In my master's thesis I will deal with the catechesis of children with special needs, with an emphasis on children with disabilities in particular areas of learning. Catechists, catechists and catechists often find themselves in situations where children with disabilities - most often children with disabilities in particular areas of learning - are freely attending classes in a large group of believers, mostly without additional learning difficulties. Such children have markedly lower educational attainment in some areas of learning, such as reading, writing, numeracy, spelling. The disorders are as follows: dyslexia (reading disorders), dysortography (spelling problems), dyscalculia and specific artymetric learning difficulties (numeracy disorders), dysgraphia (writing disorders), non-verbal learning disorders, and dyspraxia (a deficit in practical and social skills). These disorders also often occur with neurological developmental disorders (ADHD, ADD, communication disorders, developmental coordination disorders, autism spectrum disorders) and other mental disorders (anxiety, depressive and bipolar disorders). Quite a few such students can attend a school with a personalized program, where they usually attend a class with the younger ones, and attend religious classes with their generation, quickly revealing a gap between the students' abilities and learning goals and those of other religious students. Since there are no specific didactic-pedagogical recommendations for the treatment of children with special needs in the field of expertise, I will investigate this problem more closely, present the problem and try to formulate recommendations that would be taken into account in the teaching of the teaching of children with deficits in individual teaching fields in the future. I will investigate the current situation in the field with a short questionnaire to send to selected catechists and professors of the subject Religion and Culture at Diocesan High Schools in Slovenia, in order to find out how teachers adapt themselves to children and what tools and adjustments they already use.
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