tool.<\/pee>\n<h2 id=\"dyn-erreurs\">The 5 mistakes to avoid<\/h2>\n<pee>Some clumsiness, always full of good intentions, hinders autonomy more than it helps. Knowing them is already a way to avoid them.<\/pee>\n<ol class=\"dyn-steps\">\n<li><strong>Doing it for them.<\/strong> Out of kindness or lack of time: this is the main cause of avoidable loss of autonomy. Let them do it, even imperfectly, even slowly. Today&#8217;s clumsy gesture is tomorrow&#8217;s autonomy.<\/li>\n<li><strong>Aiming too high, too fast.<\/strong> An ambitious program maintained for a week and then abandoned produces less than a modest routine maintained for several months. Start from a level where success is easy, then gradually increase.<\/li>\n<li><strong>Explaining everything verbally.<\/strong> Long oral instructions are often lost. Show, illustrate, break down: the visual channel is often much more effective than verbal explanation alone.<\/li>\n<li><strong>Turning the home into a rehabilitation center.<\/strong> If every moment becomes an exercise, the relationship becomes strained and so does the engagement. Free moments, play, and laughter are just as valuable as structured activities.<\/li>\n<li><strong>Comparing and getting discouraged.<\/strong> Every adolescent with Down syndrome has their own pace. Comparing to another child, or to an ideal timeline, loses sight of real progress. Note the small victories: they are what reignite motivation, both theirs and yours.<\/li>\n<\/ol>\n<h2>To go further<\/h2>\n<div class=\"dyn-serie\">\n  <a href=\"#\"><span>In-depth guide<\/span>Supporting an adolescent with Down syndrome: the complete guide to understanding what is at stake<\/a><br \/>\n  <a href=\"#\"><span>Everyday situations<\/span>10 difficult everyday situations and how to respond, step by step<\/a><br \/>\n  <a href=\"#\"><span>Support &amp; contacts<\/span>Who to contact, what support is available, and how to sustain it over time<\/a><br \/>\n  <a href=\"#\"><span>Training<\/span>Program, content, and who the DYNSEO training is for<\/a>\n<\/div>\n<h2 id=\"dyn-faq\">Frequently asked questions<\/h2>\n<div class=\"dyn-faq\">\n<h3>How often should these activities be proposed&nbsp;?<\/h3>\n<pee>Every day, but little by little. One activity per category and per day is enough, provided it actually takes place. It&#8217;s the regularity, not the duration, that anchors learning. Fifteen minutes every day is better than two hours on Sunday&nbsp;: repetition over time consolidates much more. On bad days, keep a very reduced version of a single easy activity, simply to protect the routine. Always adapt to your teenager&#8217;s pace and fatigue, which vary from day to day.<\/pee>\n<h3>How long should a session last&nbsp;?<\/h3>\n<pee>Short sequences, lasting 10 to 20 minutes maximum, are ideal. Beyond that, attention and motivation drop, and the session can become counterproductive. Always stop before fatigue, and preferably on a success&nbsp;: this is what encourages wanting to start again the next day. For digital activities, fifteen minutes a day at a fixed time is a good benchmark. Spreading several small time slots throughout the day works better than a single long activity time, which is often too demanding and perceived as a constraint.<\/pee>\n<h3>How to motivate him when he refuses&nbsp;?<\/h3>\n<pee>Three levers work better than insistence. First, lower the difficulty until you achieve easy successes&nbsp;: repeated failure is the primary cause of refusal. Next, replace the abstract exercise with a real task that makes sense&nbsp;: preparing a real snack rather than an artificial game. Finally, give him choices with the choice wheel, so he becomes an actor. Negotiate the duration, not the principle&nbsp;: \u201clet&#8217;s do five minutes and then stop\u201d almost always yields more than a reminder of the stakes. And value every effort, not just the result.<\/pee>\n<h3>What equipment is really needed&nbsp;?<\/h3>\n<pee>Almost nothing specialized. The essentials are already at home&nbsp;: linens, dishes, ingredients, photos, matching game. The real useful materials are visual supports&nbsp;: illustrated sequences, pictograms, schedules. DYNSEO&#8217;s free tools \u2014 pedagogical adaptation guide, communication sheet, illustrated routine chart, emotion thermometer, choice wheel \u2014 cover most needs and can be printed for free. Add a tablet for the digital part with COCO. There&#8217;s no need to invest in expensive materials&nbsp;: it&#8217;s better to personalize simple supports with your own photos and interests.<\/pee>\n<h3>From what age and until when are these activities suitable&nbsp;?<\/h3>\n<pee>Most of these activities adapt from pre-adolescence to young adulthood, playing on the easier or more difficult variations indicated for each. The important thing is to adjust the supports to the actual profile, not to the displayed age&nbsp;: choose visuals and themes that respect the maturity of the teenager, without infantilizing. When childish games are no longer suitable, for example, transition from COCO to more mature content. If in doubt about what is appropriate, the professionals who follow your child will be able to specify the current priorities.<\/pee>\n<\/div>\n<div class=\"dyn-note\">\n  <strong>\u2139\ufe0f Information and not medical advice<\/strong>\n  <pee>These activities are general proposals for daily life. They do not replace the support of professionals or medical advice. Each adolescent with Down syndrome has their own profile: have what is suitable for them validated by the speech therapist, occupational therapist, psychomotor therapist, or the doctor who follows them. For any signs of suffering, withdrawal, or regression, consult the doctor or psychologist. In case of emergency, contact the emergency services in your country.<\/pee>\n<\/div>\n<div class=\"dyn-cta\">\n<h3>Support an adolescent with Down syndrome with the right activities and tools, without exhausting yourself<\/h3>\n<pee>The DYNSEO training &#8220;Support an adolescent with Down syndrome: social life, emotions, autonomy&#8221; covers this method in 17 video lessons: communication, emotions, autonomy, and concrete adjustments. 100% online, at your own pace, unlimited access. Certified organization Qualiopi (N\u00b0 11757351875), certificate of completion.<\/pee>\n  <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/en\/courses\/accompagner-un-adolescent-trisomique-vers-lautonomie-en\/\">Discover the training \u2014 20 \u20ac<\/a>\n<\/div>\n<p>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":4,"featured_media":415213,"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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Une seule activit\u00e9 par cat\u00e9gorie et par jour suffit, \u00e0 condition qu'elle ait r\u00e9ellement lieu. C'est la r\u00e9gularit\u00e9, et non la dur\u00e9e, qui ancre les apprentissages. Mieux vaut quinze minutes chaque jour que deux heures le dimanche : la r\u00e9p\u00e9tition dans le temps consolide bien davantage. Les mauvais jours, on garde une version tr\u00e8s r\u00e9duite d'une seule activit\u00e9 facile, simplement pour prot\u00e9ger la routine. Adaptez toujours au rythme et \u00e0 la fatigue de votre adolescent, qui varient d'un jour \u00e0 l'autre.