Dysorthographie.fr a media powered by
the no.1 media on Dys disorders
Dysorthographie.fr a media powered by
the no.1 media on Dys disorders
The diagnosis is in: your child is dysorthographic. Once the initial emotion has passed, often mixed with relief, the question arises: and now what? Here are the steps to follow to put in place effective support, at home as well as at school, without forgetting anything and without exhausting yourself. Step by step, without rushing.
The first step is to fully understand the diagnosis. Read the assessment report again, and do not hesitate to ask for an appointment with the speech therapist so that they can explain it to you. Which form of dysorthographia? What level of intensity? What strengths? This information will guide all the support.
Find out about the disorder from reliable sources. Understanding what dysorthographia is will help you better support your child and respond to preconceived ideas from those around you. Be wary of unreliable sources on the internet.
Also allow yourself time to come to terms with the news. The diagnosis can stir a range of emotions: relief, worry, guilt. All of them are valid. Take care of yourself too. See understanding the assessment report.
Your child needs to understand what is happening to them. Explain to them, using words suited to their age, that their brain works a little differently when it comes to spelling, and that this is neither their fault nor a lack of intelligence. These simple words help them feel understood.
Many children are relieved to learn that their difficulties have a name. They finally understand why they make so many mistakes despite their efforts. This relief often changes their relationship with school.
Reassure them: solutions exist, and they will make progress with help. Your confidence is contagious. See explaining dysorthographia to your child.
If the speech therapist has concluded that remedial therapy is needed, it can start quickly, often with the same professional. The usual rhythm is one to two sessions per week. This quick start is a real advantage.
Consistency is essential. Organise your schedule so that sessions take place without interruption, and regularly discuss progress with the speech therapist. The sessions should become a habit.
Remedial therapy often lasts several years, with regular review assessments. These assessments make it possible to adjust the care provided. See speech therapy remediation.
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Pass the diagnosis on to the school, at minimum the conclusion of the assessment report. Arrange a meeting with the class teacher or form tutor to discuss it. This first exchange lays the foundations for collaboration.
Request the setting up of a PAP, a personalised support plan. It formalises the adjustments your child needs: spelling not penalised outside French lessons, adapted dictations, photocopied lessons, extra time. This document ensures that the adjustments will be applied.
The school doctor will give their opinion, and then the teaching team will draw up the PAP with you. You are involved at every stage of the process. See PAP and dysorthographia.
At home, a few adjustments can help a great deal. Shorter homework, with breaks. Spaced revision rather than cramming. Visual and playful methods for learning words. These habits often relieve the whole family.
Provide them with simple tools: memo cards, a word bank, and, depending on age, a computer with a spell checker. The speech therapist can advise you. These tools can be adapted to your child’s age.
Avoid turning the home into an extension of the speech therapy practice. Your child also needs free time and moments away from writing. Balance is essential for their motivation. See how to help a child with dysorthographia.
If the dysorthographia is severe or associated with other disorders, other steps may be useful. An MDPH application makes it possible to obtain more substantial support, such as an AESH (school support assistant) or adapted teaching materials. This support is reserved for situations that require it.
Additional assessments may also be proposed in case of suspected dysgraphia, attention disorder or other difficulties. These assessments are prescribed according to need.
These steps are not systematic. Discuss them with the speech therapist and the school doctor. They will help you make the right choice. See dysorthographia and the MDPH.
Supporting a dysorthographic child takes time and energy. Make sure you preserve family balance, particularly if you have other children who also need attention. Every member of the family needs attention.
Talking with other parents, through associations or groups, can help a great deal. You will find support, practical advice and shared experiences there. You will find genuine solidarity.
And above all, keep faith. With good support, the vast majority of dysorthographic children succeed in their schooling. Your child has every chance of succeeding. See the associations.
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Start by properly understanding the assessment report, then explain the situation to your child. Begin remedial therapy and inform the school to request a PAP. Move forward step by step, without rushing.
Not necessarily. The PAP is enough in most cases. An MDPH application is useful if more substantial support is needed, such as an AESH. Discuss it with the school doctor.
Remedial therapy often lasts several years, and school adjustments can be maintained throughout schooling. Needs change with age. The support adapts to each stage of schooling.
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