myHandiQR : Inclusive disability tool: help others understand disability easily with a QR code myHandiQR
Log in Create your account
Who it's for
myHandiQR myHandiQR
Log in Create your account
Deutsch English Español Français
Use cases
Parent of a child with a disability Reader: Subject teacher

Make your dyslexic teen's accommodations known to every teacher, without them having to ask for them in class

A laminated card handed to the teacher at the start of the year, with the QR leading to a clear profile. Each teacher can consult it whenever they want, understand the helpful accommodations, and your teenager no longer has to raise their hand to ask for extra time or a more spaced-out text.

This case concerns a 14-year-old secondary school student with dyslexia who moves rooms and teachers every hour. To each one, the same needs would have to be explained again. The card carries this information once and for all.

The moment as it happens

It is the start of Year 9. In a single morning, your son moves through French, maths, history and English, that is four different adults, four ways of giving instructions, four boards to copy down quickly. With each lesson comes the same silent question: does this teacher know that reading and copying take him twice as long?

At the start of the term, he hands each teacher a small laminated card. On the back, a QR code and a sentence: "scan to support me better". The history teacher scans it between two marked papers. A sheet opens, plain: dyslexia, slow reading, writing fatigue, and the list of adjustments that really help, a clear font, extra time, instructions read aloud. He puts the card away and, at the next test, remembers to read out the question for him.

There was no extra meeting. Your son did not have to explain his dyslexia in front of the class, nor repeat his request to each new teacher. You did not have to write the same message to the whole teaching team.

  1. You write it
  2. The QR is in place
  3. The reader scans
  4. Understood, without explaining again

Where to place the QR for this case

In secondary school, information gets lost between rooms and timetables. The QR has to follow the student and land in the hands of each teacher, without depending on a folder sleeping in the office.

A few placements that work well in this context:

  • Laminated card handed directly to each teacher at the start of the year, to keep in the mark book.
  • Label stuck on the first page of each exercise book or binder, printed on an A4 label sheet (standard model).
  • Wallet-sized card kept by the student, to show in case of a substitute or a new teacher mid-year.
  • Link added by the parent in the digital home-school notebook, accessible to the whole team.

The rule here is redundancy: the more the QR is present in several places, the less your teenager depends on speaking up himself to be understood.

Pre-written text templates

Three outlines to take and adapt. They cover the sections teachers open first when they scan: who the student is, how to help concretely, and what does not work. Adjust them together, without copying them as they are.

For the "Introduction" section

"My name is [first name], I am 14, I am in Year 9. I am dyslexic: reading and copying from the board take me much more time and energy than my classmates, even when I know my lesson. It is not a lack of work, it is the way I work with the written word."

For the "How to help" section

"You can: read the important instructions aloud to me, accept my answers typed or spoken when possible, give me extra time for tests, and give me documents in a clear font rather than in handwriting."

For the "What to avoid" section

"What to avoid: making me read aloud in front of the class without warning, counting spelling mistakes as a lack of seriousness, asking me to copy a long text from the board quickly, comparing my reading pace with others."

Conditions involved in this case

This case starts from dyslexia. In a secondary-school student, it often comes with dysgraphia: handwriting becomes slow and demanding on top of reading. The adjustments then add up on both fronts, getting into and out of the written word.

Dysgraphia After half a page, the hand heats up, cramps, and attention goes entirely into the strokes rather than into the meaning. This is the paradox of dysgraphia: the View the profile Dyslexia For a person with dyslexia, reading is like translating a foreign language in real time: you manage it, but it takes attention with every word, and there is les View the profile

Similar cases

Three other situations that share the same mechanism: the QR lands with an adult at the school, at the right moment, without the student having to ask for anything.

Child with dyspraxia, age 9 Reader: Teacher marking the work

The teacher understands, right when marking, why the handwriting is difficult, without the child having to ask out loud for leniency.

View the case Autistic child (ASD level 1), age 7 Reader: Substitute teacher

The substitute can access the sensory triggers and routines without any written handover, and without singling the child out in front of the…

View the case Child with ADHD, age 11 Reader: AESH

The support assistant has the right strategies from day one, with no trial and error and no extra meeting.

View the case
And where does myHandiQR fit in all this?

Set up your profile for this situation, without having to re-explain it every school year.

You write the essentials once. The grading teacher, the support staff, the substitute scan and understand. You stop repeating yourself.

Create my account See pricing