Das Prinzip der Differenzierung:

<xb:p>When it comes to inclusive foreign language teaching, differentiation is a key professional competence. The university course discussed here is designed to support future foreign language teachers of French in developing this competence. Students conducted interviews regarding four illustrative types of neurodivergence, and the implications from these interviews in relation to foreign language teaching and learning were examined. Subsequently, students differentiated paradigmatic foreign language lessons and adapted them to accommodate one type of neurodivergence considered relevant to the given lesson. Findings from the empirical evaluation of the course will be presented in this contribution. While the change of the mindset of the students did not prove considerable or significant, possibly due to the small sample size, participants’ attitudes towards inclusive foreign language teaching changed considerably and significantly.</xb:p>