[Script Info]
Title: 
[Events]
Format: Layer, Start, End, Style, Name, MarginL, MarginR, MarginV, Effect, Text
Dialogue: 0,0:00:10.36,0:00:11.70,Default,,0000,0000,0000,,Imagine.
Dialogue: 0,0:00:11.70,0:00:14.60,Default,,0000,0000,0000,,Imagine that schools recruit children
Dialogue: 0,0:00:14.61,0:00:17.99,Default,,0000,0000,0000,,who have the most different\Nthoughts and behaviors.
Dialogue: 0,0:00:17.99,0:00:20.81,Default,,0000,0000,0000,,Imagine that children\Nwho learn differently
Dialogue: 0,0:00:20.81,0:00:23.52,Default,,0000,0000,0000,,are considered children\Nwith special rights.
Dialogue: 0,0:00:24.20,0:00:28.93,Default,,0000,0000,0000,,Imagine that educators have\Nall the tools and strategies they need
Dialogue: 0,0:00:28.93,0:00:32.29,Default,,0000,0000,0000,,to meet all the needs\Nof the learners in their classroom.
Dialogue: 0,0:00:33.06,0:00:35.49,Default,,0000,0000,0000,,Imagine that families are viewed
Dialogue: 0,0:00:35.49,0:00:38.90,Default,,0000,0000,0000,,as equal partners\Nin their child's education.
Dialogue: 0,0:00:39.60,0:00:44.04,Default,,0000,0000,0000,,Imagine that there is a true convergence\Nof all abilities in classrooms
Dialogue: 0,0:00:44.04,0:00:48.16,Default,,0000,0000,0000,,that promote and change\Nthe way we think about the world.
Dialogue: 0,0:00:48.16,0:00:51.83,Default,,0000,0000,0000,,This is the vision\Nand hope of inclusive culture.
Dialogue: 0,0:00:51.83,0:00:55.20,Default,,0000,0000,0000,,This comes from my years\Nof professional experience,
Dialogue: 0,0:00:55.20,0:01:01.15,Default,,0000,0000,0000,,but also comes from my experience\Nas a granddaughter, as a sister,
Dialogue: 0,0:01:01.15,0:01:03.94,Default,,0000,0000,0000,,as a wife and as a mother,
Dialogue: 0,0:01:03.94,0:01:07.40,Default,,0000,0000,0000,,and it is those relationships\Nthat have made me most passionate
Dialogue: 0,0:01:07.40,0:01:10.52,Default,,0000,0000,0000,,about the impact of inclusive education.
Dialogue: 0,0:01:12.16,0:01:14.09,Default,,0000,0000,0000,,The roots of our educational system
Dialogue: 0,0:01:14.09,0:01:17.07,Default,,0000,0000,0000,,actually begin\Nwith the Industrial Revolution.
Dialogue: 0,0:01:17.07,0:01:21.14,Default,,0000,0000,0000,,With the best of intents,\Nwe ask our education system
Dialogue: 0,0:01:21.14,0:01:26.32,Default,,0000,0000,0000,,to promote learners who will be\Ncompetitive in the next century.
Dialogue: 0,0:01:26.32,0:01:28.47,Default,,0000,0000,0000,,We ask that they have
Dialogue: 0,0:01:28.47,0:01:32.62,Default,,0000,0000,0000,,high academic achievement\Nand competitive test scores.
Dialogue: 0,0:01:32.62,0:01:33.79,Default,,0000,0000,0000,,But sometimes,
Dialogue: 0,0:01:33.79,0:01:38.95,Default,,0000,0000,0000,,it is these attitudes and expectations \Nthat are actually counterproductive
Dialogue: 0,0:01:38.95,0:01:43.14,Default,,0000,0000,0000,,to the demands\Nof the 21st century workforce.
Dialogue: 0,0:01:44.38,0:01:47.10,Default,,0000,0000,0000,,Consider our classrooms today.
Dialogue: 0,0:01:47.10,0:01:52.12,Default,,0000,0000,0000,,We expect that students have the capacity\Nfor universally accepted behaviors -
Dialogue: 0,0:01:52.12,0:01:56.12,Default,,0000,0000,0000,,the ability to sit still,\Nthe ability to listen to the teacher,
Dialogue: 0,0:01:56.12,0:01:59.12,Default,,0000,0000,0000,,the ability to focus and attend.