\"\n          }\n        },\n        {\n          \"@type\": \"Question\",\n          \"name\": \"Combien de temps doit durer une s\u00e9ance ?\",\n          \"acceptedAnswer\": {\n            \"@type\": \"Answer\",\n            \"text\": \"Des s\u00e9quences courtes, de 10 \u00e0 20 minutes maximum, sont id\u00e9ales. Au-del\u00e0, l'attention et la motivation retombent, et la s\u00e9ance peut devenir contre-productive. On arr\u00eate toujours avant la fatigue, et de pr\u00e9f\u00e9rence sur une r\u00e9ussite : c'est ce qui donne envie de recommencer le lendemain. Pour le num\u00e9rique, quinze minutes par jour \u00e0 heure fixe constituent un bon rep\u00e8re. R\u00e9partir plusieurs petits cr\u00e9neaux dans la journ\u00e9e fonctionne mieux qu'un seul long temps d'activit\u00e9, souvent trop exigeant et v\u00e9cu comme une contrainte.\"\n          }\n        },\n        {\n          \"@type\": \"Question\",\n          \"name\": \"Comment le motiver quand il refuse ?\",\n          \"acceptedAnswer\": {\n            \"@type\": \"Answer\",\n            \"text\": \"Trois leviers fonctionnent mieux que l'insistance. D'abord, baisser la difficult\u00e9 jusqu'\u00e0 obtenir des r\u00e9ussites faciles : l'\u00e9chec r\u00e9p\u00e9t\u00e9 est la premi\u00e8re cause de refus. Ensuite, remplacer l'exercice abstrait par une t\u00e2che r\u00e9elle qui a du sens : pr\u00e9parer un vrai go\u00fbter plut\u00f4t qu'un jeu artificiel. Enfin, lui laisser des choix avec la roue des choix, pour qu'il devienne acteur. N\u00e9gociez la dur\u00e9e, pas le principe : \u00ab on fait cinq minutes et on arr\u00eate \u00bb obtient presque toujours plus qu'un rappel des enjeux. Et l'on valorise chaque effort, pas seulement le r\u00e9sultat.\"\n          }\n        },\n        {\n          \"@type\": \"Question\",\n          \"name\": \"Quel mat\u00e9riel faut-il vraiment ?\",\n          \"acceptedAnswer\": {\n            \"@type\": \"Answer\",\n            \"text\": \"Presque rien de sp\u00e9cialis\u00e9. L'essentiel se trouve d\u00e9j\u00e0 chez vous : linge, vaisselle, ingr\u00e9dients, photos, jeu de paires. Le vrai mat\u00e9riel utile, ce sont les supports visuels : s\u00e9quences illustr\u00e9es, pictogrammes, plannings. Les outils gratuits de DYNSEO \u2014 guide d'adaptation p\u00e9dagogique, fiche de communication, tableau de routines illustr\u00e9es, thermom\u00e8tre des \u00e9motions, roue des choix \u2014 couvrent l'essentiel des besoins et s'impriment gratuitement. Ajoutez une tablette pour la partie num\u00e9rique avec COCO. Inutile d'investir dans du mat\u00e9riel co\u00fbteux : mieux vaut personnaliser des supports simples avec ses propres photos et centres d'int\u00e9r\u00eat.\"\n          }\n        },\n        {\n          \"@type\": \"Question\",\n          \"name\": \"\u00c0 partir de quel \u00e2ge et jusqu'\u00e0 quand ces activit\u00e9s conviennent-elles ?\",\n          \"acceptedAnswer\": {\n            \"@type\": \"Answer\",\n            \"text\": \"La plupart de ces activit\u00e9s s'adaptent de la pr\u00e9adolescence au jeune \u00e2ge adulte, en jouant sur les variantes plus faciles ou plus difficiles indiqu\u00e9es pour chacune. L'important est d'ajuster les supports au profil r\u00e9el, pas \u00e0 l'\u00e2ge affich\u00e9 : on choisit des visuels et des th\u00e8mes qui respectent la maturit\u00e9 de l'adolescent, sans infantiliser. Quand les jeux enfantins ne conviennent plus, on passe par exemple de COCO \u00e0 des contenus plus matures. En cas de doute sur ce qui est adapt\u00e9, les professionnels qui suivent votre enfant sauront pr\u00e9ciser les priorit\u00e9s du moment.\"\n          }\n        }\n      ]\n    }\n  ]\n}\n<\/style><div class=\"dbi-art-ce7df2\">\n<!--\n\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\nDYNSEO \u2014 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-->\n\n<div class=\"dyn-article\">\n\n\n\n<header class=\"dyn-pagehead dyn-pagehead--jaune\">\n  <span class=\"dyn-pagehead__cat\">Familles &amp; aidants \u00b7 Trisomie 21<\/span>\n  <h1>Soutenir un adolescent trisomique : activit\u00e9s, supports et am\u00e9nagements concrets \u00e0 mettre en place<\/h1>\n  <p class=\"dyn-pagehead__lead\">Un adolescent porteur de trisomie 21 passe beaucoup plus de temps \u00e0 la maison, en famille, qu'en s\u00e9ance chez un professionnel. C'est pr\u00e9cis\u00e9ment l\u00e0, dans le quotidien r\u00e9p\u00e9t\u00e9, que s'ancrent les apprentissages durables&nbsp;: le cerveau consolide ce qu'il rencontre souvent et dans un contexte qui a du sens, bien mieux qu'une consigne travaill\u00e9e une heure par semaine dans un cabinet. Savoir <strong>soutenir un adolescent trisomique avec des activit\u00e9s et des outils<\/strong> adapt\u00e9s \u00e0 la maison, c'est donc transformer les gestes ordinaires en occasions de progresser, sans transformer le foyer en salle de r\u00e9\u00e9ducation.<\/p>\n  <ul class=\"dyn-pagehead__meta\">\n    <li>\u23f1\ufe0f 19 min de lecture<\/li>\n    <li>\ud83d\udc65 Pour les familles et les aidants<\/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\/en\/courses\/accompagner-un-adolescent-trisomique-vers-lautonomie-en\/\"><div class=\"dynen-form__img\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/03\/Accompagner-un-adolescent-trisomique-vers-lautonomie.jpg\" alt=\"\" loading=\"lazy\"><\/div><div class=\"dynen-form__body\"><span class=\"dynen-tag dynen-tag--quali\">Formation Qualiopi<\/span><b>Soutenir un adolescent trisomique : vie sociale, \u00e9motions, autonomie<\/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--emotions\" href=\"https:\/\/www.dynseo.com\/en\/our-tools\/emotion-thermometer\/\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/plugins\/dynseo-enrichment\/assets\/tools\/thermometre-des-emotions.svg\" alt=\"\" width=\"56\" height=\"56\" loading=\"lazy\"><b>Thermom\u00e8tre des \u00e9motions<\/b><span class=\"dynen-go\">D\u00e9couvrir \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\/en\/courses\/accompagner-un-adolescent-trisomique-vers-lautonomie-en\/\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/03\/Accompagner-un-adolescent-trisomique-vers-lautonomie.jpg\" alt=\"Formation DYNSEO \u00ab Soutenir un adolescent trisomique : vie sociale, \u00e9motions, autonomie \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\/en\/courses\/accompagner-un-adolescent-trisomique-vers-lautonomie-en\/\">Soutenir un adolescent trisomique : vie sociale, \u00e9motions, autonomie<\/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 6 modules \u00b7 17 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      \n<div class=\"dyn-hero__actions\">\n        <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/en\/courses\/accompagner-un-adolescent-trisomique-vers-lautonomie-en\/\">See the training<\/a>\n        <span class=\"dyn-hero__price\">20.0 \u20ac<\/span>\n      <\/div>\n    <\/div>\n  <\/div>\n<\/aside>\n\n<p>This article is a concrete toolbox, not a theoretical course. You will find fifteen activities described in enough detail to be launched as soon as tonight, an organization of the day and week, adjustments to the environment room by room, free printable resources, and the place to give to digital tools. Nothing requires expensive materials or special skills: just regularity, observation, and the right level of demand.