Finding Nemo Movie Review

I chose to do the movie Finding nemo.

This is a movie that I have watched with my

own Children and my husband and I always make sure that

we highlight the differences in the characters and how

everybody treats them well and nobody treats them differently.

So that was why we I decided to choose this movie.

So just a brief synopsis

in the movie Finding nemo there are two characters that display disabilities.

So about the movie.

This movie is a harrowing tale about a fish who gets lost from his family

and his heroic story of how he returns.

The main character, nemo displays bravery,

overcoming adversity and rising above his disabilities to find his family.

Along the way,

he finds himself in the company of sea creatures who helped him on his journey.

This is the trailer for the movie.

Mm hmm,

nemo is a orange clownfish who has a shortened finn.

And another character I decided to highlight in this presentation was Dory,

which is a blue reef fish who has short term memory loss.

So about the characters disabilities,

nemo is the main character in the story and he has a

shortened fin that his dad refers to as the lucky fin.

This is important to show diversity in the characters within a Children's story.

This could potentially be a developmental problem for nemo

as he navigates life into teenage and adulthood.

He has a decreased mobility and speed due to his disability that

could potentially cause safety issues when escaping from a dangerous situation.

The second character that I chose to highlight was Dory,

a character that nemo meets along the way is Dory,

a blue reef fish Dory in this clip below demonstrates short term memory loss.

So it gives a prime example of what the disability looks like.

This is a cognitive or intellectual disability as it's referred to now,

that impacts people's ability to remember things over time.

You see Dory start to evolve as she starts to remember certain things to help nemo.

This is an example um video of nemo and his

dad and it shows the parent interaction with the child,

which I felt was a really

interesting aspect as well.

And this is nemo's interaction with Dory.

It just shows the example of Dory being unable to

remember certain things. So we kind of see her disability and action.

So moving on to the societal

and educational implications of physical disabilities.

Physical disabilities are types of disabilities that can cause

difficulty when trying to control voluntary motor movements.

It can cause trouble moving from one place to another or just a basic day to day

movements that may require assistance, bathroom eating, walking,

writing notes in class.

Um

sports and recreational activities could be a challenge cooking dinner.

So moving through the transition from child to adulthood,

so ways that you can help when faced with a physical disability,

the best thing for caregivers and support systems to

do is to continue to encourage independence and positivity.

It can be a harrowing experience for the person and they will just want to feel valid,

heard and supported on their journey to figuring out

what life will be like as they grow older.

The positive support is probably one of the

most important pieces of this because you may,

even honestly, even without a disability,

all people are hard on themselves in some capacity.

So if somebody has something that is setting them apart from someone else,

they're going to go through different stages of processing

that disability and how they're going to move forward.

So having people in their life to encourage them

and help them is a huge thing for them.

The educational implications.

So there's certain accommodations that can be helpful

to a student who has a physical disability,

like extra time between passing periods from safe travel from one class to another.

Extra time at lunch wheelchair ramps or lifts within a building,

handicap accessible parking um for moving into like the teenage years,

um and ramps outside the building,

handicap access to restrooms and so on and in the classroom setting.

There's different things here because it depends on what

the overall structure of the buildings are like.

In my previous district, I worked in a building that had an elevator,

so our students who had a physical disability were able

to go from one floor to another with ease.

Um preferred seating in the classroom recorded lessons.

So if the student was absent or if they needed it,

that was another resource that they could have removed

removal of any physical barriers within a classroom,

additional tables, desks, chairs, um Wobble stools,

things that could potentially get in the way

and modifying techniques of teaching within the physical education setting.

So in my old district I used to have an adaptive pE

class that was taught in our building and our adaptive pE teacher

would modify everything that the other classes were doing so that all

students were able to participate regardless of any disabilities or any issues.

So now moving on into the societal and

emotion and educational implications of a cognitive disability,

cognitive disability, cognitive is more of like the older term,

it's now more referred to as an intellectual disability.

Um but in the movie, you see Dory,

this blue reef fish character who has short term memory loss.

