Unique paths: The experiences of students with dyslexia and dysgraphia in high school evaluations and the history graduation exam

This study explores the history teaching and assessment experiences of high school graduates in Hungary, with a particular focus on students diagnosed with dyslexia and dysgraphia.Semi-structured interviews were conducted with ten university students to investigate the tasks they encountered in history classes, the nature of their final exams, and their overall experiences with assessment.The results show that history lessons often lacked developmental tasks, and students generally favored oral assessments over written ones.However, source analysis posed significant challenges during oral exams, particularly for students unprepared for such tasks.The findings underscore the importance of tailoring history instruction and assessment to specific needs of students with dyslexia and dysgraphia.In addition, effective differentiation is most beneficial when it is aligned with student preferences as revealed in the interviews.Differentiated assignments and appropriate support strategies can significantly increase their engagement and performance in both classroom activities and graduation exams.