They put in enormous effort, they think they’ve understood, but they’re mistaken, and people assume they’re unmotivated when in fact they’re struggling hard to get it right! Just like children who are dyslexic<\/a>, dyscalculic<\/a>, dysorthographic<\/a>, dyspraxic, or affected by dysexecutive syndrome<\/a>, dysphasic children deserve support from their loved ones and teaching staff to truly thrive. A closer look at this disorder and the adjustments that can make all the difference.<\/strong><\/p>\n <\/p>\n Definition of the disorder.<\/strong><\/p>\n This is a language development disorder in which the affected child’s language level is markedly below the norm for their age group. It doesn’t result from an intellectual disability or from an autistic trait linked to relationships and communication. Dysphasia can show up in two forms: receptive and expressive. The receptive form is hard to detect. It shows up as a failure to understand certain words, sentences or specific vocabulary. The expressive form is noticeably different. Indeed, the dysphasic child’s ability to understand language is entirely fine. However, their ability to use it is severely impaired. Depending on the case, this disorder can affect phonology (very limited vocabulary, sentences with no grammar, unconjugated verbs…). It’s also worth noting that when the child is bilingual, the disorder affects both languages.<\/p>\n Dysphasia can come with associated disorders such as:<\/strong><\/p>\n The psychological and behavioural impacts.<\/strong><\/p>\n While the basics of spoken language aren’t properly acquired for them, from age 5 dysphasic pupils face a new challenge: written language! This double task demands increased attention. Slowness and tiredness become their everyday reality. Yet contrary to appearances, delaying the teaching of writing isn’t a good solution. Writing will be an additional aid for developing spoken language.<\/p>\n Diagnosed late, dysphasia creates a deep sense of failure and frustration. While they put in far more effort than their classmates, they struggle in several areas: expression, writing, but also arithmetic. Comprehension difficulties invite mockery, and dysphasic children’s limited expression pushes them towards isolation. To avoid having to speak, these pupils get into the habit of physically moving around the classroom instead. Yet another behaviour poorly received by teachers and classmates! The result? Self-esteem is weakened and goes into freefall.<\/p>\n <\/p>\n As an education professional, the teacher can help the dysphasic pupil in their learning of knowledge and methods. Of course, they aren’t a therapist! For their work to be effective, and to maximise the child’s chances of adapting, comprehensive support is essential. Depending on the assessment and any associated disorders, dysphasia will require intensive speech therapy<\/a> from as early as age 3-4. Depending on the severity of the case, this follow-up should be combined with psychomotor therapy or occupational therapy, as well as psychological support and treatment to help with attention. The constant tiredness dysphasic children feel can make it difficult to keep up regularly with speech therapy sessions (up to 4 times a week) and sessions with the child psychologist<\/a>. With its online medical consultation service, accessible anywhere in the world, the ORA platform removes these logistical constraints. Speech therapists and psychologists run teleconsultation sessions with more flexible time slots, with the same quality as an in-person consultation.<\/p>\n “It’s really important to train teachers about DYS disorders, both in initial training and ongoing professional development, to make it easier to put in place the teaching adjustments these pupils need.”<\/p>\n Edwige de Bardonn\u00e8che, president of the association Avenir Dysphasie France and vice-president of the French Federation of DYS Associations, in charge of the health division.<\/em><\/p>\n <\/em><\/p><\/blockquote>\n Want to know more about effective solutions that can improve dysphasic pupils’ lives and help their learning in the classroom? Here are a few recommendations for teachers!<\/p>\n <\/strong>Providing a welcoming environment:<\/strong><\/p>\n Making communication easier:<\/strong><\/p>\n Opening the door to reading:<\/strong><\/p>\n Supporting access to writing:<\/strong><\/p>\n Helping them get organised:<\/strong><\/p>\n <\/strong>Making maths accessible:<\/strong><\/p>\n Adapting assessments:<\/strong><\/p>\n <\/p>\n Staying on the same wavelength.<\/strong><\/p>\n A golden rule for dysphasic children’s daily life is to ask them what they understood, rather than simply asking if they understood. Indeed, people with dysphasia don’t detect their own misunderstanding, since they will always have interpreted something in their own way.<\/p>\n Keeping some distance from homework.<\/strong><\/p>\n At homework time, some parents struggle to keep enough distance from their child’s school difficulties. Emotions take over, patience quickly runs out, and supervising homework at home turns into an ordeal. Why not ask someone else to take charge of it?<\/p>\n Restoring self-confidence.<\/strong><\/p>\n Another important rule for helping these children thrive harmoniously: nurture their self-confidence and self-esteem. How? By valuing their successes, whatever the area \u2013 life isn’t just about school results. This is an essential condition for raising happy children.<\/p>\n","protected":false},"excerpt":{"rendered":" Dysphasia: Improving Pupils’ Lives With Well-Designed Adjustments! They put in […]<\/p>\n","protected":false},"author":7,"featured_media":345736,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[335,339,343],"tags":[],"class_list":["post-345735","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-parental-guidance","category-speech-therapy","category-academic-support"],"_links":{"self":[{"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/posts\/345735","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/users\/7"}],"replies":[{"embeddable":true,"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/comments?post=345735"}],"version-history":[{"count":0,"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/posts\/345735\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/media\/345736"}],"wp:attachment":[{"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/media?parent=345735"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/categories?post=345735"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/tags?post=345735"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}A reminder on the specific features of dysphasia<\/h2>\n
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Adapting the dysphasic child’s school life<\/h2>\n
A few possible classroom adjustment ideas<\/h2>\n
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The improvements continue at home!<\/h2>\n