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Une seule activit\u00e9 par domaine et par jour suffit, \u00e0 condition qu'elle ait vraiment lieu et qu'elle respecte l'\u00e9nergie disponible. La r\u00e9gularit\u00e9 compte davantage que l'intensit\u00e9 : quinze minutes tous les jours nourrissent mieux les capacit\u00e9s qu'une longue s\u00e9ance hebdomadaire. Les jours de grande fatigue, on ne supprime pas tout : on garde une activit\u00e9 plaisir, tr\u00e8s courte, pour prot\u00e9ger le rituel lui-m\u00eame. Et l'on pr\u00e9voit au moins un jour vraiment libre par semaine, car le repos fait partie du soin dans la scl\u00e9rose en plaques.\"\n          }\n        },\n        {\n          \"@type\": \"Question\",\n          \"name\": \"Combien de temps doit durer une s\u00e9ance ?\",\n          \"acceptedAnswer\": {\n            \"@type\": \"Answer\",\n            \"text\": \"Entre dix et vingt minutes pour une activit\u00e9 donn\u00e9e, et rarement plus d'une heure au total sur la journ\u00e9e, en s\u00e9quences fractionn\u00e9es. Au-del\u00e0, la fatigue caract\u00e9ristique de la SEP prend le dessus et l'activit\u00e9 devient contre-productive. La r\u00e8gle d'or : on s'arr\u00eate avant que la fatigue s'installe, pas quand elle est d\u00e9j\u00e0 l\u00e0. Observez les signes discrets \u2014 mots plus lents, gestes moins pr\u00e9cis, vision qui se trouble \u2014 et concluez la s\u00e9ance sur une r\u00e9ussite. Une activit\u00e9 qui finit bien donne envie de recommencer ; une activit\u00e9 pouss\u00e9e trop loin d\u00e9courage la suivante.\"\n          }\n        },\n        {\n          \"@type\": \"Question\",\n          \"name\": \"Comment motiver une personne qui 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, car c'est souvent la peur de l'\u00e9chec qui bloque. Ensuite, remplacer l'exercice par une activit\u00e9 qui a du sens pour la personne : cuisiner, \u00e9couter sa musique, appeler un proche. Enfin, rendre le progr\u00e8s visible avec un tableau de suivi affich\u00e9. N\u00e9gociez la dur\u00e9e plut\u00f4t que le principe : \u00ab on essaie cinq minutes et on arr\u00eate si vous voulez \u00bb obtient presque toujours plus. Et respectez le refus du jour : il peut simplement signaler une fatigue qu'il vaut mieux \u00e9couter.\"\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. La plupart des activit\u00e9s reposent sur ce dont dispose d\u00e9j\u00e0 l'\u00e9tablissement : du linge, des ustensiles de cuisine, des cartes, des photos, de la musique, un agenda. Trois investissements utiles font la diff\u00e9rence : des supports antid\u00e9rapants et des ustensiles \u00e0 poign\u00e9e large pour la pr\u00e9hension, des documents en gros caract\u00e8res tr\u00e8s contrast\u00e9s pour la vision, et une tablette pour les jeux qui ajustent seuls la difficult\u00e9. Les supports de suivi DYNSEO sont gratuits \u00e0 imprimer. Pour les am\u00e9nagements de s\u00e9curit\u00e9 (barres d'appui, si\u00e8ge de douche), c'est l'ergoth\u00e9rapeute qui indique le mat\u00e9riel adapt\u00e9 \u00e0 chaque personne.\"\n          }\n        },\n        {\n          \"@type\": \"Question\",\n          \"name\": \"Ces activit\u00e9s conviennent-elles \u00e0 tous les \u00e2ges ?\",\n          \"acceptedAnswer\": {\n            \"@type\": \"Answer\",\n            \"text\": \"La scl\u00e9rose en plaques d\u00e9bute souvent chez l'adulte jeune, mais elle concerne des personnes de tous \u00e2ges en \u00e9tablissement. Les activit\u00e9s pr\u00e9sent\u00e9es ici s'adaptent en modulant la difficult\u00e9, la dur\u00e9e et le th\u00e8me, jamais l'exigence de respect de la personne. Pour un adulte jeune, on privil\u00e9gie des supports en phase avec ses centres d'int\u00e9r\u00eat et son histoire ; pour une personne plus \u00e2g\u00e9e, on peut simplifier l'interface num\u00e9rique avec une application comme EDITH. Dans tous les cas, on part de ce qui a du sens pour la personne. Pour toute question sur l'\u00e9volution ou les capacit\u00e9s, r\u00e9f\u00e9rez-vous au m\u00e9decin qui la suit.\"\n          }\n        }\n      ]\n    }\n  ]\n}\n<\/script><\/p>\n<div class=\"dbi-art-2f973b\"><!--\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--bleu\">\n  <span class=\"dyn-pagehead__cat\">Familles &amp; aidants \u00b7 Scl\u00e9rose en plaques (SEP)<\/span><\/p>\n<h1>Scl\u00e9rose en plaques en \u00e9tablissement : activit\u00e9s, supports et am\u00e9nagements concrets \u00e0 mettre en place<\/h1>\n<pee class=\"dyn-pagehead__lead\">En \u00e9tablissement, la scl\u00e9rose en plaques ne se joue pas seulement pendant les temps de r\u00e9\u00e9ducation. Elle se joue dans les creux de la journ\u00e9e&nbsp;: le moment o\u00f9 l&#8217;on attend le repas, l&#8217;heure calme de l&#8217;apr\u00e8s-midi, le trajet jusqu&#8217;\u00e0 la salle d&#8217;activit\u00e9. C&#8217;est pr\u00e9cis\u00e9ment dans ces intervalles que se construit \u2014 ou que se perd \u2014 l&#8217;autonomie. Cet article rassemble des <strong>activit\u00e9s, des supports et des am\u00e9nagements concrets pour la scl\u00e9rose en plaques en \u00e9tablissement<\/strong>, pens\u00e9s pour \u00eatre mis en place d\u00e8s demain, avec le mat\u00e9riel dont on dispose d\u00e9j\u00e0 et sans transformer chaque instant en s\u00e9ance de travail.<\/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\/multiple-sclerosis-in-an-institution-understanding-the-disease-and-adapting-professional-practice-en\/\"><\/p>\n<div class=\"dynen-form__img\"><img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/03\/Autisme-en-etablissement-Accompagnement-Global-9-3.jpg\" alt=\"\" loading=\"lazy\"><\/div>\n<div class=\"dynen-form__body\"><span class=\"dynen-tag dynen-tag--quali\">Formation Qualiopi<\/span><b>Scl\u00e9rose en plaques en \u00e9tablissement : comprendre la maladie et adapter sa pratique professionnelle<\/b><span class=\"dynen-go\">D\u00e9couvrir la formation \u2192<\/span><\/div>\n<p><\/a><\/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\/multiple-sclerosis-in-an-institution-understanding-the-disease-and-adapting-professional-practice-en\/\"><img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/03\/Autisme-en-etablissement-Accompagnement-Global-9-3.jpg\" alt=\"Formation DYNSEO \u00ab Scl\u00e9rose en plaques en \u00e9tablissement : comprendre la maladie et adapter sa pratique professionnelle \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\/multiple-sclerosis-in-an-institution-understanding-the-disease-and-adapting-professional-practice-en\/\">Scl\u00e9rose en plaques en \u00e9tablissement : comprendre la maladie et adapter sa pratique professionnelle<\/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 8 modules \u00b7 32 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\/multiple-sclerosis-in-an-institution-understanding-the-disease-and-adapting-professional-practice-en\/\">Voir la formation<\/a><br \/>\n        <span class=\"dyn-hero__price\">20.0 \u20ac<\/span>\n      <\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/aside>\n<pee>Ce n&#8217;est pas un cours th\u00e9orique. C&#8217;est une bo\u00eete \u00e0 outils&nbsp;: quatorze activit\u00e9s d\u00e9crites pr\u00e9cis\u00e9ment, une organisation de journ\u00e9e et de semaine, l&#8217;am\u00e9nagement des espaces pi\u00e8ce par pi\u00e8ce, les outils gratuits \u00e0 imprimer et le r\u00f4le du num\u00e9rique. Que vous soyez soignant, animateur, ou proche d&#8217;une personne accueillie, vous y trouverez de quoi agir tout de suite, en tenant compte des deux r\u00e9alit\u00e9s qui commandent tout dans la SEP&nbsp;: la fatigue et la sensibilit\u00e9 \u00e0 la chaleur.<\/pee>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 R\u00c9PONSE COURTE (GEO) \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<section class=\"dyn-tldr\">\n<h2>L&#8217;essentiel en 30 secondes<\/h2>\n<pee>Une stimulation utile dans la scl\u00e9rose en plaques repose sur quatre principes&nbsp;: <strong>court, r\u00e9gulier, \u00e0 la bonne difficult\u00e9, et respectueux de la fatigue<\/strong>. On construit autour des capacit\u00e9s du jour, pas autour d&#8217;un programme fig\u00e9.<\/pee>\n<ul>\n<li><strong>La fatigue commande<\/strong> \u2014 on planifie l&#8217;activit\u00e9 exigeante quand l&#8217;\u00e9nergie est maximale, souvent en fin de matin\u00e9e, et on s&#8217;arr\u00eate avant l&#8217;\u00e9puisement, pas apr\u00e8s.<\/li>\n<li><strong>La chaleur limite<\/strong> \u2014 un environnement frais prot\u00e8ge les capacit\u00e9s&nbsp;; la chaleur peut faire r\u00e9appara\u00eetre temporairement des sympt\u00f4mes.<\/li>\n<li><strong>Le bon niveau<\/strong> \u2014 la personne doit r\u00e9ussir la plupart des essais&nbsp;; l&#8217;\u00e9chec r\u00e9p\u00e9t\u00e9 fait abandonner.<\/li>\n<li><strong>La trace \u00e9crite<\/strong> \u2014 noter chaque jour rend visibles des \u00e9volutions que la m\u00e9moire d&#8217;\u00e9quipe efface, et facilite la transmission.<\/li>\n<li><strong>L&#8217;environnement<\/strong> \u2014 quelques am\u00e9nagements simples des espaces communs et de la chambre facilitent la participation et pr\u00e9viennent les chutes.<\/li>\n<\/ul>\n<\/section>\n<nav class=\"dyn-toc\" aria-label=\"Sommaire\">\n  <pee>Au sommaire<\/pee>\n<ol>\n<li><a href=\"#dyn-reperes\">Scl\u00e9rose en plaques en \u00e9tablissement&nbsp;: les rep\u00e8res avant toute activit\u00e9<\/a><\/li>\n<li><a href=\"#dyn-fatigue\">Fatigue et chaleur&nbsp;: le cadre \u00e0 respecter<\/a><\/li>\n<li><a href=\"#dyn-motricite\">Motricit\u00e9, \u00e9quilibre et gestes du quotidien<\/a><\/li>\n<li><a href=\"#dyn-cognition\">M\u00e9moire, attention et vitesse de traitement<\/a><\/li>\n<li><a href=\"#dyn-communication\">Langage, communication et lien social<\/a><\/li>\n<li><a href=\"#dyn-bienetre\">Bien-\u00eatre, humeur et stimulation sensorielle<\/a><\/li>\n<li><a href=\"#dyn-journee\">Une journ\u00e9e type et une semaine type<\/a><\/li>\n<li><a href=\"#dyn-environnement\">Am\u00e9nager les espaces de l&#8217;\u00e9tablissement<\/a><\/li>\n<li><a href=\"#dyn-supports\">Les supports gratuits \u00e0 imprimer<\/a><\/li>\n<li><a href=\"#dyn-numerique\">La place du num\u00e9rique et l&#8217;application JOE<\/a><\/li>\n<li><a href=\"#dyn-erreurs\">Les 5 erreurs \u00e0 \u00e9viter<\/a><\/li>\n<li><a href=\"#dyn-faq\">Questions fr\u00e9quentes<\/a><\/li>\n<\/ol>\n<\/nav>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 REP\u00c8RES \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-reperes\">Scl\u00e9rose en plaques en \u00e9tablissement&nbsp;: les rep\u00e8res avant toute activit\u00e9<\/h2>\n<pee>Multiple sclerosis is a neurological disease whose progression and symptoms vary greatly from one person to another, and sometimes from one day to the next in the same person. In an institution, this imposes a simple rule: we do not follow a program, we follow a person. The guidelines below apply before each activity, whatever it may be.<\/pee>\n<div class=\"dyn-cards\">\n<div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83d\udd0b<\/span><\/p>\n<h3>Start with the day&#8217;s abilities<\/h3>\n<pee>A person capable of an exercise on Monday may not be on Thursday, without anything worsening. We ask, we observe, and we adjust without comment.<\/pee>\n  <\/div>\n<div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83c\udfaf<\/span><\/p>\n<h3>Aim for success<\/h3>\n<pee>The person must succeed in most of their attempts. If everything is too easy, we increase the difficulty; if failure repeats, we decrease it immediately.<\/pee>\n  <\/div>\n<div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\u23f1\ufe0f<\/span><\/p>\n<h3>Short rather than long<\/h3>\n<pee>Ten to twenty minutes is sufficient. We stop before fatigue, never when it has set in: a session that ends poorly discourages the next one.<\/pee>\n  <\/div>\n<div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\u270d\ufe0f<\/span><\/p>\n<h3>Note down every time<\/h3>\n<pee>One line is enough: what was done, what caused fatigue, what worked well. This makes progress visible and smooths the transition between teams.