Today's classrooms are presented with students who have needs arising from cultural or religious beliefs, gender barriers, sexual orientation, age differences, status socio-economic, gifted, disabled or difficult (Ashman and Elkins, 2012). It is important as teachers that we are aware of what is involved in ensuring that we create inclusive classrooms where all students feel like they belong. Doug is a student with an acquired brain injury which refers to a type of brain injury. occurring after birth. “We use our brains to relate to others and to communicate our needs; and when this connection is disrupted by brain injury, life can suddenly seem chaotic and stressful” (Brain Disorders, 2014, p.14). 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 slow down in how quickly they can process information, plan and solve problems. They may experience changes in their behavior and personality, in their physical and sensory abilities, or in their thinking and learning” (Victoria Government, 2014). In Doug's case, he has difficulty concentrating and gets distracted easily, suffers frequent headaches and pains, and suffers from hemiparesis, which is muscle weakness on one side of his body. because the connection between the muscles in his brain is damaged. “We are not experts” is a phrase that may come from a teacher who is unfamiliar with Doug's condition. As teachers, we are. We do not expect to know all the disabilities or difficulties that exist. But it is our responsibility to “ensure that students with disabilities can access and participate in education and training without discrimination.” .....wAshman, A. and Elkins, J. (2012). Education for inclusion and diversity. Frenchs Forest, New South Wales: Pearson AustraliaDepartment of Education, Training and Employment. (2014). Professional development: teachers. Retrieved April 26, 2014 from http://education.qld.gov.au/staff/development/employee/teachers/Forman, P. (2011). Inclusion in action. Melbourne, Vic: Cengage Learning AustraliaGroundwater Smith, S., Ewing, R. and Le Cornu, R. (2007). Educational challenges and dilemmas. South Melbourne, VIC: Thomson Victorian Government. (2014). Acquired brain injury. Retrieved April 20, 2014 from http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Acquired_brain_injury?openQueensland College of Teachers. (2014). Code of Ethics for Queensland Teachers. Accessed April 20, 2014 from https://www.qct.edu.au/PDF/PCU/CodeOfEthicsPoster20081215.pdf