Computer in class for a child with dysorthographia

A computer in class can transform a dysorthographic child’s schooling. It allows them to write faster and more legibly, with the help of a spell-checker. But it cannot be improvised: it must be requested, learned and well organised. Here are all the steps to make it work. A powerful tool that requires preparation.

Why the computer helps

For a dysorthographic child, the computer offers many advantages. The spell-checker picks up a large share of errors, correction is easy, and the text stays legible. Their written work becomes more legible.

It also makes it possible to use other tools: word prediction, voice dictation, text-to-speech. Together, they make writing much more accessible. These tools complement each other.

The child can focus on their ideas and knowledge, rather than on the spelling of every word. They can finally show what they know. See the spell-checker.

When to start

A computer in class is most relevant from the end of primary school and into secondary school, when the amount of writing increases. Before that, handwriting remains an important skill to learn. The timing must be well chosen.

The child must first be able to type on a keyboard with a certain speed. Otherwise, the computer slows them down instead of helping. Typing is essential.

The ideal moment is decided with the speech and language therapist and, if needed, an occupational therapist. Their opinion is valuable. See keyboard or handwriting.

How to get one

To use a computer in class, the adjustment must be planned in the PAP or the PPS. Without this, the teacher is not obliged to accept it. The adjustment must be official.

As part of a PPS, the MDPH may grant suitable teaching equipment, and the computer may be lent to the pupil by the Éducation nationale. This loan is a valuable help.

As part of a PAP, the computer is generally provided by the family. Find out about the available support. See PAP or PPS.

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Preparing it well

Before using the computer in class, the pupil should practise at home: typing quickly, using the spell-checker, organising their files, printing or sending their work. Practice is essential.

Choose a lightweight computer with good battery life. Install the useful software and check that it works without an internet connection. The choice of equipment matters.

An occupational therapist can support this set-up, particularly in choosing the software and training the pupil. This support is valuable.

In class

In class, the computer raises practical questions: where to keep it, how to recharge it, how to retrieve documents from teachers, how to hand in homework. These questions are easily resolved.

A discussion with the teaching team at the start of the year helps settle these questions. Teachers can, for example, provide their documents in digital form. Going digital makes everything easier.

The pupil must also learn to deal with other people’s looks, which can be difficult during adolescence. This gaze can be hard to bear.

In exams

For exams, using a computer must be the subject of a specific adjustment request. It is generally provided by the exam centre, with the spell-checker disabled. A specific request is necessary.

The pupil should therefore also practise without the spell-checker, so as not to be thrown off on the day of the exam. Practice without the spell-checker is important.

See the brevet and the bac. Plan ahead.

Other people's views

Some pupils refuse to use a computer in class, for fear of being seen as different. This is a common reaction, especially in secondary school. This reaction is common.

Listen to their concerns, and look for solutions together. An explanation from the teacher to the class can help normalise the situation. Explanation helps a great deal.

Remind them that it is a tool, like glasses, which allows them to show what they know. It is a tool, not a difference. See dysorthographia and self-esteem.

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Questions that keep coming up

When to use a computer in class ?

Often from the end of primary school or in secondary school, when the pupil has mastered the keyboard and the amount of writing increases. The keyboard must be mastered.

Who pays for the computer ?

As part of a PPS, the MDPH may grant suitable teaching equipment. As part of a PAP, it is generally provided by the family. Find out about the available support.