Pupils with special needs in the light of the national assessment of knowledge of physics in 2014

V diplomski nalogi najprej predstavim zakonsko podlago za kategoriziranje otrok s posebnimi potrebami in njihove značilnosti. Predstavim vlogo nacionalnega preverjanja znanja v vzgojno-izobraževalnem procesu in potek preizkusa za učence s posebnimi potrebami. Ker je vseh učencev s posebnimi potrebami preveč, se osredotočim na učence s primanjkljaji na posameznih področjih učenja. Zanimata me predvsem dve skupini, katerih primanjkljaji bi lahko vplivali na uspešnost reševanja preizkusa iz fizike. To so učenci s specifičnimi učnimi težavami pri matematiki in učenci z bralno-zapisovalnimi težavami. Glavni del diplomske naloge vsebuje podrobno analizo rezultatov reševanja štirih izbranih nalog, med njimi je ena nezahtevna, ena bralno zahtevna, ena matematično zahtevna in ena bralno in matematično zahtevna. Nepravilne odgovore razvrstim v razrede tipičnih nepravilnih odgovorov. Glede na razrede nepravilnih odgovorov skušam ugotoviti, ali obstaja povezava med učenčevo motnjo in nepravilnostjo odgovora.The thesis starts with the legal basis for the categorisation of children with special needs and its peculiarities. Next the role of the National Assessment of Knowledge (NAK) in the educational process is presented as well as the procedure of the assessment for special needs pupils itself. Since there are too many different categories of special needs pupils, I have focused on pupils with specific learning disabilities. My interest was in two different types of disabilities under consideration are the learning affect the success in Physics NAK results. The two types of disabilities under consideration are the learning disabilities in Maths and reading-writing disorders. The main part of the thesis includes an exact analysis of the results of four selected problems from the physics test in 2014. One of them is neither mathematically nor textually demanding, one is difficult from the point of view of reading, one is mathematically demanding and the last one is textually and mathematically demanding. The wrong answers have been divided into classes of typical wrong answers. According to the classes of wrong answers I have tried to define whether there is a connection between the pupil\u27s disability and the incorrectness of the answer