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Transcriber: Lisa Widjaja
Reviewer: Mirjana Čutura
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Imagine a world
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in which children of all abilities
learn, play, and grow together,
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a world in which ability
does not stand in a way of making friends
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or dictate where you get to go to school
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or who you get to study with.
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That's what I do every day.
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I try to think about
how we make this become a reality,
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how we try to understand and appreciate
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the power and the promise
of inclusive education.
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So, what is inclusion?
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Inclusion's not a strategy,
an instructional strategy.
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Inclusion isn't a placement option.
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Inclusion is about belonging.
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It's about belonging to a community,
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a group of friends,
a school, or a community.
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But it's also important to remember
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that inclusion is not
just about being there.
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We've all probably had the experience
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where you walk into a room full of people
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and you don't belong, you're not a member.
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That doesn't feel very good.
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So how do we fix that
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to make sure that the children
that we are working with
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don't experience this idea
of not belonging?
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Well, we do that through instruction.
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We do that through teaching.
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What we want to learn
and what we've learned
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is that teaching works,
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instruction is important.
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But it is also important to realize
that instruction doesn't just happen.
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Instruction is intentional.
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Instruction is planned.
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Instruction helps all of us
be more successful.
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Whether you're a child learning
how to negotiate their environment
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or a little boy with disabilities
who's learning how to use language
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or a child in elementary school
trying to tackle two-digit addition
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or trying to learn how to ride a bike
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or you're a 50 plus something
non-digital native
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who's trying to figure out
how to use her new iPad,
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instruction works.
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And we all benefit from good instruction.
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Now, we sometimes as adults
forget how important good instruction is
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because we don't venture very far
out of our comfort zone
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and try and learn new things.
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So, one of the things I do every year
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is encourage my graduate students
to try to learn a new thing.
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And they all look at me
with a perplexed look and say,
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"We're in graduate school.
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We're learning new things every day."
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And I say, "Yeah, but by the time
you get into graduate school,
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you know how to do school.
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So, try to learn something else.
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Try to learn something
in a domain that you aren't very good at."
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And I follow my own advice.
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So, once every so often,
I try to learn a skill
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or achieve something
in an area that I am not very good at -
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and that's how I ended up
doing a triathlon for my 50th birthday -
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and understand -
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(Applause)
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Thank you.
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(Laughs)
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And understand the importance
of instruction.
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Now, when we think about instruction,
it's important that we think about
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what instruction does
to both the learner and the teacher.
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One of the things that instruction
does for the learner is
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it helps them be more confident
and more competent, okay?
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When we have good instruction,
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the learner, the children, become better
at what you're teaching them how to do.
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The teacher becomes
more confident as well.
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Because there's nothing more reinforcing
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than a teacher then seeing
their students achieve.
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And really, there's nothing -
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there's no way to make
a child feel better about him or herself
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than to help them
be successful in their learning.
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If you want to teach someone,
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if you want to increase
someone's self-esteem,
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teach them how to read.
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That's how you do it.
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Now, the thing
about instruction, though, is
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that it's important to think
about what you're teaching.
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Often when people come to see
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the inclusive preschools that we run
at the University of Washington,
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they'll say to me, "Isn't that great?
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I can't tell who has a disability
and who doesn't have a disability."
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That always makes me happy.
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But isn't it great the way children
just naturally interact together?
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And you know, we have
about 50 years of data that tell us
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that if you have children
with and without disabilities
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and you don't do anything special,
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what you'll have is
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you'll have children
with and without disabilities
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in a room together not interacting.
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So, if we want them to interact together,
we need to teach it.
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If we want children to be helpful
towards each other,
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to interact and be friendly
towards each other,
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we need to teach it.
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If we want children to care
about other people in their classroom,
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we need to teach it.
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And that teaching is intentional.
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The other thing about that teaching
is that it's data-based.
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What I mean by that is that good
instruction yields good outcomes.
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In fact, we like to think about it
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as saying that student failure
is instructional failure.
