Škola je, osim obitelji, prvo mjesto gdje djeca razvijaju socijalne kontakte i stječu prva znanja. Zato je vrlo važno da je nastava prilagođena, ne samo ostvarenju obrazovnih ciljeva, nego i samim učenicima. To započinje organizacijom nastavnog procesa i izborom adekvatnog načina prezentiranja informacija učenicima, a završava provjerom njihovog znanja i sposobnosti. Primarni cilj ovog diplomskog rada je provjeriti raznovrsnost nastavnih oblika rada i provjere znanja, te učestalost njihovog korištenja u osnovnim i srednjim školama. U tu je svrhu provedeno i istraživanje, u kojem je sudjelovao 81 učitelj i nastavnik i osam pedagoga iz četiri osnovne i četiri srednje škole iz Zadra, Benkovca i njihove okolice. Posebna pozornost u radu posvećena je nastavi s učenicima s posebnim potrebama, te je jedan od zadataka istraživanja bio i utvrđivanje mišljenja učitelja i nastavnika o tome razlikuje li se ona od nastave s ostalim učenicima. Rezultati istraživanja pokazali su da se u osnovnim i srednjim školama pri obradi novih sadržaja, kao i provjeri znanja učenika, najviše koriste tradicionalni oblici – frontalna nastava, te usmeno i pismeno ispitivanje uz kontinuirano praćenje aktivnosti učenika. Naposljetku, rad s učenicima s posebnim potrebama, kako u osnovnoj tako i u srednjoj školi, učitelji i nastavnici smatraju drukčijim od onog koji ostvaruju sa svojim ostalim učenicima.

Aside from the family, school is the first place where children develop social contacts and obtain their first knowledges. That is why it is very important for teaching process to be adjusted, not only to achieving educational goals, but to the students as well. That adjustment starts with the organisation of teaching process and choosing the adequate way of presenting the informations to the students and ends in testing of their knowledge and abilities. The primary focus of this thesis is to establish the diversity of teaching forms and ways of assessment of students' knowledge in elementary and high schools. For that very purpose, a research was conducted among 81 teachers and eight pedagogues from four elementary and four high schools in Zadar, Benkovac and their surroundings. Special atention was concentrated to organisation of educational process with special needs children. One of the tasks in this research was to find out teacher's opinions about whether teaching process for special needs students is diferent from the one conducted with the rest of them. The results of the research showed that in elementary, as well as high schools, in teaching and knowledge assasment the traditional educational forms, lecturing, oral and written exams, combined with countinuous tracking of students activities, dominate. Finaly, teaching to special needs students, according to their opinion, for teachers in both elementary and high schools, is different when compared to the one they realize with the rest of their students.