This master's thesis presents individualization of teaching methods and approaches to evaluating student achievement in Croatian language. The aforementioned individualization procedures and approaches were developed for a student with ADHD and were conducted during Croatian language teaching in May and June in 2019. In order to proclaim the school learning skill, the student was assessed with selected ACADIA competence development subtests and a Learning skills checklist. Considering the results of the assessment and in agreement with the teacher, the student and the special education teacher, individualized materials were made. The school where the master's thesis was conducted is the only school in Zagreb that was included in the experimental program "School for Life" in 2018/19. Assessment approaches are one of the innovations that is encouraged through contemporary school programs such as the one mentioned above. The approaches to evaluation are: evaluation for learning, evaluation as learning, and evaluation of the learned. Their purpose is to monitor student progress and provide feedback to make that progress as fast as possible. Using worksheets, in collaboration with the student, all three approaches to evaluation were implemented. The qualitative research presented in the last section attempts to gain an insight into the student's perspective on the contribution and usefulness of individualized procedures performed in Croatian language teaching and how it affects her self evaluation as a form of evaluation approaches.