<\/p>\n\n<section class=\"dyn-tldr\">\n  <h2>The essentials in 30 seconds<\/h2>\n  <p>Supporting a teenager with Down syndrome on a daily basis is based on three simple principles: <strong>repetition, visual cues, and activities that make sense to them<\/strong>. The goal is to improve autonomy, not performance.<\/p>\n  <ul>\n    <li><strong>The right level<\/strong> \u2014 propose a task that is successful about seven times out of ten: enough to succeed, enough to progress.<\/li>\n    <li><strong>Visual cues everywhere<\/strong> \u2014 pictograms, photos, illustrated sequences: images support understanding and anticipation.<\/li>\n    <li><strong>Stable routines<\/strong> \u2014 a predictable sequence reassures and frees up energy for learning.<\/li>\n    <li><strong>Break down each task<\/strong> \u2014 a complex action becomes accessible when broken down into small visible steps.<\/li>\n    <li><strong>Value, track, transmit<\/strong> \u2014 noting progress makes it visible and facilitates the connection with professionals who follow the teenager.<\/li>\n  <\/ul>\n<\/section>\n\n<nav class=\"dyn-toc\" aria-label=\"Table of contents\">\n  <p>In the table of contents<\/p>\n  <ol>\n    <li><a href=\"#dyn-regles\">The 5 rules before starting<\/a><\/li>\n    <li><a href=\"#dyn-autonomie\">Autonomy and daily gestures (activities 1 to 4)<\/a><\/li>\n    <li><a href=\"#dyn-communication\">Communication and language (activities 5 to 8)<\/a><\/li>\n    <li><a href=\"#dyn-emotions\">Emotions and social life (activities 9 to 11)<\/a><\/li>\n    <li><a href=\"#dyn-cognition\">Attention, memory, and logic (activities 12 to 15)<\/a><\/li>\n    <li><a href=\"#dyn-semaine\">A typical day and a typical week<\/a><\/li>\n    <li><a href=\"#dyn-environnement\">Adjusting the environment, room by room<\/a><\/li>\n    <li><a href=\"#dyn-supports\">Free printable DYNSEO resources<\/a><\/li>\n    <li><a href=\"#dyn-numerique\">The place of digital tools<\/a><\/li>\n    <li><a href=\"#dyn-erreurs\">The 5 mistakes to avoid<\/a><\/li>\n    <li><a href=\"#dyn-faq\">Frequently asked questions<\/a><\/li>\n  <\/ol>\n<\/nav>\n\n<h2 id=\"dyn-regles\">The 5 rules before starting<\/h2>\n\n<p>Before diving into the activities, five principles condition their effectiveness. They apply to all the proposals that follow, regardless of your teenager's age or level. Take the time to integrate them: they will make the difference between a routine that lasts and a series of abandoned attempts.<\/p>\n\n<div class=\"dyn-cards\">\n  <div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83c\udfaf<\/span>\n    <h3>Aim for success, not performance<\/h3>\n    <p>We aim for a task that is successful about seven times out of ten. If everything is too easy, we increase the difficulty; if failure recurs, we decrease it without comments or reproach.<\/p>\n  <\/div>\n  <div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83e\udde9<\/span>\n    <h3>Break down each task<\/h3>\n    <p>A complex action becomes accessible in small steps. \u201cSetting the table\u201d can be broken down: plates, then glasses, then cutlery, each step illustrated if necessary.<\/p>\n  <\/div>\n  <div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83d\uddbc\ufe0f<\/span>\n    <h3>Make it visible with images<\/h3>\n    <p>Pictograms, photos, illustrated sequences: the visual channel is often a solid support for the teenager with Down syndrome. We show as much as we explain.<\/p>\n  <\/div>\n  <div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83d\udd01<\/span>\n    <h3>Repeat and stabilize<\/h3>\n    <p>The same sequence, at the same time, helps with memorization and anticipation. Routine does not bore: it secures and frees up energy to progress.<\/p>\n  <\/div>\n<\/div>\n<div class=\"dyn-alerte\">\n  <strong>\u26a0\ufe0f First of all&nbsp;: adapt with the professionals who follow him<\/strong>\n  <p>The activities below are everyday proposals, not care protocols. Each adolescent with Down syndrome has their own profile&nbsp;: some have motor, sensory, cardiac, or visual particularities that require certain activities to be adjusted. Talk to the speech therapist, occupational therapist, psychomotor therapist, or the doctor who follows your child. For any signs of distress, unusual withdrawal, or regression, consult the doctor or psychologist&nbsp;: these professionals are the only ones qualified to make a diagnosis and provide guidance.<\/p>\n<\/div>\n\n<h2 id=\"dyn-autonomie\">Independence and daily gestures<\/h2>\n\n<p>Independence is the common thread of adolescence, and it is built through real household tasks, not abstract exercises. Each mastered gesture is a concrete victory and a boost to self-esteem. The golden rule&nbsp;: do <em>with<\/em>, never <em>instead of<\/em>, even when it is quicker to do it yourself.<\/p>\n\n<p>A method recurs in each of the following activities&nbsp;: gradual guidance. At first, we physically or verbally assist the gesture&nbsp;; then we gradually fade the help, down to a simple encouraging glance. We resist the urge to take over at the first hesitation&nbsp;: it is in this small moment of effort that learning occurs. And we celebrate each milestone reached, as pride fuels motivation much more surely than correction.<\/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\">Prepare his daily bag<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objective<\/strong> \u2014 planning, memory of steps, sense of responsibility and independence.<\/li>\n    <li><strong>Materials and duration<\/strong> \u2014 an illustrated list stuck on the bag (photos of the items to take), 5 to 10 minutes in the evening.<\/li>\n    <li><strong>Procedure<\/strong> \u2014 the adolescent looks at the list image by image and places each item in the bag. You stay next to him without intervening, you only check at the end, together.<\/li>\n    <li><strong>Easier<\/strong> \u2014 only three items, each photo placed next to the real item.<\/li>\n    <li><strong>More difficult<\/strong> \u2014 prepare without the list, then anticipate an unexpected event&nbsp;: \u201c&nbsp;it's going to rain tomorrow, what should we add&nbsp;?&nbsp;\u201d<\/li>\n    <li><strong>Sign that it works<\/strong> \u2014 he prepares his bag spontaneously, without being asked, and notices an omission himself.<\/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\">Dress independently<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objective<\/strong> \u2014 fine motor skills, sequencing, independence in a major daily gesture.<\/li>\n    <li><strong>Materials and duration<\/strong> \u2014 clothes laid out in the order of putting them on, an illustrated step-by-step guide displayed in the room, morning time without pressure.