This paper addresses the issue of identifying and diagnosing specific learning disabilities (SLD) in pupils with severe visual impairment. In the Czech Republic, it has long been challenging to accurately diagnose and differentiate between SLD and issues related to severe visual impairment. Misdiagnosis or delayed diagnosis can significantly impact the educational development and overall well-being of these pupils. This study is based on a two-year research project conducted at the Faculty of Education, Palacký University in Olomouc. The aim of the research was to explore the specifics of SLD in this group of pupils and to propose effective methods for their diagnosis and support.

To gather comprehensive data, the research employed a mixed-methods approach, including qualitative interviews with experts in special education and quantitative questionnaires filled out by teachers and special educators. The interviews provided in-depth insights into the challenges and best practices in diagnosing and supporting pupils with severe visual impairment. The questionnaires helped in identifying common patterns and differences in the experiences of educators and pupils across various educational settings.

The results of the study highlight the critical need for tailored diagnostic tools and specific intervention strategies when working with these pupils. The findings suggest that traditional methods of diagnosing SLD often fail to consider the unique challenges faced by pupils with severe visual impairment, leading to either misdiagnosis or underdiagnosis. The study emphasizes the importance of a multi-disciplinary approach, involving collaboration between special educators, psychologists, and medical professionals, to develop a comprehensive understanding of each pupil's needs.

Moreover, the research underscores the necessity for ongoing professional development for educators to equip them with the skills and knowledge required to support these pupils effectively. It also calls for policy changes to ensure that educational institutions have the resources and frameworks necessary to implement the recommended diagnostic and support methods.

By addressing these issues, the study aims to contribute to the development of more inclusive educational practices that can better accommodate the needs of pupils with severe visual impairment and SLD, ultimately facilitating their full integration into the educational process.

Acknowledgement:
This research is co-financed by the project IGA_PdF_2024_019 The phenomenon of specific learning disabilities in pupils with visual impairment.

Keywords: Specific learning disabilities, severe visual impairment, diagnosis, educational support, special education, integration.