<\/pee>\n  <\/div>\n<\/div>\n<div class=\"dyn-alerte\">\n  <strong>\u26a0\ufe0f Above all: rely on the care plan<\/strong>\n  <pee>The activities that follow are daily activities, not medical protocols. Some may be discouraged depending on the impairments: swallowing disorders, significant spasticity, balance disorders, major fatigue, cognitive disorders. Refer to the personalized project and consult the doctor, physiotherapist, occupational therapist, or speech therapist who follows the person: they are the ones who indicate what is suitable. Observe, report, apply the instructions, and refer to the healthcare professional for any diagnosis or prognosis.<\/pee>\n<\/div>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 FATIGUE \/ HEAT \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-fatigue\">Fatigue and heat: the framework to respect<\/h2>\n<pee>Two realities condition everything else. Ignoring them means proposing activities that fail and discourage; respecting them means multiplying the chances that participation becomes a pleasure.<\/pee>\n<pee>Fatigue is one of the most frequently reported symptoms in multiple sclerosis: the ARSEP Foundation and patient associations describe it as an exhaustion that is not proportional to the effort exerted and that rest does not always suffice to erase. Concretely, in an institution, this means three things. We schedule the most demanding activity when energy is highest\u2014often late morning, sometimes differently depending on the person. We break it down: three ten-minute sessions are better than one thirty-minute session. And we ensure a real quiet time in the afternoon, without screens or stimulation, which is part of the program just like the activities.<\/pee>\n<pee>Heat sensitivity is the other point of vigilance: in many people, an increase in body or environmental temperature can temporarily bring back symptoms (blurred vision, heavy legs, increased fatigue). This phenomenon is reversible, but it hinders activity. Therefore, we ensure a temperate environment, avoid the hottest times of the day in summer, offer cool water, and do not hesitate to postpone or shorten when it is hot.<\/pee>\n<div class=\"dyn-note\">\n  <strong>\ud83d\udca1 The right reflex before each session<\/strong>\n  <pee>Three questions in ten seconds: has the person slept well and recovered? Is the room cool? Do they want to, right now? If the answer is no, we lighten or reschedule. An activity canceled for good reasons is better than an activity endured.<\/pee>\n<\/div>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 MOTOR SKILLS \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-motricite\">Motor skills, balance and daily gestures<\/h2>\n<pee>These activities maintain mobility, coordination and confidence. They complement physiotherapy and occupational therapy, they never replace them. Ask the rehabilitation team which ones best serve the current objectives, and always adapt to the day&#8217;s level of fatigue.<\/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\">Folding and sorting laundry<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objective<\/strong> \u2014 coordination of both hands, fine motor skills, sitting posture, participation in a useful task.<\/li>\n<li><strong>Materials and duration<\/strong> \u2014 a basket of clean and light laundry, 10 minutes, sitting at a stable table.<\/li>\n<li><strong>Procedure<\/strong> \u2014 start with large pieces that are easy to grasp: towels, dishcloths. The less skilled hand holds, the more skilled hand folds. Let the person do it, do not do it for them.<\/li>\n<li><strong>Easier<\/strong> \u2014 fold in half only, with thick towels that slide less.<\/li>\n<li><strong>More difficult<\/strong> \u2014 pairing socks, folding clothes into quarters, sorting by color.<\/li>\n<li><strong>Sign that it works<\/strong> \u2014 the less skilled hand participates spontaneously, without being asked.<\/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\">Seated cooking workshop<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objective<\/strong> \u2014 grip strength, hand-eye coordination, planning a task in steps.<\/li>\n<li><strong>Materials and duration<\/strong> \u2014 a non-slip board (or a damp cloth underneath), utensils with a wide handle, simple ingredients, 15 minutes, always seated.<\/li>\n<li><strong>Procedure<\/strong> \u2014 wash, mix, garnish: prepare a fruit salad, set up jars, decorate a cake. The person performs; the companion prepares and secures the workspace.<\/li>\n<li><strong>Easier<\/strong> \u2014 a single step, large movements (mixing, pouring).<\/li>\n<li><strong>More difficult<\/strong> \u2014 follow a recipe displayed in four steps, without oral reminders.<\/li>\n<li><strong>Sign that it works<\/strong> \u2014 movements become more precise, fatigue arrives later than at the beginning.<\/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\">Secure balance course<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objective<\/strong> \u2014 balance, weight transfer, confidence in movement.<\/li>\n<li><strong>Materials and duration<\/strong> \u2014 a clear corridor, a support bar or handrail, usual technical aid, 5 to 10 minutes.<\/li>\n<li><strong>Procedure<\/strong> \u2014 the same route every day, with a support point identified halfway. Move slowly, keeping the gaze on the horizon rather than on the feet. A companion always stays within reach.<\/li>\n<li><strong>Easier<\/strong> \u2014 a short round trip with support possible all the way, several times a day.<\/li>\n<li><strong>More difficult<\/strong> \u2014 navigating around a light obstacle, or walking while holding a short conversation, which increases the load.<\/li>\n<li><strong>Sign that it works<\/strong> \u2014 the same route requires fewer breaks, the gaze is lifted.<\/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\">Gentle exercise in a chair<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objective<\/strong> \u2014 joint range, muscle awakening, body awareness, without putting oneself in danger.<\/li>\n<li><strong>Materials and duration<\/strong> \u2014 a stable chair, possibly a small light ball or a scarf, 10 minutes.<\/li>\n<li><strong>Procedure<\/strong> \u2014 slow and wide movements of the arms, hands, ankles, following a simple instruction and a regular rhythm. Strictly respect the ranges indicated by the physiotherapist and never force.<\/li>\n<li><strong>Easier<\/strong> \u2014 movements of the upper body only, by imitation.<\/li>\n<li><strong>More difficult<\/strong> \u2014 chaining a small memorized sequence of three movements.<\/li>\n<li><strong>Sign that it works<\/strong> \u2014 movements become wider and smoother over the days.<\/li>\n<\/ul>\n<\/div>\n<pee><strong>\u274c To avoid&nbsp;:<\/strong> pushing &#8220;to progress&#8221; when the person shows signs of fatigue (slower words, less precise gestures, blurred vision). In MS, too much effort does not gain ground, it loses it for the rest of the day.<\/pee>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 COGNITION \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-cognition\">Memory, attention, and processing speed<\/h2>\n<pee>Multiple sclerosis can be accompanied by cognitive disorders, particularly attention, working memory, and a slowdown in information processing. This does not mean giving up&nbsp;: it means allowing more time, reducing distractions, and valuing every success.<\/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 reconstructed list<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objective<\/strong> \u2014 working memory, categorization, memorization strategies.<\/li>\n<li><strong>Material and duration<\/strong> \u2014 paper, pencil, 10 minutes, in a quiet space.<\/li>\n<li><strong>Procedure<\/strong> \u2014 state a shopping list of five or six items, talk about something else for a minute, then the person recalls. Allow as much time as needed, without giving the answer too quickly.<\/li>\n<li><strong>Easier<\/strong> \u2014 three items, immediate recall.<\/li>\n<li><strong>More difficult<\/strong> \u2014 ten items to group by section before recalling.<\/li>\n<li><strong>Sign that it works<\/strong> \u2014 the person invents their own tricks (grouping, associating, visualizing).<\/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\">The adapted pairs game<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objective<\/strong> \u2014 visual attention, memory, space scanning.<\/li>\n<li><strong>Material and duration<\/strong> \u2014 a deck of cards or large printed images, 10 minutes.<\/li>\n<li><strong>Procedure<\/strong> \u2014 lay the cards face down, turn over two cards at a time to find pairs. Limit the number of cards according to fatigue and maintain a pace without time pressure.<\/li>\n<li><strong>Easier<\/strong> \u2014 six cards, in a single row, well contrasted.<\/li>\n<li><strong>More difficult<\/strong> \u2014 twenty cards, widely spread on the table.<\/li>\n<li><strong>Sign that it works<\/strong> \u2014 the number of attempts needed decreases from week to week.<\/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\">The agenda for the next day<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objective<\/strong> \u2014 prospective memory, temporal markers, sense of control over one&#8217;s day.<\/li>\n<li><strong>Material and duration<\/strong> \u2014 a large box agenda or a wipeable board in the room, 5 minutes each evening.<\/li>\n<li><strong>Procedure<\/strong> \u2014 together note the two or three appointments or activities for the next day, then check off the next evening what took place.<\/li>\n<li><strong>Easier<\/strong> \u2014 the caregiver writes, the person reads aloud.<\/li>\n<li><strong>More difficult<\/strong> \u2014 the person writes alone and anticipates the week.<\/li>\n<li><strong>Sign that it works<\/strong> \u2014 they consult their agenda spontaneously during the day.<\/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\">The sorting by themes<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objective<\/strong> \u2014 sustained attention, mental flexibility, reasoning, with a concrete support.<\/li>\n<li><strong>Material and duration<\/strong> \u2014 a set of image cards (food, animals, objects), or magazine photos, 10 to 15 minutes.<\/li>\n<li><strong>Procedure<\/strong> \u2014 sort the images according to an announced criterion (what can be eaten \/ what cannot be eaten), then change the criterion (by color, by size) to work on flexibility.<\/li>\n<li><strong>Easier<\/strong> \u2014 two very different categories, few cards.<\/li>\n<li><strong>More difficult<\/strong> \u2014 three categories, or find the common criterion oneself.<\/li>\n<li><strong>Sign that it works<\/strong> \u2014 the change of instruction is followed without confusion.<\/li>\n<\/ul>\n<\/div>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 CTA MILIEU \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<div class=\"dyn-cta\">\n<h3>Understanding MS to adjust each activity at the right time<\/h3>\n<pee>Knowing why fatigue and heat weigh so much, spotting the signs of a bad day, adapting one&#8217;s posture&nbsp;: the DYNSEO training &#8220;Multiple Sclerosis in Institutions&#8221; dedicates short and concrete lessons to this. 32 lessons, 100&nbsp;% online, unlimited access, at your own pace. Certified organization Qualiopi (N\u00b0&nbsp;11757351875), certificate of completion.