The paper examines the suitability of the textbooks for learning German as a foreign language for students with dyslexia. The aim of the research is to analyse the structural characteristics of teaching materials to determine whether they contribute to learning in an inclusive environment. The method used in the paper is the content analysis of the textbooks of German as a foreign language and it belongs to the field of the qualitative-interpretive analysis. The analytical apparatus includes four categories, set in accordance with the results of the previous research and the defined goal of the research – formatting, design, accessibility of content, and the existence of alternative formats. The corpus consisted of the textbooks Prima Plus A1.1, Prima Plus A1.2, Prima Plus A2.1., and Prima Plus A2.2. The results show that the textbooks partially follow the principles of inclusive teaching. The font size is in accordance with the recommendations, but the typography is not adapted to students with dyslexia. The visual design is mainly functional because more than 70% of the illustrations have an educational role. Linguistic accessibility is reduced by the frequent use of italics, which is not in accordance with the pedagogical recommendations for working with dyslexic students. However, the electronic and audio versions significantly improve the suitability of the textbooks and meet the last criterion of the analysis.
Dušica Aleksić-Jevtić (Wed,) studied this question.