Draft week 2 assignment

Intro:

My choice of the film "Profoundly Normal" was motivated by its portrayal of a genuine account
of a couple with intellectual disabilities who defy societal opposition to find love, get married, and build
a life together. As an educator, I witness my middle school students experiencing love for one another
on a daily basis. This leads me to contemplate the possibilities for their future and ponder the question
of whether, despite the challenges they face, they can still discover true love and navigate a society that
often stands in their way. The film revolves around two individuals who were previously referred to as
"mentally retarded," a term that is now considered inappropriate. On October 5, 2010, President Obama
enacted "Rosa's Law," which officially replaced the term mentally retarded with intellectual disability in
all federal contexts (Rosa's Law, 2009 as cited in Friend 2018, p. 323).

Physical Characteristic in movie:

The physical characteristics of Donna and Ricardo in the movie

"Profoundly Normal" are normal physical characteristics. Both Donna
and Ricardo have intellectual disabilities. However, they do not have
any characteristics that would prove developmental delay. Most
students with mild intellectual disabilities do not show any abnormal
signs. They are depicted as young and old intellectual delayed people.
Their behavior seems organic and natural. Ricardo is African
American and approximately 6 feet tall. Dark complexion and
beautiful smile. He slumped a little as he walked and talked slowly. He
was well dressed, his shirt buttoned up to his neck. Donna is a white
female, approximately 5’5” tall. Her hair is shoulder length with bangs.
Wear knee-length dresses and sweaters. She spoke slowly and
monotonously.
Cognitive characteristics of character in movie
An intellectual disability is diagnosed only when a person's IQ score is
approximately 2 standard deviations or more below the mean or
average of 100 (Friend, M., 2018). Ricardo and Donna are mildly
retarded, with an IQ of less than 70, while the world's average IQ is
only 100. Still, they learned to live outside the walls of Forest Haven,
the institution where they grew up and met. The doors to Forest
Haven were eventually closed by court order. When this happens,
Donna and Ricardo are faced with a whole new challenge - how to take
care of themselves.
Donna's transition to independent living from Forest Haven
involved finding an apartment with her friend Margaret. She
embarked on her first job at McDonald's and had to learn how to
navigate the bus system, which initially felt overwhelming. These were
just some of the obstacles she faced as an individual classified as
intellectually disabled, which had a significant impact on her cognitive
abilities. Initially, Ricardo had previously worked in the cafeteria at
Forest Haven before moving to a group home. In his new living
arrangement, he secured a position as a Processor at the Martin
Luther King Jr. Library. Both Donna and Ricardo encountered
numerous challenges in these fresh beginnings, such as managing
finances, writing checks, and taking care of themselves. Fortunately,
they had an advocate in the form of a former intake worker at Forest
Haven who supported their decision to live independently and
celebrated their achievements, despite being aware of the cognitive
challenges they would face.
Soon, they embark on the journey of marriage, assuming the
roles of husband and wife. As time goes on, they embrace the
responsibilities of parenthood, learning to navigate the intricacies of
being a father and mother. Everyday activities, like reading and
cooking, become part of their routine., and caring for a baby, were
enormous obstacles for them to overcome.
Social and emotional characteristics in the movie
It has been observed that individuals with intellectual disabilities often encounter challenges
when it comes to forming social connections (Forts & Luckasson, 2011; Hughes et al., 2012). Donna
possesses a captivating persona that exudes a combination of warmth, humor, and unique charm. At
times, her emotions may overpower her, causing her to act impulsively. She possesses a childlike quality
that is endearing, yet she can also display a stubbornly immature side. Her vibrant personality serves as
an inspiration for her to strive for personal growth and kindness.

Ricardo possesses a distinct nature, contrasting Donna in every way. While Donna tends to act
on impulse, Ricardo exercises caution and thoughtfulness, serving as the stabilizing force to her
occasionally unsteady demeanor. His disposition is consistently cheerful and optimistic.