<\/pee>\n  <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/en\/courses\/multiple-sclerosis-in-an-institution-understanding-the-disease-and-adapting-professional-practice-en\/\">Discover the training \u2014 20&nbsp;\u20ac<\/a>\n<\/div>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 COMMUNICATION \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-communication\">Language, communication and social connection<\/h2>\n<pee>Depending on the impairments, MS can affect articulation, breath, or the rhythm of speech. These activities maintain communication and connection; they complement speech therapy when it exists, without replacing it. Ask the speech therapist what best serves the current objectives.<\/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\">Reading in two voices<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objective<\/strong> \u2014 articulation, breath, comprehension, and pleasure of reading.<\/li>\n<li><strong>Material and duration<\/strong> \u2014 a short article or a text in large print, 10 minutes.<\/li>\n<li><strong>Procedure<\/strong> \u2014 the companion reads one sentence, the person reads the next. We stop at the end of a paragraph, never in the middle of an effort. We do not correct every mistake.<\/li>\n<li><strong>Easier<\/strong> \u2014 the person only reads the last word of each sentence.<\/li>\n<li><strong>Harder<\/strong> \u2014 summarize the paragraph in one sentence after reading.<\/li>\n<li><strong>Sign that it works<\/strong> \u2014 the sentences read become longer, the pace becomes regular.<\/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\">Guided memory workshop<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objective<\/strong> \u2014 old memory, spontaneous speech, valuing life history.<\/li>\n<li><strong>Material and duration<\/strong> \u2014 objects, photos, or period music, 15 minutes, in a small group or individually.<\/li>\n<li><strong>Procedure<\/strong> \u2014 we present a trigger (a song, a photo, an everyday object from the past) and let whatever comes come, without correcting or questioning in rapid succession. An open question is enough: \u201cWhat does this remind you of?\u201d<\/li>\n<li><strong>Easier<\/strong> \u2014 a single very familiar trigger, short time.<\/li>\n<li><strong>Harder<\/strong> \u2014 build a small chronological narrative from several memories.<\/li>\n<li><strong>Sign that it works<\/strong> \u2014 speech becomes more fluid, the exchange turns into a conversation.<\/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\">Prepared connection with loved ones<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objective<\/strong> \u2014 maintain family ties and regain confidence in remote exchanges.<\/li>\n<li><strong>Material and duration<\/strong> \u2014 a phone or tablet, a sheet with two or three prepared sentences, 5 to 10 minutes.<\/li>\n<li><strong>Procedure<\/strong> \u2014 we choose a kind and informed interlocutor, we write together what we want to say to them, then we call on speakerphone with the companion next to us, without intervening.<\/li>\n<li><strong>Easier<\/strong> \u2014 a recorded voice message that can be replayed and redone.<\/li>\n<li><strong>Harder<\/strong> \u2014 a call without a sheet, then a video call.<\/li>\n<li><strong>Sign that it works<\/strong> \u2014 the person asks to contact a loved one themselves.<\/li>\n<\/ul>\n<\/div>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 WELL-BEING \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-bienetre\">Well-being, mood, and sensory stimulation<\/h2>\n<pee>MS can weigh on mood, and mood conditions adherence to everything else. These three activities do not aim for any performance: they maintain pleasure, calmness, and the feeling of existing as a person, not as a patient. For any lasting sadness, withdrawal, or loss of momentum, we talk to the doctor or psychologist: moral suffering can be treated.<\/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\">Personal playlist<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objective<\/strong> \u2014 mood, evocation of memories, relaxation. Familiar melodies often remain very accessible.<\/li>\n<li><strong>Material and duration<\/strong> \u2014 a speaker or headphones, a selection of music from the person&#8217;s ages 15-30, 15 minutes.<\/li>\n<li><strong>Procedure<\/strong> \u2014 listen together, then let speech or silence come. Many people hum, keep the beat, or recount a memory.<\/li>\n<li><strong>Variant<\/strong> \u2014 associate a photo from the same era with each piece.<\/li>\n<li><strong>Sign that it works<\/strong> \u2014 the face relaxes, the person asks for \u201ctheir\u201d music.<\/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\">The calming sensory time<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objective<\/strong> \u2014 relaxation, grounding in the moment, reduction of tension and mental fatigue.<\/li>\n<li><strong>Materials and duration<\/strong> \u2014 soft materials to touch, scents to smell (with the team&#8217;s agreement), dim light, 10 minutes.<\/li>\n<li><strong>Procedure<\/strong> \u2014 offer, without imposing, a slow exploration: touch a fabric, smell a familiar scent, listen to soft sounds. Respect refusals, which are also a form of choice.<\/li>\n<li><strong>Easier<\/strong> \u2014 only one sense engaged at a time.<\/li>\n<li><strong>Harder<\/strong> \u2014 associate an emotion or memory with each sensation and name it.<\/li>\n<li><strong>Sign that it works<\/strong> \u2014 breathing slows down, the person extends the moment themselves.<\/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\">The adapted creative workshop<\/h3>\n<\/p><\/div>\n<ul>\n<li><strong>Objective<\/strong> \u2014 expression, pleasure of doing, pride in a visible result, fine coordination.<\/li>\n<li><strong>Materials and duration<\/strong> \u2014 simple materials to handle (large markers, gluing, modeling clay, indoor gardening), 15 to 20 minutes.<\/li>\n<li><strong>Procedure<\/strong> \u2014 a short project with a concrete result on the same day. Adapt tools for grip (thick handles, non-slip supports) and value the gesture more than perfection.<\/li>\n<li><strong>Easier<\/strong> \u2014 participate in only one step of the collective project.<\/li>\n<li><strong>Harder<\/strong> \u2014 carry out a small project from start to finish over several sessions.<\/li>\n<li><strong>Sign that it works<\/strong> \u2014 the person shows their work, talks about it, wants to do it again.<\/li>\n<\/ul>\n<\/div>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 DAY \/ WEEK \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-journee\">A typical day and a typical week<\/h2>\n<pee>The classic trap: wanting to offer everything every day. One activity per domain and per day is more than enough, provided it takes place and respects the available energy. Here is a framework that places demands when energy is high and protects the calm time of the afternoon.<\/pee>\n<div class=\"dyn-tablewrap\">\n<table>\n<thead>\n<tr>\n<th>Moment<\/th>\n<th>What we put in it<\/th>\n<th>Duration<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>End of morning<\/td>\n<td>The most demanding activity of the day \u2014 motor skills or cognition<\/td>\n<td>15-20 min<\/td>\n<\/tr>\n<tr>\n<td>Before the meal<\/td>\n<td>A time for connection: reading aloud, exchange, prepared call<\/td>\n<td>10 min<\/td>\n<\/tr>\n<tr>\n<td>Beginning of afternoon<\/td>\n<td>Mandatory quiet time, without screens or stimulation<\/td>\n<td>45-60 min<\/td>\n<\/tr>\n<tr>\n<td>Mid-afternoon<\/td>\n<td>Gentle digital session or board game<\/td>\n<td>15 min<\/td>\n<\/tr>\n<tr>\n<td>End of afternoon<\/td>\n<td>A pleasure activity \u2014 music, creative workshop, sensory<\/td>\n<td>15-20 min<\/td>\n<\/tr>\n<tr>\n<td>Evening<\/td>\n<td>Agenda for the next day, in the room<\/td>\n<td>5 min<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<pee>Throughout the week, we rotate the main focuses to vary the stimuli without overloading, and we keep one truly free day. Rest is not an absence of program: it is part of the program.<\/pee>\n<div class=\"dyn-tablewrap\">\n<table>\n<thead>\n<tr>\n<th>Day<\/th>\n<th>Main focus of the day<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Monday<\/td>\n<td>Motor skills \u2014 laundry, gentle gymnastics<\/td>\n<\/tr>\n<tr>\n<td>Tuesday<\/td>\n<td>Cognition \u2014 reconstructed list, pairs game<\/td>\n<\/tr>\n<tr>\n<td>Wednesday<\/td>\n<td>Communication \u2014 reading aloud, memory workshop<\/td>\n<\/tr>\n<tr>\n<td>Thursday<\/td>\n<td>Independence \u2014 cooking workshop from start to finish<\/td>\n<\/tr>\n<tr>\n<td>Friday<\/td>\n<td>Social connection \u2014 prepared call or visit, group game<\/td>\n<\/tr>\n<tr>\n<td>Saturday<\/td>\n<td>Pleasure \u2014 music, creative workshop, short outing<\/td>\n<\/tr>\n<tr>\n<td>Sunday<\/td>\n<td>Nothing imposed. Rest is part of care.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<div class=\"dyn-note\">\n  <strong>\ud83d\udca1 Adapt the framework to fatigue<\/strong>\n  <pee>This typical week is a base, not an obligation. On a day of great fatigue, we only keep the pleasure activity at the end of the day and the evening agenda. We never catch up: we simply resume the next day where we left off.<\/pee>\n<\/div>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 ENVIRONMENT \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-environnement\">Arranging the establishment&#8217;s spaces<\/h2>\n<pee>A well-thought-out environment does half the work: it reduces unnecessary fatigue, secures movements, and makes participation possible. Many adjustments cost almost nothing. For others, an assessment by the occupational therapist is the best investment.<\/pee>\n<div class=\"dyn-tablewrap\">\n<table>\n<thead>\n<tr>\n<th>Space<\/th>\n<th>What is problematic<\/th>\n<th>What we change<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Room<\/td>\n<td>Bed too low, switch far away, nighttime getting up<\/td>\n<td>Adjusted bed height, switch accessible from the bed, illuminated path to the toilet<\/td>\n<\/tr>\n<tr>\n<td>Bathroom<\/td>\n<td>Wet floor, prolonged standing, transfers<\/td>\n<td>Grab bars fixed to the wall, non-slip mat, shower seat, equipment approved by the occupational therapist<\/td>\n<\/tr>\n<tr>\n<td>Activity room<\/td>\n<td>Heat, background noise, insufficient light<\/td>\n<td>Temperature-controlled and ventilated room, noise sources turned off during the activity, enhanced lighting without glare<\/td>\n<\/tr>\n<tr>\n<td>Dining room<\/td>\n<td>Heavy dishes, table unsuitable for wheelchair<\/td>\n<td>Lightweight dishes and ergonomic cutlery, table at the right height, quiet place for fatigable individuals<\/td>\n<\/tr>\n<tr>\n<td>Hallways and circulation<\/td>\n<td>Carpets, clutter, long distances<\/td>\n<td>Clear and non-slip floor, continuous handrails, regular resting benches along the routes<\/td>\n<\/tr>\n<tr>\n<td>All spaces<\/td>\n<td>Fatigue related to movement, disorientation<\/td>\n<td>Bring activities closer to the rooms when possible, clear and contrasting visual markers<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<div class=\"dyn-note\">\n  <strong>\ud83d\udca1 In case of visual impairments or reading fatigue<\/strong>\n  <pee>Prefer materials in large print, with high contrast (dark text on light background), without information overload on the same page. Space the lines, limit the number of items per exercise, and always allow the person to take a break as soon as their vision blurs: this is often a sign of fatigue, not disinterest.<\/pee>\n<\/div>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 SUPPORTS \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-supports\">Free printable resources<\/h2>\n<pee>These DYNSEO tools are freely downloadable and printable from the <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/\">catalog of free tools<\/a>. Three of them are enough to structure the entire routine described here and to facilitate communication between the team and the family.<\/pee>\n<ul>\n<li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-suivi-progres\/\">Progress tracking chart (visual)<\/a> \u2014 one mark per day, one line per activity. This is the resource that makes progress visible and reignites motivation when it wanes. Displayed in the room, it also becomes a useful time marker.