Th e objective of the study was to establish the impact of illustration on the reading and interpreting of a poem in the case when only one illustration is provided with the text. Th e research study involved 408 students of the Faculty of Education and Faculty of Arts. Th e students were divided into two groups, of which one was given the poem Učenjak (Scholar) written by Niko Grafenauer and illustrated by Lidija Osterc, while the other had the same poem illustrated by Marjan Manček. Both groups had to answer a number of questions regarding personal traits of the literary character, his appearance and the environment he lives in. Th e results showed that the illustrations had a signifi cant impact on the interpretation of the physical features of the literary character and the environment he is set in. Th is in turn aff ected the understanding of the message of the poem.

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Owing to their inclusion in the education system, teachers often encounter students with special needs during their work. When working with these students, the teacher’s level of empathy is extremely important, however it is difficult to achieve if they are not familiar with how these students think and feel. One way of becoming acquainted with individuals with special needs is by becoming familiar with their thinking patterns, especially their emotional responses. The paper presents literary sources related to the topic, wherein the sources are evaluated, and the selected works are analysed. Besides the method of analysis (protagonists, supporting characters, literary space, literary time, subject, theme, motifs, narrator, structure, and plot), the descriptive method for presenting theoretical starting points and the method of synthesis in the conclusion are also used.

Izbira bralnega gradiva za otroke in učence, učenke ima, ne glede na otrokov materni jezik, nekaj skupnih izhodišč. Za vse mlade bralce in bralke velja, da jim priporočamo kakovostna gradiva; upoštevati je treba starost bralca, bralke (in najprimernejšo obliko knjige zanj), njegove izkušnje in (pred)znanje, da bi zmogel mladi bralec, malda bralka besedilo brati (v predšolskem obdobju poslušati) z razumevanjem; upoštevati je treba razmerje med kanonskimi besedili in sodobno produkcijo mladinske književnosti ter razmerje med prevedenimi deli in izvirnim leposlovjem.