Dialogue: 0,0:01:59.12,0:02:00.54,Default,,0000,0000,0000,,And we assume
Dialogue: 0,0:02:00.54,0:02:04.73,Default,,0000,0000,0000,,that all students have the capacity,\Nneurological and physiological,
Dialogue: 0,0:02:04.73,0:02:06.79,Default,,0000,0000,0000,,for those behaviors.
Dialogue: 0,0:02:07.57,0:02:11.100,Default,,0000,0000,0000,,And when a child is not meeting\Nacademic expectations, what do we do?
Dialogue: 0,0:02:11.100,0:02:16.89,Default,,0000,0000,0000,,We provide more study time,\Nless recess, more tutoring,
Dialogue: 0,0:02:16.89,0:02:21.88,Default,,0000,0000,0000,,fewer after-school activities,\Nall in the name of academic achievement.
Dialogue: 0,0:02:22.66,0:02:26.08,Default,,0000,0000,0000,,And what happens when a child\Ndoesn't have those behaviors?
Dialogue: 0,0:02:26.08,0:02:29.05,Default,,0000,0000,0000,,When they're fidgeting,\Nwhen they can't sit still,
Dialogue: 0,0:02:29.05,0:02:32.08,Default,,0000,0000,0000,,when they're nudging a child next to them?
Dialogue: 0,0:02:32.08,0:02:35.82,Default,,0000,0000,0000,,Do you know what grade level\Nhas the highest expulsion rate?
Dialogue: 0,0:02:35.83,0:02:36.92,Default,,0000,0000,0000,,Pre-school.
Dialogue: 0,0:02:37.82,0:02:41.55,Default,,0000,0000,0000,,Just when children are learning\Nto separate from their parents
Dialogue: 0,0:02:41.55,0:02:44.81,Default,,0000,0000,0000,,and be in a setting\Nthat promotes socialization.
Dialogue: 0,0:02:47.01,0:02:53.02,Default,,0000,0000,0000,,This often leads to a sense,\Nor a lack of a sense, of belonging.
Dialogue: 0,0:02:53.84,0:02:57.08,Default,,0000,0000,0000,,And we all know\Nwhat belonging is correlated with.
Dialogue: 0,0:02:57.08,0:03:00.66,Default,,0000,0000,0000,,It's correlated\Nwith intellectual achievement,
Dialogue: 0,0:03:00.66,0:03:04.18,Default,,0000,0000,0000,,and it's correlated\Nwith our sense of health.
Dialogue: 0,0:03:04.18,0:03:09.85,Default,,0000,0000,0000,,Isolation, loneliness,\Nlow social stature,
Dialogue: 0,0:03:09.85,0:03:14.17,Default,,0000,0000,0000,,all contribute to our ability\Nto participate in the classroom.
Dialogue: 0,0:03:16.74,0:03:21.96,Default,,0000,0000,0000,,Does this feeling, or lack of feeling,\Nof belonging and connectedness affect
Dialogue: 0,0:03:21.96,0:03:26.50,Default,,0000,0000,0000,,what we see in schools today\Nwith bullying and exclusion?
Dialogue: 0,0:03:27.21,0:03:32.35,Default,,0000,0000,0000,,What then is the effect\Nof the standardized system on educators?
Dialogue: 0,0:03:32.35,0:03:35.01,Default,,0000,0000,0000,,Educators are more pressured than ever
Dialogue: 0,0:03:35.01,0:03:38.15,Default,,0000,0000,0000,,to show that their children\Ncan make the grade.
Dialogue: 0,0:03:39.27,0:03:44.78,Default,,0000,0000,0000,,They are judged by their children's\Nperformance on standardized tests,
Dialogue: 0,0:03:44.79,0:03:46.13,Default,,0000,0000,0000,,and they are judged
Dialogue: 0,0:03:46.13,0:03:49.91,Default,,0000,0000,0000,,by the performance of the schools\Nand their academic ratings.
