My response to Danielle’s aspiration to become a doctor would depend on how well I have known her. Her capabilities, interests, learning speed, and behavior improvement during the Individualized Education Program (IEP) would influence how fast I would react to her future aspirations. It requires a well thought and analyzed response. Danielle is capable of becoming a doctor with the right support team of her IEP teachers, parents, and medical support.
At first, I would encourage her to understand that she can pursue any career she wants. I would offer her suggestions in the medical field that I think would suit her. For instance, I think she would make an excellent doctor handling patients with mental disorders. Mogensen and Hu (2019) argue that doctors who have certain disabilities become experts in treating cases that involve similar disabilities since they have experienced the condition before. Having an intellectual disability is not a limitation for any student, not accomplishing their dreams ( Goodey, 2016 ). Danielle can be very useful to the society during her work life. Given that she has chosen one of the most important careers that require helping other people, I urge her to nurse her ambitions.
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Furthermore, I would notify her parents about Danielle’s aspirations to become a doctor. My approach to notify them would depend on whether Danielle has discussed the issue with them or not. Her parents and I are the closest people to her life, and hence we can make the best decision regarding her future. I would get the opinions of Danielle’s parents about her career. Their confidence in their daughter’s degree is crucial when responding to her aspirations since she needs both their support and mine. I would encourage the parents to take the necessary steps required to get Danielle to a medical school. Timely preparation involves the requirements, such as her accommodation needs and letting the medical school heads know about Danielle’s disability.
References
Mogensen, L., & Hu, W. (2019). “A doctor who really knows…”: A survey of community perspectives on medical students and practitioners with disability. BioMed Central Medical Education , 19 (1), 288. https://doi.org/10.1186/s12909-019-1715-7
Goodey, C. F. (2016). A history of intelligence and ‘intellectual disability’: The shaping of psychology in early modern Europe . Routledge.