<\/li>\n    <li><strong>Procedure<\/strong> \u2014 prepare the clothes in order (underwear, top, bottom, socks, shoes). The adolescent follows the illustrated guide. We allow time, we do not finish in his place.<\/li>\n    <li><strong>Easier<\/strong> \u2014 start with loose clothing, without buttons or fasteners&nbsp;; favor Velcro and elastic sizes.<\/li>\n    <li><strong>More difficult<\/strong> \u2014 introduce buttons, zippers, laces, then choose an outfit suitable for the weather by himself.<\/li>\n    <li><strong>Sign that it works<\/strong> \u2014 the gesture flows without consulting the illustrated guide, and the morning becomes smoother.<\/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\">Mettre et d\u00e9barrasser la table<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objectif<\/strong> \u2014 rep\u00e9rage spatial, comptage, participation \u00e0 la vie familiale, coordination.<\/li>\n    <li><strong>Mat\u00e9riel et dur\u00e9e<\/strong> \u2014 un set de table avec l'emplacement des objets dessin\u00e9 (assiette, verre, couverts), 10 minutes.<\/li>\n    <li><strong>D\u00e9roul\u00e9<\/strong> \u2014 l'adolescent compte les convives, prend le nombre correspondant d'assiettes et les dispose en suivant le dessin du set. On proc\u00e8de objet par objet&nbsp;: d'abord toutes les assiettes, puis tous les verres.<\/li>\n    <li><strong>Plus facile<\/strong> \u2014 deux couverts seulement, le set-mod\u00e8le bien visible.<\/li>\n    <li><strong>Plus difficile<\/strong> \u2014 table compl\u00e8te pour toute la famille, sans set-guide, en anticipant un invit\u00e9 suppl\u00e9mentaire.<\/li>\n    <li><strong>Signe que \u00e7a marche<\/strong> \u2014 il compte juste, place sans h\u00e9siter et propose de mettre la table de lui-m\u00eame.<\/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\">Pr\u00e9parer un go\u00fbter simple<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objectif<\/strong> \u2014 s\u00e9quen\u00e7age d'une recette, motricit\u00e9 fine, autonomie alimentaire, fiert\u00e9 du r\u00e9sultat.<\/li>\n    <li><strong>Mat\u00e9riel et dur\u00e9e<\/strong> \u2014 une recette en photos (tartine, salade de fruits, yaourt garni), ustensiles non coupants, 15 minutes.<\/li>\n    <li><strong>D\u00e9roul\u00e9<\/strong> \u2014 on affiche les \u00e9tapes en images. L'adolescent r\u00e9alise chaque \u00e9tape en cochant au fur et \u00e0 mesure. On l'accompagne du regard, on nomme les gestes, on le laisse faire.<\/li>\n    <li><strong>Plus facile<\/strong> \u2014 deux \u00e9tapes seulement, ingr\u00e9dients d\u00e9j\u00e0 pr\u00e9par\u00e9s et dos\u00e9s.<\/li>\n    <li><strong>Plus difficile<\/strong> \u2014 une recette de quatre \u00e0 cinq \u00e9tapes, avec un doseur \u00e0 lire, puis ranger et nettoyer apr\u00e8s.<\/li>\n    <li><strong>Signe que \u00e7a marche<\/strong> \u2014 il encha\u00eene les \u00e9tapes sans rappel et propose de pr\u00e9parer le go\u00fbter pour la famille.<\/li>\n  <\/ul>\n<\/div>\n\n<div class=\"dyn-note\">\n  <strong>\ud83d\udca1 Le pouvoir des rep\u00e8res visuels<\/strong>\n  <p>Pour toutes ces activit\u00e9s, une s\u00e9quence illustr\u00e9e affich\u00e9e au bon endroit vaut mieux que dix consignes orales. Le <a href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-routines-illustrees\/\">tableau de routines illustr\u00e9es<\/a> gratuit de DYNSEO permet de composer ces d\u00e9roul\u00e9s en images pour l'habillage, le repas ou la pr\u00e9paration du sac. On l'affiche \u00e0 hauteur des yeux, l\u00e0 o\u00f9 l'action se passe.<\/p>\n<\/div>\n\n<h2 id=\"dyn-communication\">Communication et langage<\/h2>\n\n<p>Chez beaucoup d'adolescents trisomiques, la compr\u00e9hension d\u00e9passe l'expression&nbsp;: ils comprennent souvent plus qu'ils ne parviennent \u00e0 dire. Ces activit\u00e9s visent \u00e0 soutenir l'expression et \u00e0 multiplier les canaux de communication. Elles compl\u00e8tent le travail de l'orthophoniste, elles ne le remplacent jamais&nbsp;: demandez-lui lesquelles servent le mieux les objectifs en cours.<\/p>\n\n<p>Trois r\u00e9flexes facilitent chaque \u00e9change, quelle que soit l'activit\u00e9. On se met \u00e0 sa hauteur et on capte son regard avant de parler. On laisse un vrai temps de r\u00e9ponse, souvent plus long qu'on ne le croit, sans terminer ses phrases \u00e0 sa place. Et l'on double toujours la parole d'un support visuel \u2014 geste, objet, pictogramme \u2014 pour offrir un second point d'appui \u00e0 la compr\u00e9hension. Ces r\u00e9flexes valent aussi pour la fratrie et les proches, \u00e0 qui il est utile de les expliquer.<\/p>\n\n<div class=\"dyn-module\">\n  <div class=\"dyn-module__head\">\n    \n<div class=\"dyn-module__num\">5<\/div>\n    <h3 class=\"dyn-module__title\">The communication binder<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objective<\/strong> \u2014 to have an immediate expression support, reduce frustration related to words that do not come.<\/li>\n    <li><strong>Materials and duration<\/strong> \u2014 a binder or cards, pictograms and photos, the <a href=\"https:\/\/www.dynseo.com\/nos-outils\/fiche-communication-adaptee-trisomie\/\">adapted Down syndrome communication sheet<\/a> from DYNSEO, 10 minutes.<\/li>\n    <li><strong>Procedure<\/strong> \u2014 one page per daily theme (wants, needs, emotions, people, places). We browse together every day, we point and name, and we use it in real exchanges.<\/li>\n    <li><strong>Easier<\/strong> \u2014 point to the image when you name the word.<\/li>\n    <li><strong>Harder<\/strong> \u2014 construct a short sentence by combining several pictograms.<\/li>\n    <li><strong>Sign that it works<\/strong> \u2014 the teenager takes the binder by themselves to make themselves understood.<\/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\">Naming while shopping<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objective<\/strong> \u2014 to enrich vocabulary in context, which is much more effective than on an abstract list.<\/li>\n    <li><strong>Materials and duration<\/strong> \u2014 an illustrated shopping list, 15 minutes in a less crowded store.<\/li>\n    <li><strong>Procedure<\/strong> \u2014 the teenager holds the list in images, looks for each product, names it and places it in the cart. If the word gets stuck, give the first syllable instead of the whole word.<\/li>\n    <li><strong>Easier<\/strong> \u2014 three very familiar products, in a section identified in advance.<\/li>\n    <li><strong>Harder<\/strong> \u2014 say what each product is for, then pay and check the change.<\/li>\n    <li><strong>Sign that it works<\/strong> \u2014 they name without the prompt and anticipate the section where to find the product.<\/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\">Reading in two voices<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objective<\/strong> \u2014 articulation, breath, understanding and shared pleasure of the story.<\/li>\n    <li><strong>Materials and duration<\/strong> \u2014 a short text in large print, an illustrated story suitable for their age and interests, 10 minutes.