Analysis of German language textbooks in relation to the needs of pupils with specific learning difficulties

The thesis focuses on the analysis of the German language textbooks from Fraus (Deutsch mit Max), Hueber (Beste Freunde, Momente), Klett (Maximal interaktiv) and Polyglot (Macht mit!), which are examined from the point of view of the needs of pupils with specific learning disabilities, focusing on the visual form of these textbooks. The thesis not only evaluates the visual criteria of the textbook sets that are distracting for pupils with specific learning disabilities, but also looks at the manifestations of each specific learning disability. In the theoretical part, it also highlights how specific learning disabilities affect the acquisition of the German language and then proposes recommendations on how to work with pupils with specific learning disabilities in German language teaching