<\/li>\n<li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/fiche-suivi-seance\/\">Session tracking sheet<\/a> \u2014 what was worked on, what caused fatigue, what worked well. To be filled out in one minute after each activity, it ensures continuity between caregivers and days.<\/li>\n<li><a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/communication-notebook\/\">Communication notebook<\/a> \u2014 to convey your observations to the care team, the doctor, or the family without forgetting anything. It links what is seen daily with care decisions.<\/li>\n<li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-suivi-competences\/\">Skills tracking chart<\/a> \u2014 to visualize over several weeks what is maintained, what is progressing, and what needs to be adapted.<\/li>\n<li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/carnet-de-mots\/\">Word notebook<\/a> \u2014 a communication tool to personalize with familiar photos, useful as soon as speech becomes fatigued.<\/li>\n<\/ul>\n<pee>The principle is always the same: write little, but write every day. A one-line observation, noted at the moment, is worth more than a long report reconstructed from memory a week later.<\/pee>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 NUM\u00c9RIQUE \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-numerique\">The role of digital technology and the JOE application<\/h2>\n<pee>A tablet does not replace rehabilitation or real activities. It provides two things that paper does not: automatic adjustment of the difficulty level, which prevents failure as well as boredom, and a record of results that objectively reflects progress without discussion.<\/pee>\n<pee>For the adult affected by multiple sclerosis, the <a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/clint-brain-games-for-adults\/\">JOE<\/a> application is the reference tool: short games of memory, attention, logic, and language, with an adaptable level. It is used in brief sequences, at fixed times, like a ritual.<\/pee>\n<div class=\"dyn-tablewrap\">\n<table>\n<thead>\n<tr>\n<th>Application<\/th>\n<th>Pour qui<\/th>\n<th>Usage type<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/clint-brain-games-for-adults\/\">JOE<\/a><\/td>\n<td>Adulte concern\u00e9 par la SEP<\/td>\n<td>15 minutes par jour, 2 \u00e0 3 jeux de m\u00e9moire, attention et logique<\/td>\n<\/tr>\n<tr>\n<td><a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/scarlett-brain-games-for-seniors\/\">EDITH<\/a><\/td>\n<td>Personne \u00e2g\u00e9e, interface simplifi\u00e9e<\/td>\n<td>M\u00eame principe, avec une navigation pens\u00e9e pour les seniors<\/td>\n<\/tr>\n<tr>\n<td><a href=\"https:\/\/www.dynseo.com\/mon-dico-une-application-pour-favoriser-la-communication\/\">MON DICO<\/a><\/td>\n<td>Communication difficile, support visuel<\/td>\n<td>Aide \u00e0 la communication au quotidien<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<pee>Le bon dosage&nbsp;: une quinzaine de minutes par jour, \u00e0 heure fixe, plut\u00f4t qu&#8217;une longue session hebdomadaire. On garde l&#8217;\u00e9cran hors de la fin de soir\u00e9e, qui perturbe un sommeil parfois d\u00e9j\u00e0 fragile, et on s&#8217;arr\u00eate \u00e0 la fin du temps pr\u00e9vu, m\u00eame quand tout se passe bien. Pour compl\u00e9ter, le <a href=\"https:\/\/www.dynseo.com\/en\/our-tests\/\">catalogue de tests cognitifs<\/a> permet de situer un point de d\u00e9part, \u00e0 interpr\u00e9ter toujours avec un professionnel.<\/pee>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 ERREURS \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-erreurs\">Les 5 erreurs \u00e0 \u00e9viter<\/h2>\n<ol class=\"dyn-steps\">\n<li><strong>Ignorer la fatigue.<\/strong> Continuer \u00ab&nbsp;pour finir&nbsp;\u00bb quand les signes de fatigue apparaissent, c&#8217;est g\u00e2cher la s\u00e9ance et compromettre le reste de la journ\u00e9e. Dans la SEP, on arr\u00eate avant, jamais apr\u00e8s.<\/li>\n<li><strong>N\u00e9gliger la chaleur.<\/strong> Une salle surchauff\u00e9e, un cr\u00e9neau en pleine chaleur d&#8217;\u00e9t\u00e9&nbsp;: et des sympt\u00f4mes r\u00e9apparaissent, faussant totalement l&#8217;activit\u00e9. Un environnement frais fait partie du dispositif.<\/li>\n<li><strong>Faire \u00e0 la place.<\/strong> Par gentillesse ou par gain de temps, on prive la personne de ce qu&#8217;elle peut encore faire. C&#8217;est une cause majeure de perte d&#8217;autonomie \u00e9vitable.<\/li>\n<li><strong>Choisir un niveau trop difficile.<\/strong> L&#8217;\u00e9chec r\u00e9p\u00e9t\u00e9 d\u00e9courage et fait renoncer. Mieux vaut trop facile pendant une semaine que trop dur pendant deux jours.<\/li>\n<li><strong>Ne rien noter.<\/strong> Sans trace \u00e9crite, les \u00e9volutions lentes deviennent invisibles, la transmission se perd entre \u00e9quipes, et l&#8217;on conclut \u00e0 tort que rien ne bouge.<\/li>\n<\/ol>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 S\u00c9RIE \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2>Pour aller plus loin<\/h2>\n<div class=\"dyn-serie\">\n  <a href=\"#situations-quotidien\"><span>Situations du quotidien<\/span>Scl\u00e9rose en plaques en \u00e9tablissement&nbsp;: 10 situations difficiles et comment y r\u00e9pondre<\/a><br \/>\n  <a href=\"#guide-complet\"><span>Guide de fond<\/span>Scl\u00e9rose en plaques en \u00e9tablissement&nbsp;: le guide complet pour comprendre ce qui se joue<\/a><br \/>\n  <a href=\"#aides-interlocuteurs\"><span>Aides &amp; interlocuteurs<\/span>\u00c0 qui s&#8217;adresser, quelles aides et comment tenir dans la dur\u00e9e<\/a><br \/>\n  <a href=\"#presentation-formation\"><span>La formation<\/span>Programme, contenu et \u00e0 qui s&#8217;adresse la formation SEP de DYNSEO<\/a>\n<\/div>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 FAQ \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-faq\">Questions fr\u00e9quentes<\/h2>\n<div class=\"dyn-faq\">\n<h3>\u00c0 quelle fr\u00e9quence proposer ces activit\u00e9s&nbsp;?<\/h3>\n<pee>Chaque jour, mais peu \u00e0 la fois. Une seule activit\u00e9 par domaine et par jour suffit, \u00e0 condition qu&#8217;elle ait vraiment lieu et qu&#8217;elle respecte l&#8217;\u00e9nergie disponible. La r\u00e9gularit\u00e9 compte davantage que l&#8217;intensit\u00e9&nbsp;: quinze minutes tous les jours nourrissent mieux les capacit\u00e9s qu&#8217;une longue s\u00e9ance hebdomadaire. Les jours de grande fatigue, on ne supprime pas tout&nbsp;: on garde une activit\u00e9 plaisir, tr\u00e8s courte, pour prot\u00e9ger le rituel lui-m\u00eame. Et l&#8217;on pr\u00e9voit au moins un jour vraiment libre par semaine, car le repos fait partie du soin dans la scl\u00e9rose en plaques.<\/pee>\n<h3>Combien de temps doit durer une s\u00e9ance&nbsp;?<\/h3>\n<pee>Entre dix et vingt minutes pour une activit\u00e9 donn\u00e9e, et rarement plus d&#8217;une heure au total sur la journ\u00e9e, en s\u00e9quences fractionn\u00e9es. Au-del\u00e0, la fatigue caract\u00e9ristique de la SEP prend le dessus et l&#8217;activit\u00e9 devient contre-productive. La r\u00e8gle d&#8217;or&nbsp;: on s&#8217;arr\u00eate avant que la fatigue s&#8217;installe, pas quand elle est d\u00e9j\u00e0 l\u00e0. Observez les signes discrets \u2014 mots plus lents, gestes moins pr\u00e9cis, vision qui se trouble \u2014 et concluez la s\u00e9ance sur une r\u00e9ussite. Une activit\u00e9 qui finit bien donne envie de recommencer&nbsp;; une activit\u00e9 pouss\u00e9e trop loin d\u00e9courage la suivante.<\/pee>\n<h3>Comment motiver une personne qui refuse&nbsp;?<\/h3>\n<pee>Trois leviers fonctionnent mieux que l&#8217;insistance. D&#8217;abord, baisser la difficult\u00e9 jusqu&#8217;\u00e0 obtenir des r\u00e9ussites, car c&#8217;est souvent la peur de l&#8217;\u00e9chec qui bloque. Ensuite, remplacer l&#8217;exercice par une activit\u00e9 qui a du sens pour la personne&nbsp;: cuisiner, \u00e9couter sa musique, appeler un proche. Enfin, rendre le progr\u00e8s visible avec un tableau de suivi affich\u00e9. N\u00e9gociez la dur\u00e9e plut\u00f4t que le principe&nbsp;: \u00ab&nbsp;on essaie cinq minutes et on arr\u00eate si vous voulez&nbsp;\u00bb obtient presque toujours plus. Et respectez le refus du jour&nbsp;: il peut simplement signaler une fatigue qu&#8217;il vaut mieux \u00e9couter.<\/pee>\n<h3>Quel mat\u00e9riel faut-il vraiment&nbsp;?<\/h3>\n<pee>Presque rien de sp\u00e9cialis\u00e9. La plupart des activit\u00e9s reposent sur ce dont dispose d\u00e9j\u00e0 l&#8217;\u00e9tablissement&nbsp;: du linge, des ustensiles de cuisine, des cartes, des photos, de la musique, un agenda. Trois investissements utiles font la diff\u00e9rence&nbsp;: des supports antid\u00e9rapants et des ustensiles \u00e0 poign\u00e9e large pour la pr\u00e9hension, des documents en gros caract\u00e8res tr\u00e8s contrast\u00e9s pour la vision, et une tablette pour les jeux qui ajustent seuls la difficult\u00e9. Les supports de suivi DYNSEO sont gratuits \u00e0 imprimer. Pour les am\u00e9nagements de s\u00e9curit\u00e9 (barres d&#8217;appui, si\u00e8ge de douche), c&#8217;est l&#8217;ergoth\u00e9rapeute qui indique le mat\u00e9riel adapt\u00e9 \u00e0 chaque personne.<\/pee>\n<h3>Ces activit\u00e9s conviennent-elles \u00e0 tous les \u00e2ges&nbsp;?<\/h3>\n<pee>La scl\u00e9rose en plaques d\u00e9bute souvent chez l&#8217;adulte jeune, mais elle concerne des personnes de tous \u00e2ges en \u00e9tablissement. Les activit\u00e9s pr\u00e9sent\u00e9es ici s&#8217;adaptent en modulant la difficult\u00e9, la dur\u00e9e et le th\u00e8me, jamais l&#8217;exigence de respect de la personne. Pour un adulte jeune, on privil\u00e9gie des supports en phase avec ses centres d&#8217;int\u00e9r\u00eat et son histoire&nbsp;; pour une personne plus \u00e2g\u00e9e, on peut simplifier l&#8217;interface num\u00e9rique avec une application comme EDITH. Dans tous les cas, on part de ce qui a du sens pour la personne. Pour toute question sur l&#8217;\u00e9volution ou les capacit\u00e9s, r\u00e9f\u00e9rez-vous au m\u00e9decin qui la suit.<\/pee>\n<\/div>\n<div class=\"dyn-note\">\n  <strong>\u2139\ufe0f Information et non avis m\u00e9dical<\/strong>\n  <pee>Ces activit\u00e9s sont des propositions g\u00e9n\u00e9rales du quotidien. Elles ne remplacent ni la r\u00e9\u00e9ducation prescrite, ni un avis m\u00e9dical. Faites valider ce qui convient \u00e0 chaque personne par le m\u00e9decin et l&#8217;\u00e9quipe de r\u00e9\u00e9ducation (kin\u00e9sith\u00e9rapeute, ergoth\u00e9rapeute, orthophoniste) qui la suivent. En cas de sympt\u00f4me nouveau ou d&#8217;urgence, contactez les services d&#8217;urgence de votre pays.<\/pee>\n<\/div>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 CTA FINAL \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<div class=\"dyn-cta\">\n<h3>Mettre en place ces activit\u00e9s, supports et am\u00e9nagements pour la scl\u00e9rose en plaques en \u00e9tablissement<\/h3>\n<pee>La formation DYNSEO \u00ab&nbsp;Scl\u00e9rose en plaques en \u00e9tablissement&nbsp;: comprendre la maladie et adapter sa pratique professionnelle&nbsp;\u00bb reprend tout cela pas \u00e0 pas&nbsp;: comprendre la maladie, ajuster les activit\u00e9s \u00e0 la fatigue, am\u00e9nager l&#8217;environnement, accompagner sur la dur\u00e9e. 32 le\u00e7ons, 100&nbsp;% en ligne, acc\u00e8s illimit\u00e9, \u00e0 votre rythme. Organisme certifi\u00e9 Qualiopi (N\u00b0&nbsp;11757351875), attestation de fin de formation.