Samenvatting

Nowadays there is widespread inclusion of students with disabilities, diverse cultural backgrounds and other various needs into mainstream schools. However, teachers struggle to adhere to this diversity in their classroom. That is why this research will investigate the different ways instruction and leaming materials can be differentiated in English lessons, with a focus on the skills reading, listening and use of grammar.
This research was executed in a third year lower vocational class consisting of nineteen pupils at Bonnefanten College in Maastricht. The research goal was to gain insight into the ways that differentiation in instruction learning materials could influence the learning enviroìment of these pupils. The learning environment in this context means the influence on their academic achievement, motivation and atmosphere in the classroom.
The methods used during this research were a zero-measurement survey and a post-measurement survey. Furthermore, in-depth interviews were used to get a
more elaborate sense of how the differentiated lessons were perceived. Lastly, their grades before and after the research were compared in order to see if they
improved academically or not.
The results of the research showed that their reading skills had exponentially improved while their listening skills improved for some pupils, but decreased for others. One aspect that returned a couple of times, was the fact the worksheets were experienced as too easy and that the pupils could handle more of a challenge.
Lastly, the motivation and atmosphere during the research remained the same or improved during the course of the research.