Parents’ testimonies of children with dysorthographia

Every journey is unique, but many parents of children with dysorthographia go through similar stages: the first doubts, the search for a diagnosis, the fight for reasonable adjustments, the homework evenings. Here are the situations that come up most often, and what helps families get through them. These shared experiences show that you are not alone in this.

The first doubts

Many parents say they sensed very early on that something was not right: a child who is lively when speaking, but whose written work remains full of mistakes despite their efforts. This gap between spoken and written language is one of the signs most often mentioned.

Often, they were first told that it would pass, that the child needed to work harder, or that the child was a bit lazy. These responses sometimes delayed support.

Trusting your parental instincts is often the starting point. Parents are often best placed to notice that a child is struggling despite their efforts. See the first signs.

The route to diagnosis

The road to the speech and language therapy assessment is sometimes long: waiting for an appointment, hesitation, conflicting opinions. Waiting times for an assessment are often cited as a source of stress.

Many parents describe a great sense of relief at the moment of diagnosis, mixed with worry and sometimes guilt. This mix of emotions is very common and entirely normal.

See accepting the diagnosis. The diagnosis often marks the beginning of a calmer new stage.

Relations with school

Relations with school are a subject that comes up often. Some parents have found teachers who were very attentive, while others had to press hard to obtain adjustments. The quality of the relationship with the teacher often changes a great deal.

Those who manage best often describe regular communication, clear written exchanges and a well-drafted PAP. Keeping a written record of exchanges is advice that comes up frequently.

See talking to the teacher. Good communication makes it possible to adjust the adjustments throughout the year.

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Homework evenings

Homework is often described as the hardest moment: tears, anger, tiredness, tension between parent and child. These moments can weigh on the whole family life.

Many families have found a balance by shortening sessions, using suitable tools, or delegating part of the help. Outside tutoring sometimes helps to ease parent-child relationships.

See organising homework. Parents often say they learned to let go of certain expectations.

What helped

Parents often cite speech and language therapy, school adjustments, digital tools and a caring teacher as turning points. The computer and speech-to-text dictation are often described as real liberation.

Valuing the child’s talents outside school also comes up a lot: sport, music, drawing, theatre. These successes outside school restore the child’s confidence.

See extracurricular activities. Patience and perseverance often come up in parents’ advice.

What parents wish they had known

Many regret not having consulted earlier, or not knowing that help and adjustments existed. They would also have liked to know that they were not alone.

They would also have liked to know that dysorthographia in no way predicts a child’s future success. Many children with dysorthographia do very well in their studies and their working life.

See resources for parents. These testimonies encourage seeking help early if in doubt.

Sharing your own journey

Talking with other parents helps you feel less alone and find ideas and support. Sharing your experience also helps other families who are just starting out.

Associations, parent groups and specialised forums are good places to share your experience. These groups are often rich in practical advice.

See associations. Support between parents is a valuable resource.

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Questions that keep coming up

Do parents of children with dys- conditions all go through the same thing? ?

Every journey is unique, but many go through similar stages: doubts, diagnosis, school, homework. The gap between spoken and written language is often the first sign noticed.

What helps families most ?

Remedial support, school adjustments, suitable tools, a caring teacher and valuing the child’s talents. The computer and speech-to-text dictation are often cited as real help.