Enable the first classroom accommodations before the official PPS (an individualized schooling plan, in France) arrives
A QR label on the math notebook, and the teacher identifies useful adjustments from the very first assignment. The calculator, the extra time, the concrete supports are no longer on hold waiting for an MDPH letter that arrives in March.
This case involves a child with dyscalculia already identified by a speech therapist's assessment, while waiting for the official PPS or the PAP (an adjustment plan for students with learning difficulties, in France) to be approved by the educational team.
The moment it happens
The speech therapist's assessment came in June. The MDPH (the French agency for people with disabilities) commission only meets in November. In between, your child has to face the start of term, the first assessments, the blackboard, and the gaze of a new teacher who knows nothing.
You stick a QR label inside the math notebook, just after the cover page. At the first assignment, the teacher scans it. They learn that your child has diagnosed dyscalculia, that a calculator can be used for practice exercises, that a little more time is often enough to unblock the situation.
The official PPS will come later. In the meantime, the essential adjustments are in place from September, and your child has not lost three months waiting for administrative authorization.
- You write it
- The QR is in place
- The reader scans
- Understood, without explaining again
Where to place the QR for this case
The idea: that the QR is visible every time math enters the school day, without having to explain it.
- Adhesive label inside the cover of the math notebook, printed on an A4 sheet of labels (standard format).
- Stamp on the first page of the math homework notebook.
- Laminated card slipped into the binder ("math" section).
- Label on the pencil case, to signal a calculator present with your consent.
The QR is not an accusation against the school: it is a shortcut to help the teacher understand quickly and well.
Pre-written text templates
Three drafts to explain dyscalculia to the math teacher, without falling into medical jargon.
For the "Introduction" section
"My name is [first name], I am [age] years old. I have dyscalculia: my brain struggles with numbers and calculations, even the simplest ones. The speech therapist's assessment confirmed the diagnosis in [date]. My PPS file is in progress."
For the "How to help" section
"You can: let me use a calculator for practice exercises, give me a little more time on assessments, accept that I handle a concrete support (counters, a diagram) rather than doing everything in my head."
For the "Things to avoid" section
"Things to avoid: sending me to the board for mental math in front of the class, comparing my grades to someone else's, taking off points for a mistake on a simple calculation when the method is right, saying "it's not that hard.""
Conditions covered
Dyscalculia is at the heart of this case. When it is combined with dyslexia or ADHD, the adjustments often add up.
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