<\/li>\n    <li><strong>Procedure<\/strong> \u2014 you read one sentence, the teenager reads or repeats the next. We stop at the end of a passage, never in the middle of an effort, and we comment on the image together.<\/li>\n    <li><strong>Easier<\/strong> \u2014 they only complete the last word of each sentence, which the image indicates.<\/li>\n    <li><strong>Harder<\/strong> \u2014 summarize the passage in one sentence, then anticipate the continuation of the story.<\/li>\n    <li><strong>Sign that it works<\/strong> \u2014 the sentences read get longer and they ask for the evening reading.<\/li>\n  <\/ul>\n<\/div>\n\n<div class=\"dyn-module\">\n  <div class=\"dyn-module__head\">\n    <div class=\"dyn-module__num\">8<\/div>\n    <h3 class=\"dyn-module__title\">Telling about their day with photos<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objective<\/strong> \u2014 to work on storytelling, chronology, and memory of recent events.<\/li>\n    <li><strong>Materials and duration<\/strong> \u2014 a few photos taken during the day on a phone, 10 minutes in the evening.<\/li>\n    <li><strong>Procedure<\/strong> \u2014 we look at the photos in order and the teenager tells what they did, with \u201c&nbsp;first&nbsp;\u201d, \u201c&nbsp;then&nbsp;\u201d, \u201c&nbsp;after&nbsp;\u201d. You prompt with open questions, without correcting every word.<\/li>\n    <li><strong>Easier<\/strong> \u2014 two photos, one simple question per photo: \u201c&nbsp;who&nbsp;?\u201d, \u201c&nbsp;where&nbsp;?\u201d<\/li>\n    <li><strong>Harder<\/strong> \u2014 tell without the photos, then express what they felt at each moment.<\/li>\n    <li><strong>Sign that it works<\/strong> \u2014 they link events in the correct order and add spontaneous details.<\/li>\n  <\/ul>\n<\/div>\n<div class=\"dyn-cta\">\n  <h3>Go further than activities: the complete method<\/h3>\n  <p>The DYNSEO training \u201cSupport a child with Down syndrome: social life, emotions, independence\u201d covers these principles in 17 video lessons: communication, emotion management, independence, and accommodations, step by step. 100% online, at your own pace, unlimited access.<\/p>\n  <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/en\/courses\/accompagner-un-adolescent-trisomique-vers-lautonomie-en\/\">Discover the training \u2014 20 \u20ac<\/a>\n<\/div>\n\n<h2 id=\"dyn-emotions\">Emotions and social life<\/h2>\n\n<p>Adolescence amplifies emotions and brings forth new social needs. For a child with Down syndrome, putting words to what they feel is a learning process in itself, which prevents many crises. These activities equip emotional expression and connection to others. For any signs of lasting sadness or withdrawal, refer to a psychologist or doctor.<\/p>\n\n<div class=\"dyn-module\">\n  <div class=\"dyn-module__head\">\n    <div class=\"dyn-module__num\">9<\/div>\n    <h3 class=\"dyn-module__title\">The emotion thermometer<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objective<\/strong> \u2014 identify and name the intensity of an emotion before it overflows.<\/li>\n    <li><strong>Materials and duration<\/strong> \u2014 the <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/emotion-thermometer\/\">free emotion thermometer<\/a> from DYNSEO, displayed in a quiet place, 5 minutes at key moments.<\/li>\n    <li><strong>Procedure<\/strong> \u2014 several times a day, ask: \u201cWhere are you on the thermometer?\u201d The adolescent points to the level. Each level is associated with a calming action identified in advance.<\/li>\n    <li><strong>Easier<\/strong> \u2014 only three levels: calm, agitated, very angry, with drawn faces.<\/li>\n    <li><strong>Harder<\/strong> \u2014 name the cause of the emotion and choose the strategy to calm down.<\/li>\n    <li><strong>Sign that it works<\/strong> \u2014 they come to signal \u201cI\u2019m rising\u201d before the crisis, instead of enduring it.<\/li>\n  <\/ul>\n<\/div>\n\n<div class=\"dyn-module\">\n  <div class=\"dyn-module__head\">\n    <div class=\"dyn-module__num\">10<\/div>\n    <h3 class=\"dyn-module__title\">The choices wheel<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objective<\/strong> \u2014 learn to make choices, develop self-determination, and reduce opposition.<\/li>\n    <li><strong>Materials and duration<\/strong> \u2014 the <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/choice-wheel-dynseo-training-tools\/\">illustrated choices wheel<\/a> from DYNSEO, 5 minutes at the moment of a decision.<\/li>\n    <li><strong>Procedure<\/strong> \u2014 faced with a situation, present two or three options illustrated on the wheel: \u201cWould you prefer to get dressed first or have breakfast first?\u201d The adolescent chooses and their choice is respected.<\/li>\n    <li><strong>Easier<\/strong> \u2014 only two options, very concrete and immediate.<\/li>\n    <li><strong>Harder<\/strong> \u2014 anticipate the consequences of each choice before deciding.<\/li>\n    <li><strong>Sign that it works<\/strong> \u2014 they express preferences spontaneously and accept the framework better because they participate in it.<\/li>\n  <\/ul>\n<\/div>\n\n<div class=\"dyn-module\">\n  <div class=\"dyn-module__head\">\n<div class=\"dyn-module__num\">11<\/div>\n    <h3 class=\"dyn-module__title\">Le jeu de r\u00f4le des situations sociales<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objectif<\/strong> \u2014 r\u00e9p\u00e9ter \u00e0 l'avance les codes sociaux d'une situation r\u00e9elle, pour aborder l'impr\u00e9vu avec confiance.<\/li>\n    <li><strong>Mat\u00e9riel et dur\u00e9e<\/strong> \u2014 aucun mat\u00e9riel, ou des cartes-sc\u00e9narios illustr\u00e9es, 10 minutes.<\/li>\n    <li><strong>D\u00e9roul\u00e9<\/strong> \u2014 on rejoue une sc\u00e8ne du quotidien (saluer, commander \u00e0 la boulangerie, demander de l'aide). Vous jouez d'abord le r\u00f4le, puis on inverse. On r\u00e9p\u00e8te jusqu'\u00e0 ce que la phrase soit fluide.<\/li>\n    <li><strong>Plus facile<\/strong> \u2014 une seule phrase \u00e0 dire, apprise et r\u00e9p\u00e9t\u00e9e&nbsp;: \u00ab&nbsp;bonjour, un pain s'il vous pla\u00eet&nbsp;\u00bb.<\/li>\n    <li><strong>Plus difficile<\/strong> \u2014 improviser une r\u00e9ponse \u00e0 un impr\u00e9vu&nbsp;: \u00ab&nbsp;et s'il n'y a plus de pain&nbsp;?&nbsp;\u00bb<\/li>\n    <li><strong>Signe que \u00e7a marche<\/strong> \u2014 il transpose la sc\u00e8ne apprise dans la vraie situation, sans blocage.<\/li>\n  <\/ul>\n<\/div>\n\n<h2 id=\"dyn-cognition\">Attention, m\u00e9moire et logique<\/h2>\n\n<p>Ces activit\u00e9s entra\u00eenent les fonctions cognitives dans un cadre ludique. L'objectif n'est jamais la note ou la vitesse, mais le plaisir de r\u00e9ussir et le transfert vers la vie r\u00e9elle. On garde des s\u00e9ances courtes et on arr\u00eate toujours sur une r\u00e9ussite.