<\/pee>\n  <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/en\/courses\/multiple-sclerosis-in-an-institution-understanding-the-disease-and-adapting-professional-practice-en\/\">D\u00e9couvrir la formation \u2014 20&nbsp;\u20ac<\/a>\n<\/div>\n<\/div>\n<\/div>\n<p>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":4,"featured_media":412655,"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\" 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en \u00e9tablissement : activit\u00e9s, supports et am\u00e9nagements concrets \u00e0 mettre en place\",\n      \"inLanguage\": \"fr\",\n      \"author\": {\n        \"@type\": \"Organization\",\n        \"name\": \"DYNSEO\",\n        \"url\": \"https:\/\/www.dynseo.com\/\"\n      },\n      \"publisher\": {\n        \"@type\": \"Organization\",\n        \"name\": \"DYNSEO\",\n        \"url\": \"https:\/\/www.dynseo.com\/\"\n      },\n      \"image\": \"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/03\/Sclerose-en-plaques-en-etablissement.png\"\n    },\n    {\n      \"@type\": \"FAQPage\",\n      \"mainEntity\": [\n        {\n          \"@type\": \"Question\",\n          \"name\": \"\u00c0 quelle fr\u00e9quence proposer ces activit\u00e9s ?\",\n          \"acceptedAnswer\": {\n            \"@type\": \"Answer\",\n            \"text\": \"Chaque jour, mais peu \u00e0 la fois. Une seule activit\u00e9 par domaine et par jour suffit, \u00e0 condition qu'elle ait vraiment lieu et qu'elle respecte l'\u00e9nergie disponible. La r\u00e9gularit\u00e9 compte davantage que l'intensit\u00e9 : quinze minutes tous les jours nourrissent mieux les capacit\u00e9s qu'une longue s\u00e9ance hebdomadaire. Les jours de grande fatigue, on ne supprime pas tout : on garde une activit\u00e9 plaisir, tr\u00e8s courte, pour prot\u00e9ger le rituel lui-m\u00eame. Et l'on pr\u00e9voit au moins un jour vraiment libre par semaine, car le repos fait partie du soin dans la scl\u00e9rose en plaques.\"\n          }\n        },\n        {\n          \"@type\": \"Question\",\n          \"name\": \"Combien de temps doit durer une s\u00e9ance ?\",\n          \"acceptedAnswer\": {\n            \"@type\": \"Answer\",\n            \"text\": \"Entre dix et vingt minutes pour une activit\u00e9 donn\u00e9e, et rarement plus d'une heure au total sur la journ\u00e9e, en s\u00e9quences fractionn\u00e9es. Au-del\u00e0, la fatigue caract\u00e9ristique de la SEP prend le dessus et l'activit\u00e9 devient contre-productive. La r\u00e8gle d'or : on s'arr\u00eate avant que la fatigue s'installe, pas quand elle est d\u00e9j\u00e0 l\u00e0. Observez les signes discrets \u2014 mots plus lents, gestes moins pr\u00e9cis, vision qui se trouble \u2014 et concluez la s\u00e9ance sur une r\u00e9ussite. 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Et respectez le refus du jour : il peut simplement signaler une fatigue qu'il vaut mieux \u00e9couter.\"\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. La plupart des activit\u00e9s reposent sur ce dont dispose d\u00e9j\u00e0 l'\u00e9tablissement : du linge, des ustensiles de cuisine, des cartes, des photos, de la musique, un agenda. Trois investissements utiles font la diff\u00e9rence : des supports antid\u00e9rapants et des ustensiles \u00e0 poign\u00e9e large pour la pr\u00e9hension, des documents en gros caract\u00e8res tr\u00e8s contrast\u00e9s pour la vision, et une tablette pour les jeux qui ajustent seuls la difficult\u00e9. Les supports de suivi DYNSEO sont gratuits \u00e0 imprimer. Pour les am\u00e9nagements de s\u00e9curit\u00e9 (barres d'appui, si\u00e8ge de douche), c'est l'ergoth\u00e9rapeute qui indique le mat\u00e9riel adapt\u00e9 \u00e0 chaque personne.\"\n          }\n        },\n        {\n          \"@type\": \"Question\",\n          \"name\": \"Ces activit\u00e9s conviennent-elles \u00e0 tous les \u00e2ges ?\",\n          \"acceptedAnswer\": {\n            \"@type\": \"Answer\",\n            \"text\": \"La scl\u00e9rose en plaques d\u00e9bute souvent chez l'adulte jeune, mais elle concerne des personnes de tous \u00e2ges en \u00e9tablissement. Les activit\u00e9s pr\u00e9sent\u00e9es ici s'adaptent en modulant la difficult\u00e9, la dur\u00e9e et le th\u00e8me, jamais l'exigence de respect de la personne. Pour un adulte jeune, on privil\u00e9gie des supports en phase avec ses centres d'int\u00e9r\u00eat et son histoire ; pour une personne plus \u00e2g\u00e9e, on peut simplifier l'interface num\u00e9rique avec une application comme EDITH. 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Elle se joue dans les creux de la journ\u00e9e&nbsp;: le moment o\u00f9 l'on attend le repas, l'heure calme de l'apr\u00e8s-midi, le trajet jusqu'\u00e0 la salle d'activit\u00e9. C'est pr\u00e9cis\u00e9ment dans ces intervalles que se construit \u2014 ou que se perd \u2014 l'autonomie. Cet article rassemble des <strong>activit\u00e9s, des supports et des am\u00e9nagements concrets pour la scl\u00e9rose en plaques en \u00e9tablissement<\/strong>, pens\u00e9s pour \u00eatre mis en place d\u00e8s demain, avec le mat\u00e9riel dont on dispose d\u00e9j\u00e0 et sans transformer chaque instant en s\u00e9ance de travail.<\/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>\n\n<aside class=\"dyn-hero\" aria-label=\"Formation pr\u00e9sent\u00e9e dans cet article\">\n  <div class=\"dyn-hero__grid\">\n    <div class=\"dyn-hero__media\"><a href=\"https:\/\/www.dynseo.com\/courses\/sclerose-en-plaques-en-etablissement-comprendre-la-maladie-et-adapter-sa-pratique-professionnelle\/\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/03\/Sclerose-en-plaques-en-etablissement.png\" alt=\"Formation DYNSEO \u00ab Scl\u00e9rose en plaques en \u00e9tablissement : comprendre la maladie et adapter sa pratique professionnelle \u00bb\" width=\"1920\" height=\"1080\" loading=\"lazy\"><\/a><\/div>\n    <div class=\"dyn-hero__body\">\n      <span class=\"dyn-hero__eyebrow\">La formation li\u00e9e \u00e0 cet article<\/span>\n      <p class=\"dyn-hero__title\"><a href=\"https:\/\/www.dynseo.com\/courses\/sclerose-en-plaques-en-etablissement-comprendre-la-maladie-et-adapter-sa-pratique-professionnelle\/\">Scl\u00e9rose en plaques en \u00e9tablissement : comprendre la maladie et adapter sa pratique professionnelle<\/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 8 modules \u00b7 32 le\u00e7ons<\/li>\n        <li>\ud83d\udcbb 100 % en ligne<\/li>\n        <li>\u23f1\ufe0f \u00c0 votre rythme<\/li>\n        <li>\ud83c\udfc5 Organisme Qualiopi<\/li>\n        <li>\ud83c\udf0d 9 langues<\/li>\n      <\/ul>\n      <div class=\"dyn-hero__actions\">\n        <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/courses\/sclerose-en-plaques-en-etablissement-comprendre-la-maladie-et-adapter-sa-pratique-professionnelle\/\">Voir la formation<\/a>\n        <span class=\"dyn-hero__price\">20.0 \u20ac<\/span>\n      <\/div>\n    <\/div>\n  <\/div>\n<\/aside>\n\n<p>Ce n'est pas un cours th\u00e9orique. C'est une bo\u00eete \u00e0 outils&nbsp;: quatorze activit\u00e9s d\u00e9crites pr\u00e9cis\u00e9ment, une organisation de journ\u00e9e et de semaine, l'am\u00e9nagement des espaces pi\u00e8ce par pi\u00e8ce, les outils gratuits \u00e0 imprimer et le r\u00f4le du num\u00e9rique. Que vous soyez soignant, animateur, ou proche d'une personne accueillie, vous y trouverez de quoi agir tout de suite, en tenant compte des deux r\u00e9alit\u00e9s qui commandent tout dans la SEP&nbsp;: la fatigue et la sensibilit\u00e9 \u00e0 la chaleur.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 R\u00c9PONSE COURTE (GEO) \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<section class=\"dyn-tldr\">\n  <h2>L'essentiel en 30 secondes<\/h2>\n  <p>Une stimulation utile dans la scl\u00e9rose en plaques repose sur quatre principes&nbsp;: <strong>court, r\u00e9gulier, \u00e0 la bonne difficult\u00e9, et respectueux de la fatigue<\/strong>. On construit autour des capacit\u00e9s du jour, pas autour d'un programme fig\u00e9.<\/p>\n  <ul>\n    <li><strong>La fatigue commande<\/strong> \u2014 on planifie l'activit\u00e9 exigeante quand l'\u00e9nergie est maximale, souvent en fin de matin\u00e9e, et on s'arr\u00eate avant l'\u00e9puisement, pas apr\u00e8s.<\/li>\n    <li><strong>La chaleur limite<\/strong> \u2014 un environnement frais prot\u00e8ge les capacit\u00e9s&nbsp;; la chaleur peut faire r\u00e9appara\u00eetre temporairement des sympt\u00f4mes.<\/li>\n    <li><strong>Le bon niveau<\/strong> \u2014 la personne doit r\u00e9ussir la plupart des essais&nbsp;; l'\u00e9chec r\u00e9p\u00e9t\u00e9 fait abandonner.<\/li>\n    <li><strong>La trace \u00e9crite<\/strong> \u2014 noter chaque jour rend visibles des \u00e9volutions que la m\u00e9moire d'\u00e9quipe efface, et facilite la transmission.<\/li>\n    <li><strong>L'environnement<\/strong> \u2014 quelques am\u00e9nagements simples des espaces communs et de la chambre facilitent la participation et pr\u00e9viennent les chutes.<\/li>\n  <\/ul>\n<\/section>\n\n<nav class=\"dyn-toc\" aria-label=\"Sommaire\">\n  <p>Au sommaire<\/p>\n  <ol>\n    <li><a href=\"#dyn-reperes\">Scl\u00e9rose en plaques en \u00e9tablissement&nbsp;: les rep\u00e8res avant toute activit\u00e9<\/a><\/li>\n    <li><a href=\"#dyn-fatigue\">Fatigue et chaleur&nbsp;: le cadre \u00e0 respecter<\/a><\/li>\n    <li><a href=\"#dyn-motricite\">Motricit\u00e9, \u00e9quilibre et gestes du quotidien<\/a><\/li>\n    <li><a href=\"#dyn-cognition\">M\u00e9moire, attention et vitesse de traitement<\/a><\/li>\n    <li><a href=\"#dyn-communication\">Langage, communication et lien social<\/a><\/li>\n    <li><a href=\"#dyn-bienetre\">Bien-\u00eatre, humeur et stimulation sensorielle<\/a><\/li>\n    <li><a href=\"#dyn-journee\">Une journ\u00e9e type et une semaine type<\/a><\/li>\n    <li><a href=\"#dyn-environnement\">Am\u00e9nager les espaces de l'\u00e9tablissement<\/a><\/li>\n    <li><a href=\"#dyn-supports\">Les supports gratuits \u00e0 imprimer<\/a><\/li>\n    <li><a href=\"#dyn-numerique\">La place du num\u00e9rique et l'application JOE<\/a><\/li>\n    <li><a href=\"#dyn-erreurs\">Les 5 erreurs \u00e0 \u00e9viter<\/a><\/li>\n    <li><a href=\"#dyn-faq\">Questions fr\u00e9quentes<\/a><\/li>\n  <\/ol>\n<\/nav>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 REP\u00c8RES \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-reperes\">Scl\u00e9rose en plaques en \u00e9tablissement&nbsp;: les rep\u00e8res avant toute activit\u00e9<\/h2>\n\n\n<p>Multiple sclerosis is a neurological disease whose progression and symptoms vary greatly from one person to another, and sometimes from one day to the next in the same person. In an institution, this imposes a simple rule: we do not follow a program, we follow a person. The guidelines below apply before each activity, whatever it may be.<\/p>\n\n<div class=\"dyn-cards\">\n  <div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83d\udd0b<\/span>\n    <h3>Start with the day's abilities<\/h3>\n    <p>A person capable of an exercise on Monday may not be on Thursday, without anything worsening. We ask, we observe, and we adjust without comment.<\/p>\n  <\/div>\n  <div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\ud83c\udfaf<\/span>\n    <h3>Aim for success<\/h3>\n    <p>The person must succeed in most of their attempts. If everything is too easy, we increase the difficulty; if failure repeats, we decrease it immediately.<\/p>\n  <\/div>\n  <div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\u23f1\ufe0f<\/span>\n    <h3>Short rather than long<\/h3>\n    <p>Ten to twenty minutes is sufficient. We stop before fatigue, never when it has set in: a session that ends poorly discourages the next one.<\/p>\n  <\/div>\n  <div class=\"dyn-card\">\n    <span class=\"dyn-card__icon\">\u270d\ufe0f<\/span>\n    <h3>Note down every time<\/h3>\n    <p>One line is enough: what was done, what caused fatigue, what worked well. This makes progress visible and smooths the transition between teams.<\/p>\n  <\/div>\n<\/div>\n\n<div class=\"dyn-alerte\">\n  <strong>\u26a0\ufe0f Above all: rely on the care plan<\/strong>\n  <p>The activities that follow are daily activities, not medical protocols. Some may be discouraged depending on the impairments: swallowing disorders, significant spasticity, balance disorders, major fatigue, cognitive disorders. Refer to the personalized project and consult the doctor, physiotherapist, occupational therapist, or speech therapist who follows the person: they are the ones who indicate what is suitable. Observe, report, apply the instructions, and refer to the healthcare professional for any diagnosis or prognosis.