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Our actions (Version anglaise)

DYS difficulties:

These are specific, constitutional difficulties that should not be confused with retarded development.

They are long-lasting, even though they decrease over time.

They are not due to sensory deficit or to intellectual inadequacy, or to any deficiency in education or during childhood.

They vary both in their nature and in their intensity.

They require a multi-disciplinary approach which combines adapted teaching and therapy carried out by specialists (speech therapists, physical therapists, psychologists etc)

They can be dysphasia, dyslexia, dyspraxia, dysorthographia, dyscalculia, dysgraphia or attention deficit disorder with or without hyperactivity.

According to international sources, 10% of children within each age group are affected by difficulties such as these. French statistics talk about around 6% of children affected, i.e. around 600 000 school-age children, of whom 1% exhibit severe difficulties.

The situation of Dys adults is even less commonly known. We can, nevertheless, demonstrate that their integration into the job market sometimes poses problems as a result of these Dys difficulties.

The French “Law on Handicap” of 11th February 2005 recognised the specific nature of cognitive handicap:

Why is a Federation (umbrella organization) needed?

To bring together charitable organizations, whose aim is to help people suffering from specific written and oral language learning difficulties.

To develop the best cooperation and synergy possible between the charities.

To ensure there is a national representative at public authority level.

To make sure that information, research initiatives and common project implementation are communicated on a national and international level.

The FFdys is supported by technical advice from its Scientific Committee.

What are the aims of the FFdys?

That the specific nature of written and spoken language learning difficulties are recognized.

That children are systematically diagnosed as from nursery school age and throughout their education.

That measures are taken within the education system, depending on how severe the difficulties are:

– either in an individual teaching environment
– or in specific “written and spoken learning difficulties “ classes

– or in specific educational establishments

That there is a multi-disciplinary set-up and that all professional staff are trained appropriately in diagnosing the children and following their progress: teachers, doctors and therapists.

That adults with Dys difficulties can integrate both socially and professionally into companies, however severe their difficulties may be.

Our Actions

The FFdys is a member of the National Consultative Council for people with disability (Le Conseil National Consultatif des Personnes handicapées)

Amongst other, the FFdys sits on the Orientation Council at the National Observatory for training, research and innovation in handicap.

Since it was set up in 1998, the Federation has led a great number of actions in collaboration with its member charities.

– 1999: it participated in National Education and Health Ministry work groups aimed at dyslexic and dysphasic children being better treated.

– 2000: it organized a symposium at the Sorbonne with the National Federation of Speech Therapists.

– 2001: it participated in the preparation of the cross ministerial National Education/Health plan “for children affected by oral and written language problems”.

– 2005: The “Jeunes en situation de handicap, de l’école vers l’emploi” Guide (Young people suffering from a handicap: from school to employment) was published by Editions Fabert.

– 2007: Since 2007 the FFdys organize,in partnership with the APAJH Federation the National Dys for DYS every 10th of October (10/10). Supported by media, government, associations, the Journée Nationale des DYS has a large impact.

–  2007, in association with other organizations in Europe, the FFdys supported the “Written Declaration” against DYScrimination adopted by the European Parliament on « dys »crimination and social exclusion affecting children with « dys »abilities”.