Dialogue: 0,0:03:49.91,0:03:54.34,Default,,0000,0000,0000,,Educators are more isolated\Nand lonely than ever before.
Dialogue: 0,0:03:56.34,0:03:58.53,Default,,0000,0000,0000,,So for children with disabilities,
Dialogue: 0,0:03:58.53,0:04:03.27,Default,,0000,0000,0000,,that sense of isolation and separation\Nhas been there throughout history.
Dialogue: 0,0:04:03.92,0:04:10.33,Default,,0000,0000,0000,,Institutionalization was a long-accepted\Nstrategy until 25 or so years ago.
Dialogue: 0,0:04:10.33,0:04:13.09,Default,,0000,0000,0000,,It wasn't \Nuntil Brown vs. Board of Education
Dialogue: 0,0:04:13.09,0:04:17.03,Default,,0000,0000,0000,,was passed by the Supreme Court in 1954
Dialogue: 0,0:04:17.04,0:04:22.03,Default,,0000,0000,0000,,that the racial segregation ruling\Npaved the way for de facto segregation
Dialogue: 0,0:04:22.03,0:04:24.72,Default,,0000,0000,0000,,of children with disabilities\Nfrom their peers.
Dialogue: 0,0:04:26.32,0:04:28.96,Default,,0000,0000,0000,,It took another 20 years
Dialogue: 0,0:04:28.96,0:04:34.79,Default,,0000,0000,0000,,for Individuals with Disabilities\NEducation Act of 1974 to be passed.
Dialogue: 0,0:04:34.79,0:04:38.91,Default,,0000,0000,0000,,That was what finally gave\Nchildren with disabilities, aged 5 to 21,
Dialogue: 0,0:04:38.91,0:04:45.39,Default,,0000,0000,0000,,the educational entitlement to be\Neducated in same schools as their peers.
Dialogue: 0,0:04:46.30,0:04:50.53,Default,,0000,0000,0000,,Yet still, many of the children\Nlabeled with special education
Dialogue: 0,0:04:50.53,0:04:54.29,Default,,0000,0000,0000,,are in segregated settings,\Nor what we call 'pulled out',
Dialogue: 0,0:04:54.29,0:04:57.42,Default,,0000,0000,0000,,where they are pulled out\Nfrom the regular classroom
Dialogue: 0,0:04:57.42,0:05:00.25,Default,,0000,0000,0000,,and given specialized assistance.
Dialogue: 0,0:05:00.26,0:05:03.58,Default,,0000,0000,0000,,42% of children\Nwith special education needs
Dialogue: 0,0:05:03.58,0:05:05.30,Default,,0000,0000,0000,,are learning-disabled.
Dialogue: 0,0:05:05.30,0:05:07.47,Default,,0000,0000,0000,,By that very definition,
Dialogue: 0,0:05:07.47,0:05:11.11,Default,,0000,0000,0000,,they have average\Nor above-average intelligence,
Dialogue: 0,0:05:11.11,0:05:13.87,Default,,0000,0000,0000,,and yet, they are still pulled out\Nof the regular classroom
Dialogue: 0,0:05:13.87,0:05:16.75,Default,,0000,0000,0000,,on a regular basis in many settings.
Dialogue: 0,0:05:17.77,0:05:22.75,Default,,0000,0000,0000,,For children with disabilities,\Nthat sense of segregation,
Dialogue: 0,0:05:22.75,0:05:25.21,Default,,0000,0000,0000,,they suffer more than others.
Dialogue: 0,0:05:25.21,0:05:29.78,Default,,0000,0000,0000,,Children with disabilities are\Ntwice as likely as their same-aged peers
Dialogue: 0,0:05:29.78,0:05:32.44,Default,,0000,0000,0000,,to be suspended or expelled.
Dialogue: 0,0:05:32.44,0:05:37.63,Default,,0000,0000,0000,,Yet, just one suspension in 9th grade\Nincreases the likelihood
Dialogue: 0,0:05:37.63,0:05:44.05,Default,,0000,0000,0000,,that that child will drop out of school\Neventually, and/or serve jail time.
