The purpose of the master's thesis was to study the usefulness of adjustments provided to high school students with specific reading and writing learning disabilities. Reading and writing disorders can affect adolescents significantly, so it is important that educators support them as much as possible throughout their education by taking these adjustments into consideration and implementing them where necessary. The thesis focuses on the difficulties faced by adolescents with reading and writing disorders, examines whether teachers take these adjustments into account, and suggests additional methods and approaches for assessing such students to help reduce obstacles, particularly in Slovenian language classes, and allow them to fully demonstrate their knowledge. In the theoretical part, the thesis first defines learning disabilities, which are divided into general and specific. Within the category of specific learning disabilities, it addresses particular reading and writing disorders, such as dyslexia (reading difficulties), dysgraphia (writing difficulties), and dysorthographia (spelling difficulties). It provides a detailed description of these disorders, explains them, and presents the intended adjustments for each type of difficulty. The thesis then focuses on addressing students with reading and writing disorders where it discusses the types and levels of assistance provided in schools, examines the principles for helping children with learning disabilities and presents the process of obtaining an individualized education plan. It also discusses the role of various professionals in schools more broadly. Towards the end of the theoretical part, the thesis introduces the "Društvo Bravo" society, which plays an important role in raising awareness and providing assistance to children with specific learning disabilities and presents the various adjustments which the society uses for these students, with a focus on teaching the Slovenian language. The empirical part of the thesis focuses on the experiences of high school students with specific reading and writing difficulties, particularly in Slovenian language classes. The research questions cover various aspects of adjustments and their effectiveness, as well as their impact on students. It analyses which adjustments are available to students in Slovenian language classes, investigates whether students feel that these adjustments adequately contribute to a better understanding of the language and help them in their learning and examines whether all teachers consistently take these adjustments into account. It also explores how these students feel in the classroom and how having these adjustments affects their self-esteem. Special attention is given to the question of what kind of adjustments the students would choose themselves if they had the freedom to do so. The empirical part also looks at how students cope with existing difficulties, especially in learning Slovenian, and the impact these difficulties have on their learning process. The goal of the thesis is to contribute to a better understanding of the needs of students with specific reading and writing disabilities in Slovenian language classes and to provide insights into the effectiveness of current educational practices, as well as to propose possible improvements.
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