This document discusses personalized learning approaches in middle school. It aims to support all students, including those with learning difficulties or who are high-performing, by developing individualized learning plans tailored to their specific needs. Personalized tutoring is designed to deepen students' core knowledge and skills through analyzing their needs and designing appropriate teaching materials. Practical interdisciplinary learning combines different subject areas through project-based learning. The document also defines various learning difficulties like dyslexia, dysgraphia, and dyscalculia, and provides examples of adjustments that can help students with dyslexia, such as allowing more time for reading, dictation, and assessments. The overall goal is to enable all students to overcome difficulties and advance at

2. AT MIDDLE SCHOOL:
To learn better in order to make it in life
better
Middle school deals with diverse pupils. It must
be a place for them to thrive by means of
learning and gradual building of a personalized
learning plan.
It must enable all pupils to develop the
potential of their skills and to make progress.

3. MIDDLE SCHOOL 2016:
- learning of common school subjects
- complementary learning:
Personalized Learning Tutoring
and
Practical Interdisciplinary Learning

4. • Personalized learning tutoring:
• Aim - to support and deepen the
core knowledge as well as the skills
of every pupil.

5. Personalized learning:
All pupils, those with learning difficulties as well
as high performers, have their own needs to be
attended to in order to make progress.
To guide them in their learning process consists
in showing them how to overcome their
difficulties and also to allow them to advance in
an autonomous way.

6. • AIM OF PERSONALIZED LEARNING TUTORING - TO
HELP THE PUPIL TO CEASE NEEDING HELP
Courses of personalized learning tutoring are:
- based on pupil’s specific needs analysis,
- this helps elaborate appropriate teaching
contents that are constructed around
disciplinary skills.

7. • Practical Interdisciplinary Learning:
To combine different knowledge areas and apply new
skills by means of project based learning

8. Target pupils:
• personalized learning for all pupils
• Reinforced tutoring for pupils with significant
difficulties which may jeopardize their
learning
• Pupils who face problems such as dyslexia,
dysgraphia, dysorthographia, dyspraxia or
dyscalculia
• Renforced learning for early developpers or
intellectually precocious pupils

9. In case of significant learning
difficulties that manifest in writing or
orally, it is recommended to have an
assessment done by a language and
speech therapist.

10. • Following the language and speech
assessment, the school doctor may set
up a Personalized Learning Plan.
• It defines pedagogical adjustment
measures to be put in place in order to
enable pupils to overcome their
difficulties and find compensatory
strategies.

11. When learning difficulties are very
pronounced and need a particular aid
(material, human or financial), parents
having consulted medical specialists and
teachers, may submit an application file to
the Departmental Center of the
Handicapped.
(Maison Départementale des Personnes
Handicapées (MDPH)).

12. Following the acceptance of the
application file, a Personalized
Schooling Plan is set up in order to
help the pupil achieve better
progress and overcome his
difficulty.

13. • Examination adjustments may be
requested for Brevet exams. They
are additional time, adjusted
dictation, secretary.
(Brevet - national diploma in 9th
grade)

14. What’s dyslexia?
• Dyslexia is a specific a specific trouble
which manifests during a child’s learning
to read.
• It’s characterized by difficulty to read
words or texts. Difficulties in ortography
(dysorthographia) are often associated to
dislexia.

15. What’s dysorthographia?
• Dysorthographia is a trouble of
learning, which is characterized by
deficient assimilation of orthography
rules (alteration of spelling in
spontaneous writing or under dictation).

16. Problems arising from
dysorthographia are :
• Slowness in carrying tasks, hesitations and
poor quality of productions;
• Spelling, conjugation and grammar mistakes,
mistakes in analysis;
• Difficulties in writing similar to those of
apupil with dyslexia;
• Mistakes in copying and arbitrary division of
words into syllables;
• Economy of syllables, omissions and words
blended together.

17. What’s dysgraphia?
What’s dyspraxia?
• Dysgraphia is a term which refers to
difficulties in carrying out graphical
gestures.
• Dyspraxia is a coordination disorder, an
alteration of the capacity to execute
mouvements automatically, in the right
orger in everyday situations. It may also
affect articulation and speech, perception
and thought.

18. What’s dyscalculia?
• Dyscalculia is a development disorder
• It’s a severe disorder in making sense of
numbers and maths concepts.
• At any time pupils may encounter
difficulties in maths without being
affected by discalculia. Therefore it’s
important to distinguish between
transient learning difficulties from long-
lasting disorders.

19. Examples of measures to help a pupil
with dyslexia.
IN READING
• Read out the statements
• Give more time
• Encourage the pupil to paraphrase
what has been read to make sure they
have understood
• To split reading into parts, reduce the
length of texts.

20. Examples of measures to help a pupil
with dyslexia
IN ORTHOGRAPHY
• To propose adjusted dictations (texts
with gaps to fill, multiple choice
assessment, reduced assessments),
• To limit the number of words to learn
• To accentuate the positive aspects of
the pupil’s performances in dictation,
• In writing: to give priority to quality.

21. Examples of measures to help a pupil
with dyslexia
IN ASSESSMENTS
• Read out the tasks
• Evaluate orally if possible
• Take into account slowness: give more
time or reduce the length of the test.

22. So that everyone couldSo that everyone could
realize themselvesrealize themselves