<\/p>\n\n<p>Un point m\u00e9rite attention&nbsp;: chez l'adolescent trisomique, ce qui est appris dans un contexte ne se transf\u00e8re pas toujours spontan\u00e9ment \u00e0 un autre. Trier des chaussettes ne garantit pas de savoir trier les couverts. On gagne donc \u00e0 r\u00e9p\u00e9ter la m\u00eame comp\u00e9tence dans plusieurs situations diff\u00e9rentes, avec le m\u00eame vocabulaire, pour que la logique se g\u00e9n\u00e9ralise. C'est aussi pourquoi les jeux cognitifs prennent tout leur sens quand ils d\u00e9bouchent sur une application r\u00e9elle&nbsp;: on trie pour ranger, on compte pour mettre la table, on m\u00e9morise pour pr\u00e9parer son sac.<\/p>\n\n<div class=\"dyn-module\">\n  <div class=\"dyn-module__head\">\n    <div class=\"dyn-module__num\">12<\/div>\n    <h3 class=\"dyn-module__title\">Le jeu de paires<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objectif<\/strong> \u2014 attention visuelle, m\u00e9moire de travail, patience.<\/li>\n    <li><strong>Mat\u00e9riel et dur\u00e9e<\/strong> \u2014 un jeu de paires illustr\u00e9 (animaux, objets familiers), 10 minutes.<\/li>\n    <li><strong>D\u00e9roul\u00e9<\/strong> \u2014 on \u00e9tale les cartes face cach\u00e9e et l'on retourne deux cartes \u00e0 la fois pour trouver les paires. On nomme chaque image \u00e0 voix haute, ce qui travaille aussi le langage.<\/li>\n    <li><strong>Plus facile<\/strong> \u2014 six cartes, images tr\u00e8s contrast\u00e9es et bien distinctes.<\/li>\n    <li><strong>Plus difficile<\/strong> \u2014 vingt cartes, avec des images proches \u00e0 distinguer finement.<\/li>\n    <li><strong>Signe que \u00e7a marche<\/strong> \u2014 il retient l'emplacement des cartes d\u00e9j\u00e0 vues et gagne en concentration.<\/li>\n  <\/ul>\n<\/div>\n\n<div class=\"dyn-module\">\n  <div class=\"dyn-module__head\">\n    <div class=\"dyn-module__num\">13<\/div>\n    <h3 class=\"dyn-module__title\">Trier et classer<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objectif<\/strong> \u2014 cat\u00e9gorisation, logique, notions de couleur, forme et taille, utiles pour l'autonomie domestique.<\/li>\n    <li><strong>Mat\u00e9riel et dur\u00e9e<\/strong> \u2014 des objets du quotidien \u00e0 trier (chaussettes par paires, couverts, jouets par couleur), 10 minutes.<\/li>\n    <li><strong>D\u00e9roul\u00e9<\/strong> \u2014 on donne un crit\u00e8re de tri et l'adolescent range en cons\u00e9quence. On part d'un seul crit\u00e8re avant d'en combiner deux. Le tri du linge ou des courses en est une application directe.<\/li>\n    <li><strong>Plus facile<\/strong> \u2014 deux cat\u00e9gories bien distinctes, avec un mod\u00e8le sous les yeux.<\/li>\n    <li><strong>Plus difficile<\/strong> \u2014 trier selon deux crit\u00e8res \u00e0 la fois (couleur puis taille), ou trouver l'intrus dans une s\u00e9rie.<\/li>\n    <li><strong>Signe que \u00e7a marche<\/strong> \u2014 il trie juste et applique la logique \u00e0 une vraie t\u00e2che de rangement.<\/li>\n  <\/ul>\n<\/div>\n\n<div class=\"dyn-module\">\n  <div class=\"dyn-module__head\">\n    \n<div class=\"dyn-module__num\">14<\/div>\n    <h3 class=\"dyn-module__title\">La s\u00e9ance num\u00e9rique de 15 minutes<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objectif<\/strong> \u2014 attention, m\u00e9moire, logique et langage, avec un niveau qui s'ajuste automatiquement.<\/li>\n    <li><strong>Mat\u00e9riel et dur\u00e9e<\/strong> \u2014 une tablette et l'application <a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\">COCO<\/a>, 15 minutes, \u00e0 heure fixe.<\/li>\n    <li><strong>D\u00e9roul\u00e9<\/strong> \u2014 deux ou trois jeux courts, toujours dans le m\u00eame ordre pour cr\u00e9er un rituel. On arr\u00eate \u00e0 la fin du temps pr\u00e9vu, m\u00eame si tout se passe bien, pour pr\u00e9server le plaisir.<\/li>\n    <li><strong>Plus facile<\/strong> \u2014 un seul jeu, au niveau le plus bas, avec vous \u00e0 c\u00f4t\u00e9 pour encourager.<\/li>\n    <li><strong>Plus difficile<\/strong> \u2014 augmenter progressivement le niveau, ou jouer seul puis vous montrer les r\u00e9sultats.<\/li>\n    <li><strong>Signe que \u00e7a marche<\/strong> \u2014 il prend la tablette pour l'exercice sans qu'on la propose, et suit ses propres progr\u00e8s.<\/li>\n  <\/ul>\n<\/div>\n\n<div class=\"dyn-module\">\n  <div class=\"dyn-module__head\">\n    <div class=\"dyn-module__num\">15<\/div>\n    <h3 class=\"dyn-module__title\">L'agenda de la semaine<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objectif<\/strong> \u2014 rep\u00e8res temporels, anticipation, m\u00e9moire des \u00e9v\u00e9nements, sentiment de ma\u00eetrise du temps.<\/li>\n    <li><strong>Mat\u00e9riel et dur\u00e9e<\/strong> \u2014 un planning hebdomadaire illustr\u00e9, avec un pictogramme par activit\u00e9, 5 minutes chaque matin.<\/li>\n    <li><strong>D\u00e9roul\u00e9<\/strong> \u2014 chaque matin, on rep\u00e8re ensemble le jour et les activit\u00e9s pr\u00e9vues. On coche ce qui est fait. Le soir, on pr\u00e9pare le lendemain, ce qui rassure sur ce qui va arriver.<\/li>\n    <li><strong>Plus facile<\/strong> \u2014 un planning \u00e0 la journ\u00e9e, avec matin, midi et soir seulement.<\/li>\n    <li><strong>Plus difficile<\/strong> \u2014 anticiper toute la semaine et rep\u00e9rer un changement dans l'emploi du temps habituel.<\/li>\n    <li><strong>Signe que \u00e7a marche<\/strong> \u2014 il consulte le planning de lui-m\u00eame et pose moins de questions anxieuses sur \u00ab&nbsp;ce qu'on fait apr\u00e8s&nbsp;\u00bb.<\/li>\n  <\/ul>\n<\/div>\n\n<h2 id=\"dyn-semaine\">Une journ\u00e9e type et une semaine type<\/h2>\n\n<p>Le pi\u00e8ge classique&nbsp;: vouloir tout faire tous les jours. Une seule activit\u00e9 par cat\u00e9gorie et par jour suffit largement, \u00e0 condition qu'elle ait vraiment lieu. La r\u00e9gularit\u00e9 l'emporte toujours sur l'intensit\u00e9. Voici une trame indicative, \u00e0 adapter au rythme de votre adolescent et \u00e0 ses temps de fatigue.<\/p>\n\n<div class=\"dyn-tablewrap\">\n<table>\n  <thead>\n    <tr><th>Moment<\/th><th>Ce qu'on y met<\/th><th>Dur\u00e9e<\/th><\/tr>\n  <\/thead>\n  <tbody>\n    <tr><td>Matin, au r\u00e9veil<\/td><td>Agenda de la journ\u00e9e, puis habillage en autonomie<\/td><td>15-20 min<\/td><\/tr>\n    <tr><td>Avant de partir<\/td><td>Pr\u00e9parer son sac avec la liste illustr\u00e9e<\/td><td>5-10 min<\/td><\/tr>\n    <tr><td>Fin d'apr\u00e8s-midi<\/td><td>Pr\u00e9parer un go\u00fbter, ou une t\u00e2che du quotidien r\u00e9elle<\/td><td>15 min<\/td><\/tr>\n    <tr><td>Apr\u00e8s le go\u00fbter<\/td><td>S\u00e9ance num\u00e9rique ou jeu cognitif (paires, tri)<\/td><td>15 min<\/td><\/tr>\n    <tr><td>Avant le d\u00eener<\/td><td>Mettre la table, thermom\u00e8tre des \u00e9motions si besoin<\/td><td>10 min<\/td><\/tr>\n    <tr><td>Soir<\/td><td>Raconter sa journ\u00e9e avec les photos, lecture \u00e0 deux voix<\/td><td>15 min<\/td><\/tr>\n  <\/tbody>\n<\/table>\n<\/div>\n\n<div class=\"dyn-tablewrap\">\n<table>\n  <thead>\n    <tr><th>Jour<\/th><th>Dominante de la journ\u00e9e<\/th><\/tr>\n  <\/thead>\n  <tbody>\n    <tr><td>Lundi<\/td><td>Autonomie \u2014 sac, habillage, table<\/td><\/tr>\n    <tr><td>Mardi<\/td><td>Communication \u2014 lecture \u00e0 deux voix, classeur<\/td><\/tr>\n    <tr><td>Mercredi<\/td><td>Cognition \u2014 paires, tri et classement<\/td><\/tr>\n    <tr><td>Jeudi<\/td><td>Vie pratique \u2014 pr\u00e9parer un go\u00fbter de bout en bout<\/td><\/tr>\n    <tr><td>Vendredi<\/td><td>\u00c9motions et social \u2014 roue des choix, jeu de r\u00f4le<\/td><\/tr>\n    <tr><td>Samedi<\/td><td>Sortie \u2014 courses, situation sociale r\u00e9elle<\/td><\/tr>\n    <tr><td>Dimanche<\/td><td>Rien d'impos\u00e9. Le repos et le jeu libre comptent aussi.