In this master's thesis we analyse whether a child with motor impairment can acquire speech analysis and synthesis and in what ways should a teacher approach the development of it. The complete research is based on a case study of a subject with cerebral palsy (tetraparesis spastica), who is a student in the formal education program. If a student has a developmental disability, it is necessary to compose an individualised educational program. A teacher conducts an assessment of student competencies in order to familiarise themselves with the student’s abilities. The cooperation with parents is crucial because the parents usually thoroughly know their own child. There are many ways to acquire speech analysis and synthesis in the domain of teaching Croatian language. A teacher decides on the methods they would use and that way they monitor the student’s progress. The choice of teaching strategies, methods and didactic materials a teacher uses during the teaching process is of great importance. Everything that can be used during the teaching process is checked in this research. Naturally, this does not apply solely to children with developmental disabilities. After the conducted research, the subject with motor impairments managed in various ways to acquire the concept of a letter, identify the graphemes of the Croatian writing system, learnt the syllabification of Croatian and learnt to recognise a certain phoneme in a word regardless of its position. Her motivation for gaining knowledge increased upon noticing that she was learning through play. Multiple ICT-AAC applications for tablet were used in the development of the speech analysis and synthesis. The applications turned out to be very educational and interesting, but should be additionally adapted for children with motor impairments.