Children with dyslexia and dysgraphia in education system

Disleksija i disgrafija pripadaju u kategoriju specifičnih teškoća učenja, s još uvijek nejasnim uzrocima njihove pojave. Teškoće disleksije se očituju u čitanju, a teškoće disgrafije u pisanju. Osnovni cilj ovog preglednog rada je opisati opća obilježja disleksije i disgrafije, njihovo očitovanje prilikom školovanja i važnost prilagodbe za te učenike u sustavu obrazovanja. Naglasak je stavljen na teškoće u svladavanju materijala i rješavanju ispita, školski uspjeh, motivaciju i rad učitelja i nastavnika, jer se disleksija i disgrafija, zbog svojih specifičnosti, posebno očituju upravo u sustavu obrazovanja. Zbog teškoća koje uzrokuju, doprinose pojavi ispitne anksioznosti u ispitnim situacijama i pojavi socioemocionalnih problema. Njihovo prisustvo uglavnom vodi ka lošijem školskom uspjehu učenika, posebice kad nisu otkrivene, odnosno, kad ne postoji prilagodba ispitne tehnologije i ispitnih materijala te razumijevanje od strane učitelja i nastavnika. Učitelji i nastavnici s više radnog iskustva kompetentniji su za rad s učenicima koji imaju ove teškoće. Najčešće učenicima pružaju neposrednu podršku i pomoć ili potiču druge učenike na to. Učitelji razredne nastave češće posežu za prilagodbom ispitne tehnologije i ispitnih materijala od učitelja predmetne nastave.Dyslexia and dysgraphia belong to the category of learning difficulties, with still unclear causes of their occurrence. Difficulties of dyslexia are manifested in reading, and the difficulties of dysgraphia in writing. The main aim of this paper is to describe characteristics of dyslexia and dysgraphia in general, their manifestation and the importance of adaptation for these students in the education system. Dyslexia and dysgraphia, due to their specificity, are particularly manifested in the education system. Taking this into consideration, this paper emphasizes difficulties in mastering the materials and doing the exams, school success, motivation and the teacher’s work. Because of the difficulties they cause, they contribute to test anxiety in test situations and socioemotional problems. Their presence mainly leads to poor school achievement, especially when they are not discovered and when there is no adaptation of test technology and exam materials or understanding by teachers. Teachers with more work experience are more competent to work with students with these difficulties. They provide direct support and assistance to students or encourage other students to do so. Teachers of the first four grades of primary school are more likely to adapt the test technology and test materials than the teachers of the grades 5-8