Talking to the teacher about dysorthography

Talking to your child’s teacher about their dysorthography isn’t always easy. You may fear being misunderstood, being labelled, or seeming demanding. Yet this conversation is essential so that your child is well supported. Here is when to raise it, how to prepare the discussion and what to say. A well-prepared conversation makes all the difference.

Why talk about it

The teacher spends many hours each week with your child. If they know about the disorder, they can adapt their teaching, their expectations and the way they correct work. They will then be better able to support your child.

Without this information, they may interpret the mistakes as carelessness or a lack of effort, with comments that discourage the child. This misunderstanding is common.

Talking about it is therefore a way of protecting your child and giving them the best chance of succeeding. It is an act of protection. See common misconceptions.

When to talk about it

The best time is at the start of the school year, or as soon as the diagnosis is made. The sooner the teacher is informed, the sooner they can adapt. Earlier is always better.

At secondary school, arrange a meeting with the form tutor (professeur principal), who will pass the information on to the other teachers. Nevertheless, check that the information is circulating. Do not rely solely on the handover.

If your child does not yet have a diagnosis but you have concerns, talking about it also allows you to gather the teacher’s views. Their opinion is valuable.

Preparing the discussion

Prepare for the meeting in advance. Bring the report of the speech and language therapy assessment, or at least its conclusion and recommendations. Note the difficulties you observe and what helps your child at home. These documents make the discussion concrete.

Also prepare your questions: how does it go in class? What adjustments are possible? How can we follow progress together? Specific questions make the dialogue easier.

You are not obliged to tell everything: some personal information can remain confidential. You remain in control of what you share. See understanding the report.

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What to say

Explain simply what dysorthography is and how it shows up in your child: type of errors, slowness, tiredness, impact on their confidence. Concrete examples help a great deal.

Also talk about their strengths: their oral skills, their ideas, their talents. The teacher can build on these to boost their self-esteem. Their strengths deserve to be known.

Suggest practical measures based on the recommendations of the speech and language therapist: reducing the amount of copying, adapting dictations, not penalising spelling outside French. These suggestions make implementation easier. See what to put in place in class.

Adopting a collaborative approach

The aim is to build a collaboration, not to give orders. The teacher has their constraints: a whole class, a curriculum, little time. Acknowledging these constraints makes the exchange easier. Collaboration is the key.

Suggest working together and keeping each other informed. A home-school liaison book or a regular email can help. Regular follow-up reassures everyone.

If the teacher knows little about dys disorders, you can offer them reliable resources. These resources may help them. See training for teachers.

Formalising it with a PAP

Once the dialogue is established, ask for a PAP (Personalised Support Plan) to formalise the adjustments. It ensures the adaptations are applied by everyone and from one year to the next. It is the logical next step.

The teacher takes part in drawing it up, together with you and the teaching team. It is a natural continuation of your discussion. The PAP is built together.

See PAP and dysorthography. It formalises what has been agreed.

If things go badly

Sometimes the discussion is difficult: the teacher does not believe in the disorder, or does not apply the adjustments. Stay calm and factual, and rely on the report of the assessment. Calm is your best ally.

If the impasse persists, contact the headteacher, the principal or the school doctor. They can help the dialogue along and unblock the situation.

Parents’ associations can also advise you. You are not alone. See what to do if the school refuses the PAP.

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Questions that keep coming up

Should I tell the teacher that my child is dysorthographic ?

Yes, it is strongly recommended. The teacher will be able to adapt their teaching and avoid interpreting mistakes as carelessness. This conversation is essential.

What should I bring to the meeting ?

The speech and language therapy assessment report or its conclusion, your observations and your questions. Personal information can remain confidential. Prepare in advance.