Dialogue: 0,0:05:45.68,0:05:48.81,Default,,0000,0000,0000,,That is why suspensions\Nand expulsions are often cited
Dialogue: 0,0:05:48.82,0:05:51.58,Default,,0000,0000,0000,,as the school-to-prison pipeline.
Dialogue: 0,0:05:52.38,0:05:55.87,Default,,0000,0000,0000,,So we have the disability rights movement.
Dialogue: 0,0:05:55.87,0:05:58.87,Default,,0000,0000,0000,,People with disabilities\Nthroughout history
Dialogue: 0,0:05:58.87,0:06:02.11,Default,,0000,0000,0000,,are the most marginalized\Nin all of our society.
Dialogue: 0,0:06:03.69,0:06:05.20,Default,,0000,0000,0000,,Think about what we've taught,
Dialogue: 0,0:06:05.20,0:06:08.22,Default,,0000,0000,0000,,how we referred\Nto people with disabilities:
Dialogue: 0,0:06:08.23,0:06:14.50,Default,,0000,0000,0000,,deviant, sick, crazy, special, retarded.
Dialogue: 0,0:06:14.50,0:06:18.85,Default,,0000,0000,0000,,It's taking a different way of viewing\Npeople with disabilities
Dialogue: 0,0:06:18.86,0:06:23.07,Default,,0000,0000,0000,,in a strength-based way,\Nto not blame the child for her disability.
Dialogue: 0,0:06:23.07,0:06:26.63,Default,,0000,0000,0000,,And families are also often judged
Dialogue: 0,0:06:26.64,0:06:30.74,Default,,0000,0000,0000,,for taxing an overburdened\Neducation system,
Dialogue: 0,0:06:30.74,0:06:34.22,Default,,0000,0000,0000,,for bringing their school's\Ntest scores down.
Dialogue: 0,0:06:34.96,0:06:37.69,Default,,0000,0000,0000,,So now, consider inclusive education.
Dialogue: 0,0:06:38.83,0:06:41.14,Default,,0000,0000,0000,,Perhaps we could imagine a school
Dialogue: 0,0:06:41.14,0:06:45.45,Default,,0000,0000,0000,,where all the sports are played\Nby children in wheelchairs,
Dialogue: 0,0:06:45.46,0:06:52.31,Default,,0000,0000,0000,,where the mathematician moves to think,\Nwhere the scholars are non-verbal,
Dialogue: 0,0:06:52.32,0:06:56.51,Default,,0000,0000,0000,,where everyone belongs\Nand everyone participates.
Dialogue: 0,0:06:57.59,0:07:01.83,Default,,0000,0000,0000,,There are some models now\Nfor inclusive education across the globe
Dialogue: 0,0:07:01.83,0:07:05.98,Default,,0000,0000,0000,,that are paving the way,\Nand the outcomes are startling.
Dialogue: 0,0:07:05.98,0:07:09.70,Default,,0000,0000,0000,,The academic outcomes\Nfor all the children are increased
Dialogue: 0,0:07:09.70,0:07:12.72,Default,,0000,0000,0000,,by looking at inclusive education.
Dialogue: 0,0:07:12.72,0:07:15.02,Default,,0000,0000,0000,,There is a recent movement \Nin the past 10 years
Dialogue: 0,0:07:15.02,0:07:16.79,Default,,0000,0000,0000,,called neurodiversity.
Dialogue: 0,0:07:16.82,0:07:19.72,Default,,0000,0000,0000,,It means that we look\Nat the human diversity
Dialogue: 0,0:07:19.72,0:07:24.03,Default,,0000,0000,0000,,that is inherent in the classrooms,\Nand we celebrate it in our education.
Dialogue: 0,0:07:25.20,0:07:27.45,Default,,0000,0000,0000,,Dr. William Henderson is a principal,
Dialogue: 0,0:07:27.45,0:07:30.19,Default,,0000,0000,0000,,well-renowned in the Boston\Npublic school system
Dialogue: 0,0:07:30.19,0:07:34.07,Default,,0000,0000,0000,,who started the Henderson School\Nas an inclusive model.
