Abstract
: The topic of the research is learning styles of pupils with Learning Disabilities
(hereafter referred to as LD) in the lower-secondary school. The aim of the thesis is to identify differences in learning styles of pupils with LD and intact pupils. It is a quantitative research study. The research sample consists of pupils in the lower-secondary school. The control group consists of intact individuals and the experimental group consists of individuals who have been previously diagnosed with LD. Thus, the research sample consists of 315 pupils (27 LD, 288 intact) of lower-secondary school with an average age of 13.57 years. A standardized LSI questionnaire, designed by R. Dunn, K. Dunn and G. E. Price, was used to collect data. This questionnaire is based on the learning styles model, which was developed by the authors of the questionnaire.
Based on the data analysis, statistically signifi cant differences were found in the variables: persistence, responsibility, adult authority, tactile learning, and change of place while learning.
The research data shows that students with LD feel themselfs less persistent and responsible than intact students. They are also more likely to prefer the presence of an authority fi gure
(parent, teacher...) when learning and are more comfortable with changing place while learning.
Students with LD preferred tactile learning more often than intact students.