What About Doug: Understanding Student Diversity

1194 words - 5 pages

Schools are often regarded as an ever-changing environment in relation to education becoming more complex and dynamic. Teachers can expect to have a diverse range of students in their classes due to the Australian society becoming more diverse in terms of cultural, social and family backgrounds, ethnic origins and levels of ability. According to Forman (2011) teachers are likely to educate at least one or more students with a diagnosed intellectual, physical,sensory or learning disability within their teaching career. In order to provide successful inclusion of all students and a optimal learning environment, teachers need to understand the diversity of each student by incorporating multiple approaches and strategies. These are some of the adjustments the teacher in What About Doug did not do according to Doug’s circumstances after his accident that caused him to have a Acquired Brian Injury.

Including students with additional needs such as Doug in a regular classroom requires a specific change in teaching behaviours. Research conducted this year revealed that the relationships between a teacher and students underpins the importance of fostering a student with learning disabilities belonging (Crouch, R., Keys, C. B., & McMahon, S. D. 2014). On many occasions Doug should have been treated and catered for differently not only by his peers but especially by his teacher as his rights are protected by the Disability and Discrimination Act 1992 (DDA). The Act directly addresses the area of education, stating that it is unlawful for an educational authority to discriminate against a person with a disability as well as developing curricula content that will exclude them from participation (Foreman 2011, p. 47). It is a imperative that teachers make reasonable adjustments in order to cater for the engagement of students with additional needs in classroom activities. In the video Doug’s teacher did not make any changes for him seating wise and restricted his right to education by not allowing him to ask questions and not giving him a chance, instead she was continually yelling at him out of frustration.

Although Doug did struggle with many of the Aetiologies of an acquired brain injury such as developing extreme emotions resulting to anger and also regressing to a child like mind, did not give the teacher the right to treat him the way she did and disregard the implementation of inclusive practices in her classroom. As Doug’s teacher, it was her responsibility to provide Doug with a successful learning environment by incorporating various teaching strategies that would support Doug’s participation and learning taking into account his intellectual development which is stated under Standard One of the Australian Profession Standards for Teachers. These standards are a crucial point of quality teaching and education as it provides a framework that makes knowledge clear while practising professional engagement amongst all students (Australian Institute...

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