<\/p>\n<\/div>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 FATIGUE \/ HEAT \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-fatigue\">Fatigue and heat: the framework to respect<\/h2>\n\n<p>Two realities condition everything else. Ignoring them means proposing activities that fail and discourage; respecting them means multiplying the chances that participation becomes a pleasure.<\/p>\n\n<p>Fatigue is one of the most frequently reported symptoms in multiple sclerosis: the ARSEP Foundation and patient associations describe it as an exhaustion that is not proportional to the effort exerted and that rest does not always suffice to erase. Concretely, in an institution, this means three things. We schedule the most demanding activity when energy is highest\u2014often late morning, sometimes differently depending on the person. We break it down: three ten-minute sessions are better than one thirty-minute session. And we ensure a real quiet time in the afternoon, without screens or stimulation, which is part of the program just like the activities.<\/p>\n\n<p>Heat sensitivity is the other point of vigilance: in many people, an increase in body or environmental temperature can temporarily bring back symptoms (blurred vision, heavy legs, increased fatigue). This phenomenon is reversible, but it hinders activity. Therefore, we ensure a temperate environment, avoid the hottest times of the day in summer, offer cool water, and do not hesitate to postpone or shorten when it is hot.<\/p>\n\n<div class=\"dyn-note\">\n  <strong>\ud83d\udca1 The right reflex before each session<\/strong>\n  <p>Three questions in ten seconds: has the person slept well and recovered? Is the room cool? Do they want to, right now? If the answer is no, we lighten or reschedule. An activity canceled for good reasons is better than an activity endured.<\/p>\n<\/div>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 MOTOR SKILLS \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-motricite\">Motor skills, balance and daily gestures<\/h2>\n\n<p>These activities maintain mobility, coordination and confidence. They complement physiotherapy and occupational therapy, they never replace them. Ask the rehabilitation team which ones best serve the current objectives, and always adapt to the day's level of fatigue.<\/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\">Folding and sorting laundry<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objective<\/strong> \u2014 coordination of both hands, fine motor skills, sitting posture, participation in a useful task.<\/li>\n    <li><strong>Materials and duration<\/strong> \u2014 a basket of clean and light laundry, 10 minutes, sitting at a stable table.<\/li>\n    <li><strong>Procedure<\/strong> \u2014 start with large pieces that are easy to grasp: towels, dishcloths. The less skilled hand holds, the more skilled hand folds. Let the person do it, do not do it for them.<\/li>\n    <li><strong>Easier<\/strong> \u2014 fold in half only, with thick towels that slide less.<\/li>\n    <li><strong>More difficult<\/strong> \u2014 pairing socks, folding clothes into quarters, sorting by color.<\/li>\n    <li><strong>Sign that it works<\/strong> \u2014 the less skilled hand participates spontaneously, without being asked.<\/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\">Seated cooking workshop<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objective<\/strong> \u2014 grip strength, hand-eye coordination, planning a task in steps.<\/li>\n    <li><strong>Materials and duration<\/strong> \u2014 a non-slip board (or a damp cloth underneath), utensils with a wide handle, simple ingredients, 15 minutes, always seated.<\/li>\n    <li><strong>Procedure<\/strong> \u2014 wash, mix, garnish: prepare a fruit salad, set up jars, decorate a cake. The person performs; the companion prepares and secures the workspace.<\/li>\n    <li><strong>Easier<\/strong> \u2014 a single step, large movements (mixing, pouring).<\/li>\n    <li><strong>More difficult<\/strong> \u2014 follow a recipe displayed in four steps, without oral reminders.<\/li>\n    <li><strong>Sign that it works<\/strong> \u2014 movements become more precise, fatigue arrives later than at the beginning.<\/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\">Secure balance course<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objective<\/strong> \u2014 balance, weight transfer, confidence in movement.<\/li>\n    <li><strong>Materials and duration<\/strong> \u2014 a clear corridor, a support bar or handrail, usual technical aid, 5 to 10 minutes.<\/li>\n    <li><strong>Procedure<\/strong> \u2014 the same route every day, with a support point identified halfway. Move slowly, keeping the gaze on the horizon rather than on the feet. A companion always stays within reach.<\/li>\n    <li><strong>Easier<\/strong> \u2014 a short round trip with support possible all the way, several times a day.<\/li>\n    <li><strong>More difficult<\/strong> \u2014 navigating around a light obstacle, or walking while holding a short conversation, which increases the load.<\/li>\n    <li><strong>Sign that it works<\/strong> \u2014 the same route requires fewer breaks, the gaze is lifted.<\/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\">Gentle exercise in a chair<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objective<\/strong> \u2014 joint range, muscle awakening, body awareness, without putting oneself in danger.<\/li>\n    <li><strong>Materials and duration<\/strong> \u2014 a stable chair, possibly a small light ball or a scarf, 10 minutes.<\/li>\n    <li><strong>Procedure<\/strong> \u2014 slow and wide movements of the arms, hands, ankles, following a simple instruction and a regular rhythm. Strictly respect the ranges indicated by the physiotherapist and never force.<\/li>\n    <li><strong>Easier<\/strong> \u2014 movements of the upper body only, by imitation.<\/li>\n    <li><strong>More difficult<\/strong> \u2014 chaining a small memorized sequence of three movements.<\/li>\n    <li><strong>Sign that it works<\/strong> \u2014 movements become wider and smoother over the days.<\/li>\n  <\/ul>\n<\/div>\n<p><strong>\u274c To avoid&nbsp;:<\/strong> pushing \"to progress\" when the person shows signs of fatigue (slower words, less precise gestures, blurred vision). In MS, too much effort does not gain ground, it loses it for the rest of the day.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 COGNITION \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-cognition\">Memory, attention, and processing speed<\/h2>\n\n<p>Multiple sclerosis can be accompanied by cognitive disorders, particularly attention, working memory, and a slowdown in information processing. This does not mean giving up&nbsp;: it means allowing more time, reducing distractions, and valuing every success.<\/p>\n\n<div class=\"dyn-module\">\n  <div class=\"dyn-module__head\">\n    <div class=\"dyn-module__num\">5<\/div>\n    <h3 class=\"dyn-module__title\">The reconstructed list<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objective<\/strong> \u2014 working memory, categorization, memorization strategies.<\/li>\n    <li><strong>Material and duration<\/strong> \u2014 paper, pencil, 10 minutes, in a quiet space.<\/li>\n    <li><strong>Procedure<\/strong> \u2014 state a shopping list of five or six items, talk about something else for a minute, then the person recalls. Allow as much time as needed, without giving the answer too quickly.<\/li>\n    <li><strong>Easier<\/strong> \u2014 three items, immediate recall.<\/li>\n    <li><strong>More difficult<\/strong> \u2014 ten items to group by section before recalling.<\/li>\n    <li><strong>Sign that it works<\/strong> \u2014 the person invents their own tricks (grouping, associating, visualizing).<\/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\">The adapted pairs game<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objective<\/strong> \u2014 visual attention, memory, space scanning.<\/li>\n    <li><strong>Material and duration<\/strong> \u2014 a deck of cards or large printed images, 10 minutes.<\/li>\n    <li><strong>Procedure<\/strong> \u2014 lay the cards face down, turn over two cards at a time to find pairs. Limit the number of cards according to fatigue and maintain a pace without time pressure.<\/li>\n    <li><strong>Easier<\/strong> \u2014 six cards, in a single row, well contrasted.<\/li>\n    <li><strong>More difficult<\/strong> \u2014 twenty cards, widely spread on the table.<\/li>\n    <li><strong>Sign that it works<\/strong> \u2014 the number of attempts needed decreases from week to week.<\/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\">The agenda for the next day<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objective<\/strong> \u2014 prospective memory, temporal markers, sense of control over one's day.<\/li>\n    <li><strong>Material and duration<\/strong> \u2014 a large box agenda or a wipeable board in the room, 5 minutes each evening.<\/li>\n    <li><strong>Procedure<\/strong> \u2014 together note the two or three appointments or activities for the next day, then check off the next evening what took place.<\/li>\n    <li><strong>Easier<\/strong> \u2014 the caregiver writes, the person reads aloud.<\/li>\n    <li><strong>More difficult<\/strong> \u2014 the person writes alone and anticipates the week.<\/li>\n    <li><strong>Sign that it works<\/strong> \u2014 they consult their agenda spontaneously during the day.<\/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\">The sorting by themes<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objective<\/strong> \u2014 sustained attention, mental flexibility, reasoning, with a concrete support.<\/li>\n    <li><strong>Material and duration<\/strong> \u2014 a set of image cards (food, animals, objects), or magazine photos, 10 to 15 minutes.<\/li>\n    <li><strong>Procedure<\/strong> \u2014 sort the images according to an announced criterion (what can be eaten \/ what cannot be eaten), then change the criterion (by color, by size) to work on flexibility.<\/li>\n    <li><strong>Easier<\/strong> \u2014 two very different categories, few cards.<\/li>\n    <li><strong>More difficult<\/strong> \u2014 three categories, or find the common criterion oneself.<\/li>\n    <li><strong>Sign that it works<\/strong> \u2014 the change of instruction is followed without confusion.<\/li>\n  <\/ul>\n<\/div>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 CTA MILIEU \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<div class=\"dyn-cta\">\n  <h3>Understanding MS to adjust each activity at the right time<\/h3>\n  <p>Knowing why fatigue and heat weigh so much, spotting the signs of a bad day, adapting one's posture&nbsp;: the DYNSEO training \"Multiple Sclerosis in Institutions\" dedicates short and concrete lessons to this. 32 lessons, 100&nbsp;% online, unlimited access, at your own pace. Certified organization Qualiopi (N\u00b0&nbsp;11757351875), certificate of completion.<\/p>\n  <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/courses\/sclerose-en-plaques-en-etablissement-comprendre-la-maladie-et-adapter-sa-pratique-professionnelle\/\">Discover the training \u2014 20&nbsp;\u20ac<\/a>\n<\/div>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 COMMUNICATION \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-communication\">Language, communication and social connection<\/h2>\n\n<p>Depending on the impairments, MS can affect articulation, breath, or the rhythm of speech. These activities maintain communication and connection; they complement speech therapy when it exists, without replacing it. Ask the speech therapist what best serves the current objectives.