The basic skills that a child acquires when entering primary education are reading, writing and arithmetic. It is certain that many children already possess some knowledge regarding these skills at the beginning of their education, but there are also those who encounter difficulties in overcoming the mentioned skills. The child is in that case characterized as having specific difficulties in writing, reading or arithmetic, that is dyslexia, dysgraphia or dyscalculia. The teacher is usually the first person to notice such difficulties. The teacher then reacts properly and in a timely manner to eliminate or mitigate these difficulties. He or she instructs the student to meet with a psychologist, speech therapist or special educator, encourages the student, creates a positive atmosphere in the classroom, adjusts the subjects and evaluation, and informs the parents. Parents are one of the most important subjects that aid the child through his or her specific process as painlessly as possible, i.e. without stress or negative emotions. It is important to point out that parents, too, encounter difficulties together with the child, as well as that they also need to put a lot of effort into the process. They should also cooperate with the teacher and speech therapist, stay informed about the child's condition, ensure that he or she is engaged into therapy, be a constant support to the child and provide them with a sense of safeness, let them know that they fit among the others, as well as encourage activities in which the child is good. The main goal of this thesis is to explore and describe the role of parenal participation in adapting and improving the performance of children with dyslexia and dysgraphia in school, but also to explore the means of achieving the goal, that is whether they use the help of professional associates. Parents were interviewed and asked to present their experiences, views on the subject, and emotions which they experienced or still experience. Furthermore, papers and working materials were collected from a student to serve as analysis materials.