<\/td><\/tr>\n  <\/tbody>\n<\/table>\n<\/div>\n\n\n<div class=\"dyn-note\">\n  <strong>\ud83d\udca1 A Sunday without a program is not a lost day<\/strong>\n  <p>Rest, free play, and simply shared moments with family also strengthen learning and preserve relationships. You are first and foremost a parent, brother, or sister: that role matters more than any activity.<\/p>\n<\/div>\n\n<h2 id=\"dyn-environnement\">Arranging the environment, room by room<\/h2>\n\n<p>A well-thought-out environment does half the work: it makes the teenager more autonomous and reduces sources of stress and conflict. Most useful arrangements cost almost nothing. The guiding idea: make everything visible, predictable, and accessible.<\/p>\n<div class=\"dyn-tablewrap\">\n<table>\n  <thead>\n    <tr><th>Room<\/th><th>What poses a problem<\/th><th>What we put in place<\/th><\/tr>\n  <\/thead>\n  <tbody>\n    <tr><td>Bedroom<\/td><td>Blurred storage, complicated mornings, difficulty finding belongings<\/td><td>Illustrated labels on drawers, outfit prepared the night before, illustrated dressing guide<\/td><\/tr>\n    <tr><td>Bathroom<\/td><td>Steps of hygiene forgotten or out of order<\/td><td>Illustrated sequence of tooth brushing and personal care displayed on the wall, products always in the same place<\/td><\/tr>\n    <tr><td>Kitchen<\/td><td>Inaccessible objects, dangers, difficulty helping<\/td><td>Common dishes and non-sharp utensils at hand height, dedicated corner for preparations<\/td><\/tr>\n    <tr><td>Living room<\/td><td>Too many stimuli, overwhelming screens, difficulty concentrating<\/td><td>A quiet corner without a screen for activities, television and music off during conversations<\/td><\/tr>\n    <tr><td>Entrance<\/td><td>Stressful departures, repeated forgetfulness<\/td><td>Hook at their height, illustrated list of the bag near the door, weekly schedule displayed<\/td><\/tr>\n    <tr><td>All rooms<\/td><td>Blurred time markers, difficult transitions<\/td><td>Visual clock, timer to announce the end of activities, pictograms of key rules<\/td><\/tr>\n  <\/tbody>\n<\/table>\n<\/div>\n\n<p>Two principles run through the entire home. First principle: <strong>everything in its place, always the same<\/strong>, because the stability of the environment frees attention for learning. Second principle: <strong>reduce noise and distracting stimuli<\/strong> during times of exchange or concentration. A quiet room, sufficient and regular lighting, and the screen off while talking: these three simple adjustments often dramatically improve the adolescent's availability.<\/p>\n\n<h2 id=\"dyn-supports\">Free DYNSEO supports to print<\/h2>\n\n<p>Several DYNSEO tools are downloadable and printable for free from the <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/\">tools catalog<\/a>. They directly structure the activities described above. Here are which ones to use, and exactly for what.<\/p>\n\n<ul>\n  <li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/guide-adaptation-pedagogique-trisomie\/\">Guide to pedagogical adaptation for Down syndrome<\/a> \u2014 the methodological foundation: how to break down an instruction, choose the right level, and adapt each activity in this article to your adolescent's profile.<\/li>\n  <li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/fiche-communication-adaptee-trisomie\/\">Adapted communication sheet for Down syndrome<\/a> \u2014 the support for activity 5, to be personalized with your pictograms and photos for the communication binder.<\/li>\n  <li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-routines-illustrees\/\">Illustrated routines chart<\/a> \u2014 to compose visual sequences for dressing, meals, and bag preparation; to be displayed where the action takes place.<\/li>\n  <li><a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/emotion-thermometer\/\">Emotion thermometer<\/a> \u2014 the heart of activity 9, to be displayed in a quiet place to identify and name emotional intensity before overflow.<\/li>\n  <li><a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/choice-wheel-dynseo-training-tools\/\">Choice wheel<\/a> \u2014 the support for activity 10, to develop self-determination and offer structured choices in daily life.<\/li>\n<\/ul>\n\n<p>The instructions are the same for all: print, personalize with the adolescent's photos and interests, display at eye level, and use the support in real situations, not just in \"exercise.\" You will also find <a href=\"https:\/\/www.dynseo.com\/en\/our-tests\/\">cognitive tests<\/a> to assess certain skills, to be interpreted with the help of the professionals who support them.<\/p>\n\n<h2 id=\"dyn-numerique\">The role of digital technology<\/h2>\n\n<p>A tablet does not replace human support or real activities. It provides two things that paper does not: an automatic adjustment of difficulty, game after game, and a record of results that makes progress visible. When well framed, the screen becomes an ally; when poorly managed, it becomes a source of conflict. The guideline: a short time, at a fixed hour, never late in the evening.<\/p>\n<div class=\"dyn-tablewrap\">\n<table>\n  <thead>\n    <tr><th>Application<\/th><th>For whom<\/th><th>Usage type<\/th><\/tr>\n  <\/thead>\n  <tbody>\n    <tr><td><a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\">COCO<\/a><\/td><td>Children and adolescents, playful learning<\/td><td>15 minutes a day, 2 to 3 games of attention, memory, logic, and language<\/td><\/tr>\n    <tr><td><a href=\"https:\/\/www.dynseo.com\/mon-dico-une-application-pour-favoriser-la-communication\/\">MY DICTIONARY<\/a><\/td><td>Non-verbal communication, limited expression<\/td><td>Visual support for daily exchanges, in addition to the binder<\/td><\/tr>\n    <tr><td><a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/clint-brain-games-for-adults\/\">CLINT<\/a><\/td><td>Young adult, more mature content<\/td><td>Alternative to COCO when childlike visuals are no longer suitable<\/td><\/tr>\n  <\/tbody>\n<\/table>\n<\/div>\n\n<p>For this age and profile, the application <a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\">COCO<\/a> is the best starting point: short games, a level that adjusts automatically, and a results tracking system that motivates without causing failure. The right dosage: 15 minutes a day, at a fixed time, rather than an hour in a row on the weekend. We accompany the first sessions, then gradually let the adolescent play alone and show you what they have achieved. <strong>\u274c To avoid:<\/strong> leaving the tablet freely accessible all day, or using it as a reward or punishment: this confuses its value as a learning tool.