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.