<\/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\">Reading in two voices<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objective<\/strong> \u2014 articulation, breath, comprehension, and pleasure of reading.<\/li>\n    <li><strong>Material and duration<\/strong> \u2014 a short article or a text in large print, 10 minutes.<\/li>\n    <li><strong>Procedure<\/strong> \u2014 the companion reads one sentence, the person reads the next. We stop at the end of a paragraph, never in the middle of an effort. We do not correct every mistake.<\/li>\n    <li><strong>Easier<\/strong> \u2014 the person only reads the last word of each sentence.<\/li>\n    <li><strong>Harder<\/strong> \u2014 summarize the paragraph in one sentence after reading.<\/li>\n    <li><strong>Sign that it works<\/strong> \u2014 the sentences read become longer, the pace becomes regular.<\/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\">Guided memory workshop<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objective<\/strong> \u2014 old memory, spontaneous speech, valuing life history.<\/li>\n    <li><strong>Material and duration<\/strong> \u2014 objects, photos, or period music, 15 minutes, in a small group or individually.<\/li>\n    <li><strong>Procedure<\/strong> \u2014 we present a trigger (a song, a photo, an everyday object from the past) and let whatever comes come, without correcting or questioning in rapid succession. An open question is enough: \u201cWhat does this remind you of?\u201d<\/li>\n    <li><strong>Easier<\/strong> \u2014 a single very familiar trigger, short time.<\/li>\n    <li><strong>Harder<\/strong> \u2014 build a small chronological narrative from several memories.<\/li>\n    <li><strong>Sign that it works<\/strong> \u2014 speech becomes more fluid, the exchange turns into a conversation.<\/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\">Prepared connection with loved ones<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objective<\/strong> \u2014 maintain family ties and regain confidence in remote exchanges.<\/li>\n    <li><strong>Material and duration<\/strong> \u2014 a phone or tablet, a sheet with two or three prepared sentences, 5 to 10 minutes.<\/li>\n    <li><strong>Procedure<\/strong> \u2014 we choose a kind and informed interlocutor, we write together what we want to say to them, then we call on speakerphone with the companion next to us, without intervening.<\/li>\n    <li><strong>Easier<\/strong> \u2014 a recorded voice message that can be replayed and redone.<\/li>\n    <li><strong>Harder<\/strong> \u2014 a call without a sheet, then a video call.<\/li>\n    <li><strong>Sign that it works<\/strong> \u2014 the person asks to contact a loved one themselves.<\/li>\n  <\/ul>\n<\/div>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 WELL-BEING \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-bienetre\">Well-being, mood, and sensory stimulation<\/h2>\n\n<p>MS can weigh on mood, and mood conditions adherence to everything else. These three activities do not aim for any performance: they maintain pleasure, calmness, and the feeling of existing as a person, not as a patient. For any lasting sadness, withdrawal, or loss of momentum, we talk to the doctor or psychologist: moral suffering can be treated.<\/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\">Personal playlist<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objective<\/strong> \u2014 mood, evocation of memories, relaxation. Familiar melodies often remain very accessible.<\/li>\n    <li><strong>Material and duration<\/strong> \u2014 a speaker or headphones, a selection of music from the person's ages 15-30, 15 minutes.<\/li>\n    <li><strong>Procedure<\/strong> \u2014 listen together, then let speech or silence come. Many people hum, keep the beat, or recount a memory.<\/li>\n    <li><strong>Variant<\/strong> \u2014 associate a photo from the same era with each piece.<\/li>\n    <li><strong>Sign that it works<\/strong> \u2014 the face relaxes, the person asks for \u201ctheir\u201d music.<\/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\">The calming sensory time<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objective<\/strong> \u2014 relaxation, grounding in the moment, reduction of tension and mental fatigue.<\/li>\n    <li><strong>Materials and duration<\/strong> \u2014 soft materials to touch, scents to smell (with the team's agreement), dim light, 10 minutes.<\/li>\n    <li><strong>Procedure<\/strong> \u2014 offer, without imposing, a slow exploration: touch a fabric, smell a familiar scent, listen to soft sounds. Respect refusals, which are also a form of choice.<\/li>\n    <li><strong>Easier<\/strong> \u2014 only one sense engaged at a time.<\/li>\n    <li><strong>Harder<\/strong> \u2014 associate an emotion or memory with each sensation and name it.<\/li>\n    <li><strong>Sign that it works<\/strong> \u2014 breathing slows down, the person extends the moment themselves.<\/li>\n  <\/ul>\n<\/div>\n\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\">The adapted creative workshop<\/h3>\n  <\/div>\n  <ul>\n    <li><strong>Objective<\/strong> \u2014 expression, pleasure of doing, pride in a visible result, fine coordination.<\/li>\n    <li><strong>Materials and duration<\/strong> \u2014 simple materials to handle (large markers, gluing, modeling clay, indoor gardening), 15 to 20 minutes.<\/li>\n    <li><strong>Procedure<\/strong> \u2014 a short project with a concrete result on the same day. Adapt tools for grip (thick handles, non-slip supports) and value the gesture more than perfection.<\/li>\n    <li><strong>Easier<\/strong> \u2014 participate in only one step of the collective project.<\/li>\n    <li><strong>Harder<\/strong> \u2014 carry out a small project from start to finish over several sessions.<\/li>\n    <li><strong>Sign that it works<\/strong> \u2014 the person shows their work, talks about it, wants to do it again.<\/li>\n  <\/ul>\n<\/div>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 DAY \/ WEEK \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-journee\">A typical day and a typical week<\/h2>\n\n<p>The classic trap: wanting to offer everything every day. One activity per domain and per day is more than enough, provided it takes place and respects the available energy. Here is a framework that places demands when energy is high and protects the calm time of the afternoon.<\/p>\n\n<div class=\"dyn-tablewrap\">\n<table>\n  <thead>\n    <tr><th>Moment<\/th><th>What we put in it<\/th><th>Duration<\/th><\/tr>\n  <\/thead>\n  <tbody>\n    <tr><td>End of morning<\/td><td>The most demanding activity of the day \u2014 motor skills or cognition<\/td><td>15-20 min<\/td><\/tr>\n    <tr><td>Before the meal<\/td><td>A time for connection: reading aloud, exchange, prepared call<\/td><td>10 min<\/td><\/tr>\n    <tr><td>Beginning of afternoon<\/td><td>Mandatory quiet time, without screens or stimulation<\/td><td>45-60 min<\/td><\/tr>\n    <tr><td>Mid-afternoon<\/td><td>Gentle digital session or board game<\/td><td>15 min<\/td><\/tr>\n    <tr><td>End of afternoon<\/td><td>A pleasure activity \u2014 music, creative workshop, sensory<\/td><td>15-20 min<\/td><\/tr>\n    <tr><td>Evening<\/td><td>Agenda for the next day, in the room<\/td><td>5 min<\/td><\/tr>\n  <\/tbody>\n<\/table>\n<\/div>\n\n<p>Throughout the week, we rotate the main focuses to vary the stimuli without overloading, and we keep one truly free day. Rest is not an absence of program: it is part of the program.<\/p>\n\n<div class=\"dyn-tablewrap\">\n<table>\n  <thead>\n    <tr><th>Day<\/th><th>Main focus of the day<\/th><\/tr>\n  <\/thead>\n  <tbody>\n    <tr><td>Monday<\/td><td>Motor skills \u2014 laundry, gentle gymnastics<\/td><\/tr>\n    <tr><td>Tuesday<\/td><td>Cognition \u2014 reconstructed list, pairs game<\/td><\/tr>\n    <tr><td>Wednesday<\/td><td>Communication \u2014 reading aloud, memory workshop<\/td><\/tr>\n    <tr><td>Thursday<\/td><td>Independence \u2014 cooking workshop from start to finish<\/td><\/tr>\n    <tr><td>Friday<\/td><td>Social connection \u2014 prepared call or visit, group game<\/td><\/tr>\n    <tr><td>Saturday<\/td><td>Pleasure \u2014 music, creative workshop, short outing<\/td><\/tr>\n    <tr><td>Sunday<\/td><td>Nothing imposed. Rest is part of care.<\/td><\/tr>\n  <\/tbody>\n<\/table>\n<\/div>\n\n<div class=\"dyn-note\">\n  <strong>\ud83d\udca1 Adapt the framework to fatigue<\/strong>\n  <p>This typical week is a base, not an obligation. On a day of great fatigue, we only keep the pleasure activity at the end of the day and the evening agenda. We never catch up: we simply resume the next day where we left off.<\/p>\n<\/div>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 ENVIRONMENT \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-environnement\">Arranging the establishment's spaces<\/h2>\n\n<p>A well-thought-out environment does half the work: it reduces unnecessary fatigue, secures movements, and makes participation possible. Many adjustments cost almost nothing. For others, an assessment by the occupational therapist is the best investment.<\/p>\n<div class=\"dyn-tablewrap\">\n<table>\n  <thead>\n    <tr><th>Space<\/th><th>What is problematic<\/th><th>What we change<\/th><\/tr>\n  <\/thead>\n  <tbody>\n    <tr><td>Room<\/td><td>Bed too low, switch far away, nighttime getting up<\/td><td>Adjusted bed height, switch accessible from the bed, illuminated path to the toilet<\/td><\/tr>\n    <tr><td>Bathroom<\/td><td>Wet floor, prolonged standing, transfers<\/td><td>Grab bars fixed to the wall, non-slip mat, shower seat, equipment approved by the occupational therapist<\/td><\/tr>\n    <tr><td>Activity room<\/td><td>Heat, background noise, insufficient light<\/td><td>Temperature-controlled and ventilated room, noise sources turned off during the activity, enhanced lighting without glare<\/td><\/tr>\n    <tr><td>Dining room<\/td><td>Heavy dishes, table unsuitable for wheelchair<\/td><td>Lightweight dishes and ergonomic cutlery, table at the right height, quiet place for fatigable individuals<\/td><\/tr>\n    <tr><td>Hallways and circulation<\/td><td>Carpets, clutter, long distances<\/td><td>Clear and non-slip floor, continuous handrails, regular resting benches along the routes<\/td><\/tr>\n    <tr><td>All spaces<\/td><td>Fatigue related to movement, disorientation<\/td><td>Bring activities closer to the rooms when possible, clear and contrasting visual markers<\/td><\/tr>\n  <\/tbody>\n<\/table>\n<\/div>\n\n<div class=\"dyn-note\">\n  <strong>\ud83d\udca1 In case of visual impairments or reading fatigue<\/strong>\n  <p>Prefer materials in large print, with high contrast (dark text on light background), without information overload on the same page. Space the lines, limit the number of items per exercise, and always allow the person to take a break as soon as their vision blurs: this is often a sign of fatigue, not disinterest.<\/p>\n<\/div>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 SUPPORTS \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-supports\">Free printable resources<\/h2>\n\n<p>These DYNSEO tools are freely downloadable and printable from the <a href=\"https:\/\/www.dynseo.com\/nos-outils\/\">catalog of free tools<\/a>. Three of them are enough to structure the entire routine described here and to facilitate communication between the team and the family.<\/p>\n\n<ul>\n  <li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-suivi-progres\/\">Progress tracking chart (visual)<\/a> \u2014 one mark per day, one line per activity. This is the resource that makes progress visible and reignites motivation when it wanes. Displayed in the room, it also becomes a useful time marker.<\/li>\n  <li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/fiche-suivi-seance\/\">Session tracking sheet<\/a> \u2014 what was worked on, what caused fatigue, what worked well. To be filled out in one minute after each activity, it ensures continuity between caregivers and days.