Margaret, a character in the film, faced significant challenges in managing her emotions and
struggled with social interactions. As Donna's former roommate at Forest Haven, she displayed extreme
shyness and preferred solitude, except when in Donna's company. The transition to independent living
proved to be a difficult adjustment for Margaret, as the less structured environment often triggered
intense emotional outbursts and even confrontations. Consequently, she eventually expressed a desire
to be relocated to a more controlled setting.

Physical Characteristics Literature:

The text states, as a student’s cognitive impairments become more pronounced, the
likelihood of having serious physical problems and medical conditions needing intervention
increases (Friend, 2018, p. 245). For educators, knowing about students’ health and medical
needs is important for several reasons. Some of the most obvious signs are the physical
characteristics of certain disorders that cause intellectual disability. These physical signs are very
obvious and easily recognized at birth. This includes unique facial features. For example, fetal
alcohol syndrome (FAS) is a leading cause of intellectual disability. Facial features of FAS
include small eyes, a small head, a flat face, and a thin upper lip. However, physical
characteristics vary depending on the cause of disability. Some people with intellectual
disabilities appears completely normal (MentalHelp.Net, 2019).

Cognitive Characteristics Literature:

In traditional classification systems, people are divided into different groups based on
their degree of cognitive impairment. For intellectual ability, this dimension follows the
traditional method of classifying intelligence test scores. Cognitive characteristics of students
with intellectual disabilities significantly affect multiple dimensions of cognitive functioning
(Bergeron & Floyd, 2006, cited in Friend, 2018, p. 240), including memory, generalization,
metacognition, motivation, language, and academic skills. People with cognitive impairment
have problems with memory, such as which tasks they should start performing first or when.
Additionally, students with intellectual disabilities may not adapt well to sudden changes.
Students with intellectual disabilities are most successful when they don't have to judge for
themselves what to do next; otherwise they might get into trouble.

Social and Emotional Literature:

The quality of our lives is greatly influenced by our ability to interact with others
in a balanced and healthy manner, as well as our capacity to appropriately respond to our own
emotions. This combination of social and emotional well-being is a fundamental aspect of
personal development, encompassing our need to form connections with others and our ability
to understand and regulate our inner feelings and experiences (Montie, J. (n.d.). The presence
of an intellectual disability has the potential to impact an individual's development in the
realms of both social and emotional aspects, resulting in challenges with relationships,
communication, and behavior. Those with intellectual disabilities may encounter obstacles in
their social development as a result of impaired communication skills and a limited
understanding of social norms. Additionally, this disability can hinder emotional growth by
creating barriers in the areas of emotional expression and comprehension.

Descrtiption of the exceptionality similar in the professional sources:

The capacity to acquire new knowledge, communicate effectively, adapt, and independently tackle
challenges may be hindered by an intellectual disability. This condition can generate feelings of strain
and susceptibility for both the individual and their network of support (What Is the Impact of Living
with Intellectual Disability and a Mental Health Condition? - Mental Health and Psychosocial
Disability, n.d.). There are some similar incidents in the movie that speak to the above statement. The
first time Donna rode a bus alone, she was scared and unsure of her abilities. She wants her social
worker to be with her. She voiced her concerns and almost shut down out of fear. Friend (2018)
mentions, "many students with intellectual disabilities have immature behaviors that make other
students want to avoid them" (p. 242) The second incident occurred in a grocery store, where
onlookers may have wanted to avoid the characeters. Donna and Margaret are grocery shopping, but
Margaret gets confused and starts screaming at the supermarket because they don't know what to buy
for dinner, where it is in the store, or how to pay at the checkout. The cashier asked if they were "food
stamp recipients," a question Margaret couldn't really understand.