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When a child doesn't learn
what we want him or her to learn,
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it's because we haven't taught it
to them in the right way.
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It's not because
we're necessarily bad teachers.
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It's because maybe we haven't figured out
the right way to teach it yet.
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Maybe we don't have control
of all the elements
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that we need to be able
to have control of.
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But when a student
isn't making progress in an area,
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what that teaches us is
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that we need to change
our instructional strategy.
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Well, instruction is important.
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It's only important
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if you're teaching values, skills,
activities, and outcomes
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when we are very interested
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in thinking about what children learn
from being in inclusive environments.
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Now, when we started studying inclusion,
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I was working with some colleagues,
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and we studied about 35
children for five years.
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And these were children
ranging from preschool to high school.
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And they had severe disabilities,
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and we observed them many, many times
over the course of five years.
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And we talked to their teachers
and their parents and their peers
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and to them, if they
were able to talk with us,
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because we were interested in finding out
what the benefit was of inclusion.
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We all knew there was benefit.
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We saw the benefits.
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We heard the stories.
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And in fact, one of the stories
we heard every year was
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what I like to call
the birthday party story.
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So, imagine that you have a third-grader
with severe disabilities
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who's always been
in a segregated classroom.
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And this year, because their school
has decided to embrace inclusion,
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the child is in a general
education classroom
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with support.
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And about three months
into the school year,
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Bryan, our third-grader, comes home,
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and in his backpack
is a birthday party invitation.
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And his parents say this is the first time
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he's ever been invited
to a birthday party.
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That's a big outcome, okay?
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But it's not the outcome of inclusion.
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The number of party invitations you get,
it's not the outcome.
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But it's an indicator of an outcome.
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And what are the outcomes
we're looking for?
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The outcomes we're looking for
are membership, relationship, and skills.
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And membership is how we interact,
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how a child interacts with the group,
with the school, with the classroom,
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with the community,
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what kind of accommodation are made
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to help that child participate
in a meaningful way.
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Relationships are how the child
interacts on a one-to-one basis
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with other children, students
in their classroom,
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and we think about
the range of relationships
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that student demonstrates.
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So we think about the relationships
where sometimes you're a peer
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with someone in your classroom.
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Sometimes you're helping
someone in your classroom.
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Sometimes you're receiving help
from someone in your classroom.
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And sometimes you have conflicts
with someone in your classroom,
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and you have to learn how to settle
those conflicts in an appropriate way.
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Now, you notice one of the kinds
of relationships we don't label
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is friendship.
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Because friendship
is a complex range of relationships
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where you sometimes are helping
and sometimes receiving help,
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sometimes hanging out,
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and sometimes having conflicts
and settling those conflicts.
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And of course, another outcome
of inclusive education are skills.
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We don't want to ever
not give enough credit
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to how important it is to learn skills,
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but skills by themselves
don't help us accomplish great things.
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We all know people
who are very good at math
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or very good at writing
or very good at science
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who can't use those skills,
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because they can't work with other people,
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because they don't have
good relationships,
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because they aren't interested in
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or don't have the skills
to be a member of a group.
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So these things together
are what we call inclusive education.
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So we've talked about what inclusion is.
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We've talked about
how to promote inclusion.
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But now the question is,
Why do we care,
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why do we care about inclusion?
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And I like to sum it up this way.
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Inclusion is the celebration
of diversity put into action.
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If we care about diversity,
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then we have to do something
to make this diversity come true.
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Just like we have 50 years of data
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about children
with and without disabilities
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playing together,
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that if you put them in a room
and you don't do anything special,
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you'll children with disabilities
and without disabilities in a room
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not playing together.
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But we know that if we use
our smart instructional practices
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to facilitate interaction,
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everyone benefits.
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And that's the power
and the promise of inclusion:
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making sure everyone is supported,
everyone is challenged,
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and everyone benefits
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in this great inclusive
world that we have.
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Thank you.
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(Applause)
