Current State of Differentiation for Dyslectic Students in Dutch EFL Education

Abstract

The present study aims to assess the current state of differentiation for dyslectic students in Dutch secondary schools regarding EFL as well as establish good practices for EFL teachers in Dutch secondary schools. The research is based on teacher interviews and a student questionnaire. The collected data from five schools was analysed and compared within and between the teachers and students from each school. The results suggest that the differentiation between dyslectic students is as of yet insufficient. Differentiation is mainly implemented between dyslectic students and non-dyslectic students and aimed at a grading policy, rather than in-class support