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\n “acceptedAnswer”: {
\n “@type”: “Answer”,
\n “text”: “Non, et c’est un point essentiel. La dyscalculie est un trouble sp\u00e9cifique : elle touche le traitement des nombres alors que le raisonnement, le langage et les autres capacit\u00e9s se situent dans la norme attendue pour l’\u00e2ge. Beaucoup d’enfants et d’adultes concern\u00e9s sont brillants dans d’autres domaines et d\u00e9veloppent des raisonnements subtils. Confondre difficult\u00e9 en calcul et faiblesse intellectuelle est une erreur fr\u00e9quente qui ab\u00eeme l’estime de soi. Le trouble concerne une fonction pr\u00e9cise, pas la valeur ni les capacit\u00e9s globales de la personne. C’est pr\u00e9cis\u00e9ment ce contraste qui oriente vers un trouble sp\u00e9cifique plut\u00f4t que vers un retard g\u00e9n\u00e9ral.”
\n }
\n },
\n {
\n “@type”: “Question”,
\n “name”: “Peut-on \u00ab gu\u00e9rir \u00bb de la dyscalculie ?”,
\n “acceptedAnswer”: {
\n “@type”: “Answer”,
\n “text”: “Le mot \u00ab gu\u00e9rir \u00bb ne convient pas : la dyscalculie n’est pas une maladie passag\u00e8re, mais une mani\u00e8re de fonctionner qui reste pr\u00e9sente. En revanche, on peut r\u00e9ellement progresser. La r\u00e9\u00e9ducation, les am\u00e9nagements et les strat\u00e9gies de compensation permettent de gagner en aisance, en autonomie et en confiance. Beaucoup d’adultes concern\u00e9s m\u00e8nent une vie professionnelle et personnelle pleinement satisfaisante en s’appuyant sur des outils adapt\u00e9s. L’objectif n’est pas de faire dispara\u00eetre le trouble, mais de r\u00e9duire son retentissement au point qu’il ne soit plus un obstacle. La r\u00e9gularit\u00e9 de l’accompagnement compte davantage que sa seule intensit\u00e9.”
\n }
\n },
\n {
\n “@type”: “Question”,
\n “name”: “Une application ou un jeu suffisent-ils \u00e0 traiter le trouble ?”,
\n “acceptedAnswer”: {
\n “@type”: “Answer”,
\n “text”: “Non. Aucun jeu ni aucune application ne remplace un bilan et une r\u00e9\u00e9ducation men\u00e9s par des professionnels. Les supports num\u00e9riques, comme les applications de stimulation cognitive, peuvent entretenir le go\u00fbt du nombre et rendre l’entra\u00eenement plus agr\u00e9able, mais ils sont un compl\u00e9ment, jamais une solution autonome. M\u00e9fiez-vous des promesses de r\u00e9sultats rapides et garantis : elles ne correspondent pas \u00e0 l’\u00e9tat des connaissances. Le mieux est d’utiliser ces outils en lien avec le professionnel qui suit la personne, afin qu’ils s’int\u00e8grent \u00e0 un projet coh\u00e9rent plut\u00f4t que de s’y ajouter au hasard.”
\n }
\n },
\n {
\n “@type”: “Question”,
\n “name”: “Comment expliquer sa dyscalculie \u00e0 un enfant sans l’inqui\u00e9ter ?”,
\n “acceptedAnswer”: {
\n “@type”: “Answer”,
\n “text”: “En d\u00e9crivant une diff\u00e9rence, pas un d\u00e9faut. On peut dire que son cerveau a besoin d’un autre chemin pour apprivoiser les nombres, comme certains ont besoin de lunettes pour bien voir : cela n’emp\u00eache ni d’apprendre, ni de r\u00e9ussir. Il est utile de rappeler tout ce qu’il sait d\u00e9j\u00e0 faire, pour que la difficult\u00e9 en calcul ne prenne pas toute la place. On nomme le trouble avec des mots simples, on explique que des professionnels sont l\u00e0 pour l’aider, et l’on insiste sur le fait que ce n’est ni sa faute ni le signe qu’il serait moins capable que les autres.”
\n }
\n }
\n ]
\n }
\n ]
\n}<\/p>\n

<\/p>\n
\n
\n Professionnels \u00b7 Troubles DYS<\/span><\/p>\n

Dyscalculie et troubles du calcul : le guide complet pour comprendre ce qui se joue<\/h1>\nUn enfant r\u00e9cite sa po\u00e9sie sans une faute, raconte le film de la veille dans le d\u00e9tail, argumente pour retarder l’heure du coucher avec une logique implacable \u2014 puis reste bloqu\u00e9 de longues secondes devant \u00ab 7 + 5 \u00bb, compte sur ses doigts sous la table, et se trompe quand m\u00eame. Le d\u00e9calage est si frappant qu’on cherche d’abord une explication de bon sens : il n’\u00e9coute pas, il ne travaille pas assez, il n’aime pas les maths. Ces trois explications sont presque toujours fausses.<\/pee>\n