[R-0091] S8. Ethical Practice

Citation: Vogele, D. (2013). Tana Vogele’s Story. [Video file]. Retrieved from Tana Vogele [or type “five videos that will change your mind about inclusive education” in your search window]

Abstract: Tana Vogele, a fourth grader, has been included in general education classrooms since kindergarten despite her significant physical and intellectual disabilities. In this 6:20 minute video, scholars will hear Tana’s friends and teachers talk about the impact she has had on their lives.

Integration: A classmate of Tana shares: “My life wouldn’t be the same without her. It’s a big impact on my life to be in class with her.”

Content Focus: Inclusion; Social-Emotional Development; Child Development II

Notes: Activities should focus on the social impact of inclusion. Have scholars react to information provided by researcher Eric Carter that students with developmental disabilities and typically developing peers have much to gain from their interactions and friendships in inclusive settings. Atypically developing students obtain a range of social, communication, academic, and functional skills; become more involved in school and community life; expand their social networks; and, perhaps most of all, develop lasting friendships. Typically developing students state that they acquire greater appreciation of individual strengths and diversity, deeper commitments to the importance of inclusion and social justice, improved understanding of and attitudes toward disability, enhanced self-esteem, and stronger advocacy and support skills.