Dialogue: 0,0:07:34.07,0:07:37.67,Default,,0000,0000,0000,,He quotes three effective practices\Nthat make a difference
Dialogue: 0,0:07:37.68,0:07:40.35,Default,,0000,0000,0000,,in the effectiveness\Nof inclusive education.
Dialogue: 0,0:07:40.35,0:07:44.59,Default,,0000,0000,0000,,They are culture, curriculum,\Nand collaboration.
Dialogue: 0,0:07:45.92,0:07:49.90,Default,,0000,0000,0000,,Start with culture - all learners belong.
Dialogue: 0,0:07:49.90,0:07:52.61,Default,,0000,0000,0000,,In fact, the environment is enhanced
Dialogue: 0,0:07:52.61,0:07:56.77,Default,,0000,0000,0000,,by having all people of all abilities\Nwithin that classroom.
Dialogue: 0,0:07:57.62,0:08:00.64,Default,,0000,0000,0000,,Consider the person \Nwith an anxiety disorder
Dialogue: 0,0:08:00.64,0:08:04.60,Default,,0000,0000,0000,,who has the sensitivity\Nto help and tutor another child.
Dialogue: 0,0:08:04.60,0:08:07.59,Default,,0000,0000,0000,,Consider the child\Nwho is a visual-spatial learner
Dialogue: 0,0:08:07.59,0:08:11.04,Default,,0000,0000,0000,,who can create PowerPoints\Nfor another child.
Dialogue: 0,0:08:11.06,0:08:15.26,Default,,0000,0000,0000,,Consider that classrooms can be places\Nwhere there are rich environments
Dialogue: 0,0:08:15.26,0:08:18.24,Default,,0000,0000,0000,,to be taught social\Nand emotional confidence.
Dialogue: 0,0:08:18.25,0:08:22.11,Default,,0000,0000,0000,,And conflicts can be avoided by the time\Nthe children move to the playground.
Dialogue: 0,0:08:22.73,0:08:24.55,Default,,0000,0000,0000,,Curricular approaches.
Dialogue: 0,0:08:25.47,0:08:29.81,Default,,0000,0000,0000,,In addition to neurodiversity,\Nwe have what is called universal design.
Dialogue: 0,0:08:29.81,0:08:34.04,Default,,0000,0000,0000,,That is a set of principles\Nthat helps educators design curriculum
Dialogue: 0,0:08:34.04,0:08:37.83,Default,,0000,0000,0000,,for the highest of learners,\Nas well as the lowest of learners.
Dialogue: 0,0:08:37.83,0:08:42.90,Default,,0000,0000,0000,,The result is that it's good\Nfor all the learners in between as well.
Dialogue: 0,0:08:44.18,0:08:46.97,Default,,0000,0000,0000,,Jonathan Mooney\Nis an expert in neurodiversity,
Dialogue: 0,0:08:46.97,0:08:49.06,Default,,0000,0000,0000,,and himself, a self-advocate
Dialogue: 0,0:08:49.06,0:08:54.44,Default,,0000,0000,0000,,with attention deficit\Nhyperactivity disorder and dyslexia.
Dialogue: 0,0:08:54.44,0:08:57.64,Default,,0000,0000,0000,,He has developed a program\Ncalled Project Eye-to-Eye,
Dialogue: 0,0:08:57.64,0:08:59.37,Default,,0000,0000,0000,,which is a mentoring program,
Dialogue: 0,0:08:59.37,0:09:02.85,Default,,0000,0000,0000,,and there is a component of it here\Nat the University of Denver.
Dialogue: 0,0:09:03.85,0:09:05.94,Default,,0000,0000,0000,,He talks about using arts
Dialogue: 0,0:09:05.94,0:09:11.42,Default,,0000,0000,0000,,as a way of leveling\Nthe playing field for all children.
Dialogue: 0,0:09:11.42,0:09:13.63,Default,,0000,0000,0000,,And what else do children learn?
Dialogue: 0,0:09:13.63,0:09:16.80,Default,,0000,0000,0000,,They learn abstract reasoning,\Nthey learn logical thought,
Dialogue: 0,0:09:16.80,0:09:18.83,Default,,0000,0000,0000,,they learn creativity.
Dialogue: 0,0:09:18.83,0:09:21.26,Default,,0000,0000,0000,,He also talks about technology.
