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\n “name”: “Quel est le prix et l’acc\u00e8s est-il limit\u00e9 dans le temps ?”,
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\n “@type”: “Answer”,
\n “text”: “La formation est propos\u00e9e \u00e0 150 \u20ac par apprenant. L’acc\u00e8s est imm\u00e9diat apr\u00e8s l’inscription et illimit\u00e9 dans le temps : une fois inscrit, vous conservez l’acc\u00e8s aux 7 modules et pouvez y revenir autant de fois que n\u00e9cessaire, sans surco\u00fbt ni date d’expiration. Elle se suit \u00e0 100 % en ligne, sur ordinateur, tablette ou smartphone. Pour \u00e9quiper plusieurs enseignants ou toute une \u00e9quipe, il est possible de demander un devis via la page contact du site, avec une attestation nominative pour chaque apprenant.”
\n }
\n },
\n {
\n “@type”: “Question”,
\n “name”: “Re\u00e7oit-on un certificat \u00e0 la fin ?”,
\n “acceptedAnswer”: {
\n “@type”: “Answer”,
\n “text”: “Oui. \u00c0 l’issue du parcours et du quiz final, chaque apprenant re\u00e7oit une attestation de fin de formation nominative. DYNSEO \u00e9tant un organisme de formation certifi\u00e9 Qualiopi (N\u00b0 11757351875), cette attestation peut \u00eatre vers\u00e9e au dossier individuel de formation et exploit\u00e9e dans le cadre d’une d\u00e9marche qualit\u00e9. Il ne s’agit pas d’un dipl\u00f4me d’\u00c9tat ni d’une qualification r\u00e9glement\u00e9e : c’est une attestation de participation \u00e0 une action de formation, qui documente une r\u00e9elle mont\u00e9e en comp\u00e9tences sur l’accompagnement des \u00e9l\u00e8ves \u00e0 besoins particuliers.”
\n }
\n },
\n {
\n “@type”: “Question”,
\n “name”: “La formation peut-elle \u00eatre prise en charge ?”,
\n “acceptedAnswer”: {
\n “@type”: “Answer”,
\n “text”: “C’est envisageable : la certification Qualiopi est la condition g\u00e9n\u00e9ralement requise pour une prise en charge au titre du plan de d\u00e9veloppement des comp\u00e9tences ou par un op\u00e9rateur de comp\u00e9tences. Les r\u00e8gles, les plafonds et les proc\u00e9dures varient selon les statuts, les branches et les financeurs : aucun montant ne peut \u00eatre garanti \u00e0 l’avance. La d\u00e9marche fiable consiste \u00e0 faire valider le programme et le devis par votre service des ressources humaines ou votre organisme financeur avant l’achat. Pour un \u00e9tablissement, un devis group\u00e9 peut \u00eatre \u00e9tabli sur demande.”
\n }
\n },
\n {
\n “@type”: “Question”,
\n “name”: “Faut-il des connaissances pr\u00e9alables ?”,
\n “acceptedAnswer”: {
\n “@type”: “Answer”,
\n “text”: “Non. La formation est class\u00e9e tous niveaux et ne demande aucun pr\u00e9requis. Elle part d’un panorama clair des troubles des apprentissages, expliqu\u00e9 simplement, avant d’aller vers les strat\u00e9gies concr\u00e8tes et le travail en r\u00e9seau. Elle convient aussi bien \u00e0 un professionnel qui d\u00e9couvre le sujet qu’\u00e0 un enseignant exp\u00e9riment\u00e9 souhaitant structurer et actualiser ses pratiques. Le rythme libre permet \u00e0 chacun d’avancer selon son emploi du temps, en s’attardant davantage sur les modules qui correspondent aux profils d’\u00e9l\u00e8ves r\u00e9ellement pr\u00e9sents dans sa classe.”
\n }
\n }
\n ]
\n }
\n ]
\n}<\/p>\n

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

Formation \u00ab Accompagner les \u00e9l\u00e8ves avec troubles des apprentissages : strat\u00e9gies et outils pour la classe \u00bb : programme, contenu et \u00e0 qui elle s’adresse<\/h1>\nDans une classe, un trouble des apprentissages se remarque rarement \u00e0 son vrai nom. Il appara\u00eet sous forme de sympt\u00f4mes que l’on interpr\u00e8te de travers : \u00ab il ne fait aucun effort en dict\u00e9e \u00bb, \u00ab elle est lente, elle r\u00eave \u00bb, \u00ab il oublie ses affaires expr\u00e8s \u00bb, \u00ab elle ne tient pas en place \u00bb. Quatre observations souvent exactes, quatre conclusions le plus souvent fausses. Derri\u00e8re la lenteur, il y a parfois une dyspraxie ; derri\u00e8re l’agitation, un TDAH ; derri\u00e8re les fautes qui reviennent malgr\u00e9 le travail, une dysorthographie. C’est exactement ce d\u00e9calage que vise la formation Accompagner les \u00e9l\u00e8ves avec troubles des apprentissages<\/strong> : passer de l’observation \u00e0 l’interpr\u00e9tation juste, puis \u00e0 l’adaptation concr\u00e8te en classe.<\/pee>\n