<\/li>\n  <li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/carnet-de-liaison\/\">Communication notebook<\/a> \u2014 to convey your observations to the care team, the doctor, or the family without forgetting anything. It links what is seen daily with care decisions.<\/li>\n  <li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-suivi-competences\/\">Skills tracking chart<\/a> \u2014 to visualize over several weeks what is maintained, what is progressing, and what needs to be adapted.<\/li>\n  <li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/carnet-de-mots\/\">Word notebook<\/a> \u2014 a communication tool to personalize with familiar photos, useful as soon as speech becomes fatigued.<\/li>\n<\/ul>\n\n<p>The principle is always the same: write little, but write every day. A one-line observation, noted at the moment, is worth more than a long report reconstructed from memory a week later.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 NUM\u00c9RIQUE \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-numerique\">The role of digital technology and the JOE application<\/h2>\n\n<p>A tablet does not replace rehabilitation or real activities. It provides two things that paper does not: automatic adjustment of the difficulty level, which prevents failure as well as boredom, and a record of results that objectively reflects progress without discussion.<\/p>\n\n<p>For the adult affected by multiple sclerosis, the <a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/clint-brain-games-for-adults\/\">JOE<\/a> application is the reference tool: short games of memory, attention, logic, and language, with an adaptable level. It is used in brief sequences, at fixed times, like a ritual.<\/p>\n<div class=\"dyn-tablewrap\">\n<table>\n  <thead>\n    <tr><th>Application<\/th><th>Pour qui<\/th><th>Usage type<\/th><\/tr>\n  <\/thead>\n  <tbody>\n    <tr><td><a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/joe-jeux-memoire-adulte\/\">JOE<\/a><\/td><td>Adulte concern\u00e9 par la SEP<\/td><td>15 minutes par jour, 2 \u00e0 3 jeux de m\u00e9moire, attention et logique<\/td><\/tr>\n    <tr><td><a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/edith-tablette-seniors\/\">EDITH<\/a><\/td><td>Personne \u00e2g\u00e9e, interface simplifi\u00e9e<\/td><td>M\u00eame principe, avec une navigation pens\u00e9e pour les seniors<\/td><\/tr>\n    <tr><td><a href=\"https:\/\/www.dynseo.com\/mon-dico-une-application-pour-favoriser-la-communication\/\">MON DICO<\/a><\/td><td>Communication difficile, support visuel<\/td><td>Aide \u00e0 la communication au quotidien<\/td><\/tr>\n  <\/tbody>\n<\/table>\n<\/div>\n\n<p>Le bon dosage&nbsp;: une quinzaine de minutes par jour, \u00e0 heure fixe, plut\u00f4t qu'une longue session hebdomadaire. On garde l'\u00e9cran hors de la fin de soir\u00e9e, qui perturbe un sommeil parfois d\u00e9j\u00e0 fragile, et on s'arr\u00eate \u00e0 la fin du temps pr\u00e9vu, m\u00eame quand tout se passe bien. Pour compl\u00e9ter, le <a href=\"https:\/\/www.dynseo.com\/nos-tests\/\">catalogue de tests cognitifs<\/a> permet de situer un point de d\u00e9part, \u00e0 interpr\u00e9ter toujours avec un professionnel.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 ERREURS \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-erreurs\">Les 5 erreurs \u00e0 \u00e9viter<\/h2>\n\n<ol class=\"dyn-steps\">\n  <li><strong>Ignorer la fatigue.<\/strong> Continuer \u00ab&nbsp;pour finir&nbsp;\u00bb quand les signes de fatigue apparaissent, c'est g\u00e2cher la s\u00e9ance et compromettre le reste de la journ\u00e9e. Dans la SEP, on arr\u00eate avant, jamais apr\u00e8s.<\/li>\n  <li><strong>N\u00e9gliger la chaleur.<\/strong> Une salle surchauff\u00e9e, un cr\u00e9neau en pleine chaleur d'\u00e9t\u00e9&nbsp;: et des sympt\u00f4mes r\u00e9apparaissent, faussant totalement l'activit\u00e9. Un environnement frais fait partie du dispositif.<\/li>\n  <li><strong>Faire \u00e0 la place.<\/strong> Par gentillesse ou par gain de temps, on prive la personne de ce qu'elle peut encore faire. C'est une cause majeure de perte d'autonomie \u00e9vitable.<\/li>\n  <li><strong>Choisir un niveau trop difficile.<\/strong> L'\u00e9chec r\u00e9p\u00e9t\u00e9 d\u00e9courage et fait renoncer. Mieux vaut trop facile pendant une semaine que trop dur pendant deux jours.<\/li>\n  <li><strong>Ne rien noter.<\/strong> Sans trace \u00e9crite, les \u00e9volutions lentes deviennent invisibles, la transmission se perd entre \u00e9quipes, et l'on conclut \u00e0 tort que rien ne bouge.<\/li>\n<\/ol>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 S\u00c9RIE \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2>Pour aller plus loin<\/h2>\n\n<div class=\"dyn-serie\">\n  <a href=\"#situations-quotidien\"><span>Situations du quotidien<\/span>Scl\u00e9rose en plaques en \u00e9tablissement&nbsp;: 10 situations difficiles et comment y r\u00e9pondre<\/a>\n  <a href=\"#guide-complet\"><span>Guide de fond<\/span>Scl\u00e9rose en plaques en \u00e9tablissement&nbsp;: le guide complet pour comprendre ce qui se joue<\/a>\n  <a href=\"#aides-interlocuteurs\"><span>Aides &amp; interlocuteurs<\/span>\u00c0 qui s'adresser, quelles aides et comment tenir dans la dur\u00e9e<\/a>\n  <a href=\"#presentation-formation\"><span>La formation<\/span>Programme, contenu et \u00e0 qui s'adresse la formation SEP de DYNSEO<\/a>\n<\/div>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 FAQ \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-faq\">Questions fr\u00e9quentes<\/h2>\n\n<div class=\"dyn-faq\">\n\n  <h3>\u00c0 quelle fr\u00e9quence proposer ces activit\u00e9s&nbsp;?<\/h3>\n  <p>Chaque jour, mais peu \u00e0 la fois. Une seule activit\u00e9 par domaine et par jour suffit, \u00e0 condition qu'elle ait vraiment lieu et qu'elle respecte l'\u00e9nergie disponible. La r\u00e9gularit\u00e9 compte davantage que l'intensit\u00e9&nbsp;: quinze minutes tous les jours nourrissent mieux les capacit\u00e9s qu'une longue s\u00e9ance hebdomadaire. Les jours de grande fatigue, on ne supprime pas tout&nbsp;: on garde une activit\u00e9 plaisir, tr\u00e8s courte, pour prot\u00e9ger le rituel lui-m\u00eame. Et l'on pr\u00e9voit au moins un jour vraiment libre par semaine, car le repos fait partie du soin dans la scl\u00e9rose en plaques.<\/p>\n\n  <h3>Combien de temps doit durer une s\u00e9ance&nbsp;?<\/h3>\n  <p>Entre dix et vingt minutes pour une activit\u00e9 donn\u00e9e, et rarement plus d'une heure au total sur la journ\u00e9e, en s\u00e9quences fractionn\u00e9es. Au-del\u00e0, la fatigue caract\u00e9ristique de la SEP prend le dessus et l'activit\u00e9 devient contre-productive. La r\u00e8gle d'or&nbsp;: on s'arr\u00eate avant que la fatigue s'installe, pas quand elle est d\u00e9j\u00e0 l\u00e0. Observez les signes discrets \u2014 mots plus lents, gestes moins pr\u00e9cis, vision qui se trouble \u2014 et concluez la s\u00e9ance sur une r\u00e9ussite. Une activit\u00e9 qui finit bien donne envie de recommencer&nbsp;; une activit\u00e9 pouss\u00e9e trop loin d\u00e9courage la suivante.<\/p>\n\n  <h3>Comment motiver une personne qui refuse&nbsp;?<\/h3>\n  <p>Trois leviers fonctionnent mieux que l'insistance. D'abord, baisser la difficult\u00e9 jusqu'\u00e0 obtenir des r\u00e9ussites, car c'est souvent la peur de l'\u00e9chec qui bloque. Ensuite, remplacer l'exercice par une activit\u00e9 qui a du sens pour la personne&nbsp;: cuisiner, \u00e9couter sa musique, appeler un proche. Enfin, rendre le progr\u00e8s visible avec un tableau de suivi affich\u00e9. N\u00e9gociez la dur\u00e9e plut\u00f4t que le principe&nbsp;: \u00ab&nbsp;on essaie cinq minutes et on arr\u00eate si vous voulez&nbsp;\u00bb obtient presque toujours plus. Et respectez le refus du jour&nbsp;: il peut simplement signaler une fatigue qu'il vaut mieux \u00e9couter.<\/p>\n\n  <h3>Quel mat\u00e9riel faut-il vraiment&nbsp;?<\/h3>\n  <p>Presque rien de sp\u00e9cialis\u00e9. La plupart des activit\u00e9s reposent sur ce dont dispose d\u00e9j\u00e0 l'\u00e9tablissement&nbsp;: du linge, des ustensiles de cuisine, des cartes, des photos, de la musique, un agenda. Trois investissements utiles font la diff\u00e9rence&nbsp;: des supports antid\u00e9rapants et des ustensiles \u00e0 poign\u00e9e large pour la pr\u00e9hension, des documents en gros caract\u00e8res tr\u00e8s contrast\u00e9s pour la vision, et une tablette pour les jeux qui ajustent seuls la difficult\u00e9. Les supports de suivi DYNSEO sont gratuits \u00e0 imprimer. Pour les am\u00e9nagements de s\u00e9curit\u00e9 (barres d'appui, si\u00e8ge de douche), c'est l'ergoth\u00e9rapeute qui indique le mat\u00e9riel adapt\u00e9 \u00e0 chaque personne.<\/p>\n\n  <h3>Ces activit\u00e9s conviennent-elles \u00e0 tous les \u00e2ges&nbsp;?<\/h3>\n  <p>La scl\u00e9rose en plaques d\u00e9bute souvent chez l'adulte jeune, mais elle concerne des personnes de tous \u00e2ges en \u00e9tablissement. Les activit\u00e9s pr\u00e9sent\u00e9es ici s'adaptent en modulant la difficult\u00e9, la dur\u00e9e et le th\u00e8me, jamais l'exigence de respect de la personne. Pour un adulte jeune, on privil\u00e9gie des supports en phase avec ses centres d'int\u00e9r\u00eat et son histoire&nbsp;; pour une personne plus \u00e2g\u00e9e, on peut simplifier l'interface num\u00e9rique avec une application comme EDITH. Dans tous les cas, on part de ce qui a du sens pour la personne. Pour toute question sur l'\u00e9volution ou les capacit\u00e9s, r\u00e9f\u00e9rez-vous au m\u00e9decin qui la suit.<\/p>\n\n<\/div>\n\n\n<div class=\"dyn-note\">\n  <strong>\u2139\ufe0f Information et non avis m\u00e9dical<\/strong>\n  <p>Ces activit\u00e9s sont des propositions g\u00e9n\u00e9rales du quotidien. Elles ne remplacent ni la r\u00e9\u00e9ducation prescrite, ni un avis m\u00e9dical. Faites valider ce qui convient \u00e0 chaque personne par le m\u00e9decin et l'\u00e9quipe de r\u00e9\u00e9ducation (kin\u00e9sith\u00e9rapeute, ergoth\u00e9rapeute, orthophoniste) qui la suivent. En cas de sympt\u00f4me nouveau ou d'urgence, contactez les services d'urgence de votre pays.<\/p>\n<\/div>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 CTA FINAL \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<div class=\"dyn-cta\">\n  <h3>Mettre en place ces activit\u00e9s, supports et am\u00e9nagements pour la scl\u00e9rose en plaques en \u00e9tablissement<\/h3>\n  <p>La formation DYNSEO \u00ab&nbsp;Scl\u00e9rose en plaques en \u00e9tablissement&nbsp;: comprendre la maladie et adapter sa pratique professionnelle&nbsp;\u00bb reprend tout cela pas \u00e0 pas&nbsp;: comprendre la maladie, ajuster les activit\u00e9s \u00e0 la fatigue, am\u00e9nager l'environnement, accompagner sur la dur\u00e9e. 32 le\u00e7ons, 100&nbsp;% en ligne, acc\u00e8s illimit\u00e9, \u00e0 votre rythme. Organisme certifi\u00e9 Qualiopi (N\u00b0&nbsp;11757351875), attestation de fin de formation.<\/p>\n  <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/courses\/sclerose-en-plaques-en-etablissement-comprendre-la-maladie-et-adapter-sa-pratique-professionnelle\/\">D\u00e9couvrir la formation \u2014 20&nbsp;\u20ac<\/a>\n<\/div><\/div><\/div>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]","_et_gb_content_width":"","footnotes":""},"categories":[3582],"tags":[],"class_list":["post-770870","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-advice-from-our-coaches"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.7 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Multiple Sclerosis in Institutions: 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\/multiple-sclerosis-in-institutions-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=\"Multiple Sclerosis in Institutions: Activities, Resources, and Concrete Adjustments to Implement - DYNSEO - Educational apps &amp; 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