Use cases
Real situations where myHandiQR makes a difference, for the bearer, their family, and the person who scans. Choose a profile to explore the cases that concern them.
Child with dyspraxia, age 9
The teacher understands, right when marking, why the handwriting is difficult, without the child having to ask out loud for leniency.
See the case in detailAutistic child (ASD level 1), age 7
The substitute can access the sensory triggers and routines without any written handover, and without singling the child out in front of the class.
See the case in detailChild with ADHD, age 11
The support assistant has the right strategies from day one, with no trial and error and no extra meeting.
See the case in detailChild with dyslexia, age 14
Every teacher understands the useful accommodations without the student having to ask for them out loud in every class.
See the case in detailStudent with school anxiety, age 13
The CPE (the staff member in charge of student life and discipline, in France) understands the avoidance behaviours instead of reading them as a lack of goodwill.
See the case in detailStudent with dyscalculia, age 10
The teacher identifies the useful accommodations (calculator, extra time) without waiting for the official PPS.
See the case in detailChild with ADD (no hyperactivity), age 8
Adults understand that the lapses in attention are not disinterest, and adjust how they call on the child.
See the case in detailChild with spoken-language difficulties, age 6
The teacher knows how to encourage the child to speak up without putting them in difficulty in front of the group.
See the case in detailChild with sensory hypersensitivity, age 7
Every adult at the school gets the same practical information from the moment they take charge of the child.
See the case in detailStudent with a disability, with AESH support
The AESH can access their students' profiles from the start of term without waiting for the official files, and hands over effortlessly in case of absence.
See the case in detailChild with dyspraxia, age 12
The PE teacher adapts the exercises without the child having to explain their motor difficulties in front of classmates.
See the case in detailChild with working-memory difficulties, age 9
Adults understand why the child forgets instructions and adjust how they communicate instead of telling them off.
Child with anxiety-related school phobia, age 10
The teaching team understands that the absences are linked to a recognised condition and not to a family stepping back.
See the case in detailAutistic teenager, 16 years old
The friend understands certain behaviors instead of reading them negatively, which strengthens the relationship.
Hyperactive child, 8 years old
The leader understands impulsive behaviors and adapts the activities instead of penalizing what they don't understand.
Child with ADD (attention deficit), 9 years old
The coach adapts their instructions and understands the difficulties with focus without leaving the child out of the team.
Child with social phobia, 12 years old
The leader understands the difficulties with socializing and adapts group activities without forcing the child to take part.
Child with severe autism, 10 years old
The driver understands the behaviors during the ride and knows how to respond without escalating a moment of distress.
Deaf and nonverbal child, 8 years old
The leader understands how to communicate effectively with the child instead of improvising solutions that could put the child in a difficult spot.
Teenager with dissociative experiences, 17 years old
The nurse understands what a dissociative episode is and knows how to respond without calling emergency services unnecessarily.
Child with West syndrome (epilepsy), 5 years old
The person looking after the child can recognize a seizure and knows what to do, without a panicked call to the parents.
Child with severe allergies and autism, 7 years old
In case of an allergic reaction, any adult on the spot knows the steps written by the parents, even without having them there.
See the case in detailTeenager with Asperger's, age 16
The teacher understands the atypical social behaviours and can pass the useful information on to the teaching team.
See the case in detailHigh-school student with ADHD, age 17
The tutor understands the organisation difficulties and can suggest concrete accommodations for exams.
See the case in detailAdult with ADHD, age 34
The person chooses when and to whom they explain how they work, in their own words, without having their lapses misread.
See the case in detailAdult with social anxiety, age 28
The accommodations are understood without the person having to justify every request over and over.
See the case in detailAdult with dyslexia, age 41
The manager understands why written reports take time and naturally offers alternatives.
See the case in detailAdult with Tourette syndrome, age 32
Verbal or motor tics are understood without awkwardness or negative interpretation, right from the start of a meeting.
See the case in detailAdult with stabilised bipolar disorder, age 38
The manager understands certain shifts in pace or energy without reading them as a lack of commitment.
Adult with dyspraxia, age 26
The disability officer has the useful adaptations from the outset (dual screen, organised storage) without any extra interview.
Adult with sensory hypersensitivity, age 45
The team understands why the person wears headphones or avoids certain rooms, without it being read as withdrawal.
Adult with ADD, age 51, manager
The occupational physician and the HR director understand the accommodations requested under the RQTH (the recognition of disabled-worker status, in France) without a verbal briefing session.
Adult with selective mutism, age 27
The person can make themselves understood precisely in the moments when they cannot speak.
See the case in detailAutistic adult at work, age 30
The team understands the communication preferences (writing rather than speaking, no unplanned interruptions) right from arrival.
Adult with selective mutism
The person can make themselves understood during moments of shutdown, using their own words prepared in advance.
Adult living with chronic depression, 36 years old
The loved one understands certain absences or silences without experiencing them as a personal rejection.
Adult living with chronic fatigue syndrome, 44 years old
Those around them stop reading cancellations or limited energy as a lack of interest or laziness.
Dyslexic teenager, 15 years old
The classmate understands why note-taking is hard and can offer help naturally.
Adult with borderline personality, 29 years old
The friend understands certain intense emotional reactions without experiencing them as personal attacks.
Adult with OCD, 33 years old
The loved one understands the rituals or repetitive behaviors without downplaying or overdramatizing them.
Adult with epilepsy (silent seizures)
In case of a seizure, someone can access the instructions and warnings chosen by the person, without sharing them in everyday life.
See the case in detailAdult with diabetes and severe hypoglycemia
In case of a sudden episode, someone understands the situation right away and knows what to do before help arrives.
Adult with severe panic attacks, 31 years old
During a panic attack in a public place, someone understands the situation and knows not to make it worse by overreacting.
Older adult with early-stage Alzheimer's, 74 years old
The other person understands the situation right away and adapts how they communicate, without the person having to explain what they can no longer put into words.
Older adult with Alzheimer's, 78 years old
In case of wandering or disorientation, someone can access the emergency information and the family's contacts.
See the case in detailAdult with a cognitive disability, 22 years old
The person can get help without having to explain out loud what they cannot put into words.
Older adult with early dementia, 81 years old
Care staff reach the key information (treatments, contacts) without waiting for the family.
Adult with a mild intellectual disability, 35 years old
The employer or the office understands the support needs without the person having to spell them out alone.
Older adult with profound deafness, 82 years old
The other person understands right away that they need to write things down or adapt how they communicate, instead of repeating themselves several times for nothing.
Adult with aphasia after a stroke, 58 years old
The other person understands that the individual cannot speak but understands everything, and adapts how they communicate instead of treating them as unable.
See the case in detailNo case matches this search.