Dialogue: 0,0:09:21.26,0:09:25.44,Default,,0000,0000,0000,,Technology, despite all the advances,\Nis still so underutilized
Dialogue: 0,0:09:25.44,0:09:28.62,Default,,0000,0000,0000,,in our education system\Nfor kids with disabilities.
Dialogue: 0,0:09:28.62,0:09:34.21,Default,,0000,0000,0000,,iPads, note takers,\Naudio books are all tools
Dialogue: 0,0:09:34.21,0:09:38.33,Default,,0000,0000,0000,,that help make meaningful content\Nto children who learn differently.
Dialogue: 0,0:09:39.98,0:09:42.93,Default,,0000,0000,0000,,And last but not least,\Ncollaborative teaming.
Dialogue: 0,0:09:42.93,0:09:46.44,Default,,0000,0000,0000,,Let's take away the isolation\Nthat educators feel,
Dialogue: 0,0:09:46.44,0:09:48.26,Default,,0000,0000,0000,,and partner them with a specialist
Dialogue: 0,0:09:48.26,0:09:52.24,Default,,0000,0000,0000,,who can help them with the children\Nin the classroom tap all those abilities.
Dialogue: 0,0:09:52.24,0:09:54.10,Default,,0000,0000,0000,,Look at speech language pathologists,
Dialogue: 0,0:09:54.10,0:09:58.06,Default,,0000,0000,0000,,occupational therapists,\Nart therapists, counselors;
Dialogue: 0,0:09:58.06,0:10:00.43,Default,,0000,0000,0000,,all of these people enrich the experience
Dialogue: 0,0:10:00.43,0:10:03.75,Default,,0000,0000,0000,,and take away the isolation\Nof the regular educator.
Dialogue: 0,0:10:04.88,0:10:07.93,Default,,0000,0000,0000,,Believe it or not,\Nthe cost can be the same.
Dialogue: 0,0:10:07.93,0:10:10.04,Default,,0000,0000,0000,,Those same resources and moneys
Dialogue: 0,0:10:10.04,0:10:12.77,Default,,0000,0000,0000,,that go to support\Npull-out-systems and supports
Dialogue: 0,0:10:12.77,0:10:17.24,Default,,0000,0000,0000,,can be reallocated and redistributed\Ninto the regular classroom.
Dialogue: 0,0:10:17.24,0:10:19.42,Default,,0000,0000,0000,,So there is not an increased cost
Dialogue: 0,0:10:19.42,0:10:23.24,Default,,0000,0000,0000,,to the tax payer,\Nthe educator, the administrator.
Dialogue: 0,0:10:25.26,0:10:30.14,Default,,0000,0000,0000,,So imagine the 21st century\Nin a school community
Dialogue: 0,0:10:30.14,0:10:34.88,Default,,0000,0000,0000,,where all of the following\Nlearn, belong, and thrive:
Dialogue: 0,0:10:34.88,0:10:38.46,Default,,0000,0000,0000,,Helen Keller, Whoopi Goldberg,
Dialogue: 0,0:10:38.48,0:10:42.15,Default,,0000,0000,0000,,Robin Williams, Stephen Hawking,
Dialogue: 0,0:10:42.15,0:10:46.07,Default,,0000,0000,0000,,Albert Einstein, Nikki Giovanni,
Dialogue: 0,0:10:46.07,0:10:52.73,Default,,0000,0000,0000,,my grandfather, your daughter,\Nmy co-worker, your neighbor,
Dialogue: 0,0:10:52.73,0:10:54.94,Default,,0000,0000,0000,,me and you.
Dialogue: 0,0:10:55.99,0:11:00.78,Default,,0000,0000,0000,,Disability has inspired\Nmany great things in our culture.
Dialogue: 0,0:11:01.84,0:11:08.48,Default,,0000,0000,0000,,People who learn differently have created\Nsome of the very things we use everyday.
Dialogue: 0,0:11:08.48,0:11:10.59,Default,,0000,0000,0000,,We've learned to move differently.
Dialogue: 0,0:11:10.59,0:11:14.92,Default,,0000,0000,0000,,Think about the Americans with \NDisabilities Act and wheelchair ramps.
