This project is dedicated to the Specific Learning Disorders (SLD) known as “Dys”: dyslexia, dysphasia, dyscalculia, dyspraxia, (also known as “Developmental coordination disorder” or DCD). Those conditions, seen as difficulties, disorders or disabilities, have considerable overlap or co-occurrence. There is no fully reliable estimation of the number of “Dys” in Europe but together these SLD are believed to affect around 10% (for the French Federation of Dys -FFDYS) or 12% (according the the European Dyslexia Association - EDA) of people to a lesser or greater extent. So, in the EU alone it represents between 2.9 and 3,2 million students in primary school alone (based on Eurostats numbers). Despite differences in numbers based on the transparency of their native language, all countries have numerous dys pupils and no country is currently well equipped to support them. These disorders can be detected from the age of 6 when the process of acquiring the basic skills in term of reading, writing and mathematics are starting effectively in school and it is very important to detect and support learners early in order avoid the accumulation of delays and the loss of engagement which might lead to further underachievement and early school leaving. Even though the “dys” occurs independently of intelligence, without proper adaptation or tools, pupils with Dys struggle at school. This need of support and appropriate tools is abundantly showed in the literature (Dr Mazeau, Dorian Yeo, etc) and in the analysis made by the different national associations for the dys learners (FFDYS, APEDA, etc) and national bodies (INSERM). It is also confirmed in the first hand observation of the different partners and their direct network of teachers, families and specialists but also the numerous participants (over 17.000 in total) of two previous projects focused on the dys and led by partners of this consortium: Dyspraxiatheca and Mooc Dys. Hence, the objective of this project is to offer a platform dedicated to the support of basic skills development for children with DYS from 6 to 12 years old as well as a pre-testing tool that will support the early detection. To do so, a dedicated LMS platform will be developed and it will propose specific levels of exercises related to the academic program of the learners. The subjects approached will be part of the key competencies kids in primary school need to acquire regarding reading, writing, speaking, STEM and general knowledge. Thanks to this digital LMS platform, the learners will be able to practice remotely from school and will feel more autonomous, engaged, in a stress-free and gamified environment. The target groups for this project are children from 6 to 12 with DYS but also all the educators, teachers, parents and specialists who will be able to rely on this tool and freely access a large dedicated quantity of resources, exercises and explanations in sync with the academic program. The partners will develop the following outputs: IO.1 The LMS platform IO2. Reading-Writing-Speaking Module IO3. STEM Module IO4. General Knowledge Module IO5. Pre-testing module IO6. The user guide 2 important functionalities for supporting the learning of the dys will be integrated: First, on the module’s main page, a pre-testing tool for parents/teachers will work around an observation questionnaire to be filled by the adult(s) and a battery of test for the pupil. This tool will allow adults to know if an undiagnosed pupil might benefit from the platform and if they should be tested by a professional. This support in the detection process will allow learners to get an increased early support by simplifying the access to a test and to provide them a care prior to formal diagnosis as the process takes a long time to be set up in some countries. The precaution will be taken to make clear that this test doesn’t deliver a formal result and in case of “false positive” the exercises on the platform will still be beneficial for the learning development of the pupil. The second added functionality is a communication tool that, based on the exercises and results, will enable parents, specialists or teachers to communicate and exchange about the learner’s improvement, needs and support. Indeed, it is acknowledged by the research both on the dys and on early school leaving that the common participation and communication of all the education stakeholders is a key factor in a positive and effective schooling. This analysis is backed by the experts of our network but also by the vast majority (83%) of the 15.000 participants to the MoocDys that selected the lack of communication and collaboration between all the stakeholders of dys education as one of the key barriers to the success of the dys pupils. Therefore, with this communication module, they will have an additional possibility and space to join forces and work collaboratively on the right learning strategy to support their pupils with dys.
The primary objective of the project was to create a dedicated online platform offering a wide variety of educational exercises tailored for children aged 6 to 12 with DYS disorders. Secondarily, it aimed to enhance the skills of teachers, parents, and specialists in managing these children. Specific goals included improving teachers' professional practices, facilitating individualized support for students, and raising awareness of the unique needs of students with learning disorders. The project also aspired to reduce the school dropout rate and improve the autonomy and self-confidence of the affected children.
This project was initiated to address the lack of specialized educational tools for the 5 to 20% of children in Europe affected by DYS disorders. The aim was to provide practical and effective solutions for teachers, parents, and specialists, who are often ill-equipped to manage these specific cases. With conventional teaching methods often proving inadequate, the dropout rate among these children is estimated to be 30% higher than the average. Therefore, the need for an online platform offering specialized educational exercises and resources was identified. The project aims to improve access to inclusive education, reduce the risks of school dropout, and equip the adults responsible for the education of these children.