What about Doug?

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Recommended: Why is it important to promote inclusion in a classroom

Classrooms today are presented with students that have needs arising from cultural or religious beliefs, gender barriers, sexual orientation, age differences, socioeconomic status, giftedness, disability or difficulties (Ashman & Elkins, 2012). It is important as teachers that we are aware of what is involved to ensure that we are creating inclusive classrooms where all students are made to feel as though they belong.
Doug is a student with an acquired brain injury which refers to a type of brain damage occurring after birth.“We use our brains to relate to others and to communicate our needs; and when that connection is disrupted by a brain injury, life can suddenly feel chaotic and stressful” (Brain Disorders, 2014, p.14). The symptoms of an acquired brain injury can vary from person to person. “It is common for many people with ABI to experience increased fatigue (mental and physical) and some slowing down in how fast they can process information, plan and solve problems. They may experience changes to their behaviour and personality, physical and sensory abilities, or thinking and learning" (State Government of Victoria, 2014). In the instance of Doug, he finds it difficult to concentrate and gets distracted easily, frequently experiences headaches and pains and has hemiparesis, which is muscle weakness on one side of his body because the connection between his brain muscles is damaged.
"We are not experts" is phrase that may come from a teacher that is unfamiliar with Doug's condition. As teachers we aren't expected to know about every disability or difficulty that is out there. But it is our responsibility to "ensure that students with disabilities are able to access and participate in education and training free from discri...

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Ashman, A. & Elkins, J. (2012). Education for Inclusion and Diversity. Frenchs Forest, NSW: Pearson Australia

Department of Education Training and Employment. (2014). Professional Development: Teachers. Retrieved on 26th April, 2014 from http://education.qld.gov.au/staff/development/employee/teachers/

Forman, P. (2011). Inclusion in Action. Melbourne, Vic: Cengage Learning Australia

Groundwater Smith, S., Ewing, R. &Le Cornu, R. (2007). Teaching Challenges and Dilemmas. South Melbourne, VIC: Thomson

State Government of Victoria. (2014). Acquired Brain Injury. Retrieved on 20th April, 2014 from http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Acquired_brain_injury?open

Queensland College of Teachers. (2014). Code of Ethics for teachers in Queensland. Retrieved on 20th April, 2014 from https://www.qct.edu.au/PDF/PCU/CodeOfEthicsPoster20081215.pdf

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