Dialogue: 0,0:11:14.92,0:11:16.50,Default,,0000,0000,0000,,We've learned to create.
Dialogue: 0,0:11:16.50,0:11:20.25,Default,,0000,0000,0000,,Think about the impact of artists\Nsuch as Vincent van Gogh.
Dialogue: 0,0:11:20.25,0:11:22.03,Default,,0000,0000,0000,,We've learned to invent.
Dialogue: 0,0:11:22.03,0:11:25.07,Default,,0000,0000,0000,,Alexander Graham Bell\Ninvented the telephone
Dialogue: 0,0:11:25.07,0:11:29.90,Default,,0000,0000,0000,,when he was trying to create a device\Nto help his parents who were deaf.
Dialogue: 0,0:11:29.90,0:11:31.70,Default,,0000,0000,0000,,We've learned to communicate.
Dialogue: 0,0:11:31.70,0:11:36.00,Default,,0000,0000,0000,,The typewriter was invented\Nto help the visually impaired.
Dialogue: 0,0:11:38.22,0:11:42.84,Default,,0000,0000,0000,,In fact, what we've learned to do better\Nis to interact with one another.
Dialogue: 0,0:11:42.84,0:11:48.58,Default,,0000,0000,0000,,So in inclusive communities,\Nwe suspend judgment, we advocate.
Dialogue: 0,0:11:49.67,0:11:54.08,Default,,0000,0000,0000,,We learn that living and being\Nin community together
Dialogue: 0,0:11:54.08,0:11:56.96,Default,,0000,0000,0000,,creates better outcomes for all of us.
Dialogue: 0,0:11:57.77,0:12:04.34,Default,,0000,0000,0000,,When we are all in inclusive cultures,\Nwe create ways in which people belong.
Dialogue: 0,0:12:04.34,0:12:07.45,Default,,0000,0000,0000,,We create roles that everyone honors,
Dialogue: 0,0:12:07.45,0:12:12.96,Default,,0000,0000,0000,,we create a room for everybody\Nto show and demonstrate their strengths.
Dialogue: 0,0:12:14.82,0:12:21.77,Default,,0000,0000,0000,,When we are in inclusive communities,\Nwe teach socio-emotional skills,
Dialogue: 0,0:12:21.77,0:12:24.49,Default,,0000,0000,0000,,so that we not only have\Nhigher intelligence,
Dialogue: 0,0:12:24.49,0:12:27.23,Default,,0000,0000,0000,,we have higher emotional intelligence.
Dialogue: 0,0:12:28.52,0:12:32.22,Default,,0000,0000,0000,,We also create ways\Nwhere families' cultures are honored,
Dialogue: 0,0:12:32.22,0:12:35.52,Default,,0000,0000,0000,,and all families learn together\Nin community.
Dialogue: 0,0:12:37.46,0:12:40.41,Default,,0000,0000,0000,,We bring it together, we converge people,
Dialogue: 0,0:12:40.41,0:12:44.28,Default,,0000,0000,0000,,like at TED, with different ideas\Nand different thoughts
Dialogue: 0,0:12:44.28,0:12:46.92,Default,,0000,0000,0000,,to make a richer community.
Dialogue: 0,0:12:46.92,0:12:50.76,Default,,0000,0000,0000,,By creating inclusive schools\Nwhere all ideas are honored,
Dialogue: 0,0:12:50.76,0:12:54.98,Default,,0000,0000,0000,,and all abilities are valued\Nand cherished,
Dialogue: 0,0:12:54.98,0:12:57.52,Default,,0000,0000,0000,,we transform the way the world could be.
Dialogue: 0,0:12:57.52,0:12:59.04,Default,,0000,0000,0000,,It could be a better place.
Dialogue: 0,0:12:59.04,0:13:02.72,Default,,0000,0000,0000,,In fact, and imagine,\Nthat we change the world.
Dialogue: 0,0:13:02.73,0:13:03.73,Default,,0000,0000,0000,,Thank you.
Dialogue: 0,0:13:03.73,0:13:05.37,Default,,0000,0000,0000,,(Applause)