<\/p>\n\n<h2 id=\"dyn-erreurs\">The 5 mistakes to avoid<\/h2>\n\n<p>Some clumsiness, always full of good intentions, hinders autonomy more than it helps. Knowing them is already a way to avoid them.<\/p>\n\n<ol class=\"dyn-steps\">\n  <li><strong>Doing it for them.<\/strong> Out of kindness or lack of time: this is the main cause of avoidable loss of autonomy. Let them do it, even imperfectly, even slowly. Today's clumsy gesture is tomorrow's autonomy.<\/li>\n  <li><strong>Aiming too high, too fast.<\/strong> An ambitious program maintained for a week and then abandoned produces less than a modest routine maintained for several months. Start from a level where success is easy, then gradually increase.<\/li>\n  <li><strong>Explaining everything verbally.<\/strong> Long oral instructions are often lost. Show, illustrate, break down: the visual channel is often much more effective than verbal explanation alone.<\/li>\n  <li><strong>Turning the home into a rehabilitation center.<\/strong> If every moment becomes an exercise, the relationship becomes strained and so does the engagement. Free moments, play, and laughter are just as valuable as structured activities.<\/li>\n  <li><strong>Comparing and getting discouraged.<\/strong> Every adolescent with Down syndrome has their own pace. Comparing to another child, or to an ideal timeline, loses sight of real progress. Note the small victories: they are what reignite motivation, both theirs and yours.<\/li>\n<\/ol>\n\n<h2>To go further<\/h2>\n\n<div class=\"dyn-serie\">\n  <a href=\"#\"><span>In-depth guide<\/span>Supporting an adolescent with Down syndrome: the complete guide to understanding what is at stake<\/a>\n  <a href=\"#\"><span>Everyday situations<\/span>10 difficult everyday situations and how to respond, step by step<\/a>\n  <a href=\"#\"><span>Support &amp; contacts<\/span>Who to contact, what support is available, and how to sustain it over time<\/a>\n  <a href=\"#\"><span>Training<\/span>Program, content, and who the DYNSEO training is for<\/a>\n<\/div>\n\n<h2 id=\"dyn-faq\">Frequently asked questions<\/h2>\n<div class=\"dyn-faq\">\n\n  <h3>How often should these activities be proposed&nbsp;?<\/h3>\n  <p>Every day, but little by little. One activity per category and per day is enough, provided it actually takes place. It's the regularity, not the duration, that anchors learning. Fifteen minutes every day is better than two hours on Sunday&nbsp;: repetition over time consolidates much more. On bad days, keep a very reduced version of a single easy activity, simply to protect the routine. Always adapt to your teenager's pace and fatigue, which vary from day to day.<\/p>\n\n  <h3>How long should a session last&nbsp;?<\/h3>\n  <p>Short sequences, lasting 10 to 20 minutes maximum, are ideal. Beyond that, attention and motivation drop, and the session can become counterproductive. Always stop before fatigue, and preferably on a success&nbsp;: this is what encourages wanting to start again the next day. For digital activities, fifteen minutes a day at a fixed time is a good benchmark. Spreading several small time slots throughout the day works better than a single long activity time, which is often too demanding and perceived as a constraint.<\/p>\n\n  <h3>How to motivate him when he refuses&nbsp;?<\/h3>\n  <p>Three levers work better than insistence. First, lower the difficulty until you achieve easy successes&nbsp;: repeated failure is the primary cause of refusal. Next, replace the abstract exercise with a real task that makes sense&nbsp;: preparing a real snack rather than an artificial game. Finally, give him choices with the choice wheel, so he becomes an actor. Negotiate the duration, not the principle&nbsp;: \u201clet's do five minutes and then stop\u201d almost always yields more than a reminder of the stakes. And value every effort, not just the result.<\/p>\n\n  <h3>What equipment is really needed&nbsp;?<\/h3>\n  <p>Almost nothing specialized. The essentials are already at home&nbsp;: linens, dishes, ingredients, photos, matching game. The real useful materials are visual supports&nbsp;: illustrated sequences, pictograms, schedules. DYNSEO's free tools \u2014 pedagogical adaptation guide, communication sheet, illustrated routine chart, emotion thermometer, choice wheel \u2014 cover most needs and can be printed for free. Add a tablet for the digital part with COCO. There's no need to invest in expensive materials&nbsp;: it's better to personalize simple supports with your own photos and interests.<\/p>\n\n  <h3>From what age and until when are these activities suitable&nbsp;?<\/h3>\n  <p>Most of these activities adapt from pre-adolescence to young adulthood, playing on the easier or more difficult variations indicated for each. The important thing is to adjust the supports to the actual profile, not to the displayed age&nbsp;: choose visuals and themes that respect the maturity of the teenager, without infantilizing. When childish games are no longer suitable, for example, transition from COCO to more mature content. If in doubt about what is appropriate, the professionals who follow your child will be able to specify the current priorities.<\/p>\n\n<\/div>\n<div class=\"dyn-note\">\n  <strong>\u2139\ufe0f Information and not medical advice<\/strong>\n  <p>These activities are general proposals for daily life. They do not replace the support of professionals or medical advice. Each adolescent with Down syndrome has their own profile: have what is suitable for them validated by the speech therapist, occupational therapist, psychomotor therapist, or the doctor who follows them. For any signs of suffering, withdrawal, or regression, consult the doctor or psychologist. In case of emergency, contact the emergency services in your country.<\/p>\n<\/div>\n\n<div class=\"dyn-cta\">\n  <h3>Support an adolescent with Down syndrome with the right activities and tools, without exhausting yourself<\/h3>\n  <p>The DYNSEO training \"Support an adolescent with Down syndrome: social life, emotions, autonomy\" covers this method in 17 video lessons: communication, emotions, autonomy, and concrete adjustments. 100% online, at your own pace, unlimited access. Certified organization Qualiopi (N\u00b0 11757351875), certificate of completion.<\/p>\n  <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/en\/courses\/accompagner-un-adolescent-trisomique-vers-lautonomie-en\/\">Discover the training \u2014 20 \u20ac<\/a>\n<\/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-758869","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 v28.7 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Supporting a Teenager with Down Syndrome: Activities, Resources, and Concrete Adjustments to Implement - 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\/supporting-a-teenager-with-down-syndrome-activities-resources-and-concrete-adjustments-to-implement\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Supporting a Teenager with Down Syndrome: Activities, Resources, and Concrete Adjustments to Implement - DYNSEO - Educational apps &amp; 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