Description of the exceptionality differs in the professional sources:

In the quest to discern any disparities between the portrayal of the main character in the film and
the depiction of someone with intellectual disabilities, it proved to be quite challenging. The
individuals in the movie "Profoundly Normal" exhibited traits commonly associated with
intellectual disabilities, but they also exhibited traits that could be considered "normal" based on
the information provided in both the text and the film. Their extent or level of intellectual
disability, as measured by severity or IQ, remained unknown. However, certain observations can
be made. For instance, it is evident that Donna struggles academically, as demonstrated when her
son, Ricky, quizzes her on basic addition problems involving one or two digits. Additionally,
Ricardo remarks on the difficulty of teaching his son about places he has never been to or even
heard of. Despite these challenges, the characters display impressive functional skills. They
successfully advocate for their right to marry by petitioning the court, manage their household,
hold jobs and pay bills, care for a newborn baby, and even travel independently to visit their
former institution.

The accuracy of this movie based on the text

The film "Profoundly Normal" provides an accurate portrayal of individuals with intellectual
disabilities, specifically focusing on Donna and Ricardo. Both characters exhibit common traits
associated with intellectual disabilities, such as difficulties in learning and processing
information, struggles with abstract thinking, and challenges in social interactions, albeit to
varying degrees. According to Shepherd, Hoban, and Dixon (2014), their approaches to social
situations may be deemed inappropriate (cited in Friend, 2018, p. 240). In the movie, Ricardo
demonstrated a higher cognitive ability to grasp social cues compared to Donna. For instance,
during Donna's party, she served mustard-covered cheese balls as hors d'oeuvres due to the
absence of cheese sauce, failing to comprehend why no one was consuming them. Ricardo, on
the other hand, understood the situation and recognized that nobody desired to eat mustard-
covered cheese balls, including himself. Consequently, he took it upon himself to order pizza as
a more enjoyable and appetizing alternative.

Implications for Future Practice

Profoundly Normal, a film grounded in reality, chronicles the experiences of two individuals who face
intellectual disabilities. It showcases their remarkable journey through life, undeterred by societal
expectations. Their love for each other remains unwavering, as does their determination to demonstrate
their equality with others. I have previously utilized this cinematic masterpiece with my colleagues in the
department. By screening this movie, we provide newcomers with a profound understanding of the fact
that our students are just as ordinary as anyone else. They are individuals with aspirations, dreams, and
talents, mirroring those of the general population.

References

Forts, A. M., & Luckasson, R. (2011). Reading, writing, and friendship: Adult implications of

effective literacy instruction for students with intellectual disability. Research and Practice

for Persons with Severe Disabilities (RPSD), 36, 121–125

Friend, M. (2018). Special education: Contemporary perspectives for school professionals(5ed.).

New York, NY: Pearson

Hughes, C., Kaplan, L., Bernstein, R., Boykin, M., Reilly, C., Brigham, N., ... Harvey, M. (2012).

Increasing social interaction skills of secondary school students with autism and/or

intellectual disability: A review of interventions. Research and Practice for Persons with

Severe Disabilities, 37, 288–307

Mental health and psychosocial disability. (n.d) What is the impact of living with intellectual

disability and a mental health condition? Www.health.nsw.gov.au.

https://www.health.nsw.gov.au/mentalhealth/psychosocial/foundations/Pages/

coexistingintellectual.aspx#:~:text=An%20intellectual%20disability%20may%20affect
MentalHelp.Net (March 25, 2019). Intellectual Disabilities. , www.mentalhelp.net/intellectual-

disabilities/about/#:~:text=The%20facial%20features%20of%20FAS,a%20perfectly

%20normal%20physical%20appearance

Montie, J. (n.d.). Impact | Volume 24, Number 1 | Social and Emotional Well-Being of Children

and Youth with Disabilities: A Brief Overview. Publications.ici.umn.edu.

https://publications.ici.umn.edu/impact/24-1/social-and-emotional-well-being-of-

children-and-youth-with-disabilities-a-brief-overview

Shepherd, A., Hoban, G., & Dixon, R. (2014). Using slow-motion to develop the social skills of

primary school students with mild intellectual disabilities: Four case studies.

Australasian Journal of Special Education, 38, 150–168