Students with special needs, including students with specific learning disabilities (SLD) in reading and writing have to take a national assessment in Slovenian language at the end of the primary school. Students perform the test with individual specified adjustments for each student according to his disabilities and needs. The results of students with SLD in reading and writing of the national assessment in Slovenian language are despite adjustments significantly lower than by their peers without special needs (in the year 2015, there was 19.6 percentage points of the difference among their results). The students with SLD in reading and writing due to lack of school knowledge and less automated basic reading and writing skills show various disabilities in grammar and orthography. Furthermore, they feel less motivated for written communication. According to their results, we can conclude that students with SLD in reading and writing need adjustments for knowledge testing, descriptive grading and national assessment to express their knowledge optimally. Due their disabilities, students need additional help, support and teaching method, which will allow them to overcome the disabilities and learn the Slovenian language successfully. In the theoretical part of the master’s thesis, inclusion, literacy, national assessment and the characteristics of students with SLD in reading and writing (dyslexia, dysgraphia and disortographia) are presented. In the empirical part of the master’s thesis, the results of 338 students with SLD in reading and writing of the 9th grade, who took the national assessment on 7 May 2015 in Slovenian language, are presented. 14 assignments according to the different knowledge levels of taxonomy were selected from the test, which verify grammar, orthography and writing skills. The average scores and the difficulty index of individual tasks were compared between children with SLD in reading and writing and their peers without special needs. The detailed analysis of the assignments and the obtained results set out that students with SLD in reading and writing have problems with all assignments, regardless the knowledge levels of taxonomy. The collected results give us an insight into the frequency and variety of errors, and highlight the deficiencies in grammar and orthography of students with SLD in reading and writing. According to the collected results of the empirical part, we established some advice and recommendations to help and support teachers and special educators for teaching and preparing various tests for students with SLD in reading and writing. In the future, students with SLD in reading and writing need the adjustments in national assessment that will enable them to express their knowledge optimally.
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