This proves difficult for her character as she can't remember important

things during the movie that would be helpful to nemo.

The more exposure she has which you see in the movie, the more she remembered.

So she from the start of the movie towards the end of the

movie started remembering nemo it was that repetitive exposure to the character.

Um

And in like defining an intellectual disability,

it's when a person has certain limitations in

mental functioning and in skills such as communicating,

taking care of themselves and social skills which you

see Dory exhibit all of those different things.

So social emotional intellectual disabilities

can cause confidence issues within a

child delayed milestones with the

community communication and cognitive functioning.

The child may require intensive therapies for speech

OT and PT to help their developmental process.

I add in OT npt because they

can combine and overlap different

aspects of the therapies to help those Children

um and other positive support for Children that are

crucial to their development and to them gaining as

much of their own independence as they can.

So the ultimate goal would be obviously to try to help them

be as independent as possible.

Now looking at the educational implications.

So in the classroom setting a student may need the following extended time on tests.

Text to speech that could be put on ipads

or chromebooks or whatever devices they're using modified curriculum.

Or I put in here a parallel curriculum to

meet their instructional level depending on the grade level.

Um we're actually doing this for a first grade student.

She has a parallel curriculum with Janet pushin

minutes in addition to her resource minutes.

So we're doing that right now where she's still meeting the

same instructional holes as her peers just in a different way,

modified tests, accommodations on state testing.

So um if the tests need to be in an alternative setting, if it needs to be read for them,

if they are able to have extended time

if they are taking the DLM versus something else it just depends.

Um And that's just more within like

the specific I. E P. For the child

and then therapies within the school day. Such as speech ot pt or hearing.

And this is just another video interaction.

Mm hmm.

So transition services and adult services.

So I added in a government resource here that is

exclusive to the state of Illinois.

But I'm sure other states I know other states have things like these.

I just used Illinois as an example for this purpose of the project.

So the above resource,

it has a wealth of research is available to adults

with disabilities in Illinois whether it's physical or cognitive.

Um They have home based supports and services.

There's community based supports job help therapies. So many different

Resources for people and caregivers that are trying to help a 16 year

old kid or a 22 year old adult or 30 year old adult.

There are a wide range of services available

transition transition services. So by the age of 16, individuals with an I. E. P.

Should have transition plans written to support their transition to adulthood.

So that is what the whole transition plan is.

Um For some this may include adult education from 18 to 22 placement.

It could be extended schooling, life skills programs, job placements,

work study programs.

Um Plans is as like what their daily life is going

to look like as an adult and outside of college.

Um But it also can include college.

So that is the sole purpose of having this transition plan um Within the I. E. P.

To help prepare Children for when they're

You know ages 16-22 what their life is going to

look like and help them give them resources for that.

So leisure and recreation was the last thing that I was going to cover on here.

Leisure activities and recreation are possible

for all people regardless of disability.

People with physical disabilities can do modified activities.

Like I mentioned earlier,

we have an adaptive pE program for our students with disabilities.

Um In my old district we had two different programs.

One was more of an inclusion program and another was an S. I.

So specialized instruction program and both programs had the same teacher.

So this person taught the gen ed students the regular resource room.

Students are specialized instruction

and that he had everybody.

So they were able to do all of the activities based on their physical need.

And then people with cognitive disabilities

can also have activities modified for them

to meet their needs and still be able to live their lives.

And then the last ultimate goal would be independent living which is the last topic.

So living independently.

Here is something that is

obviously the ultimate goal. When you have a student that starts out with an I. E. P.

And you're trying to transition them to the end of

their school career which could potentially be age 22.

You want to give them the right resources, the life skills,

every skill you can instill in this.

Trialed to help them be successful outside of the school setting.

So they have vocational rehabilitation services.

So within a student's transition plan of an I. E. P, there can be

these types of services.

It isn't always

in the I. E. P.

These services help young adults with disabilities

plan for their future secure housing jobs

and help prepare them with the skills they need in their adult life.

All right, and that is the end. I am going to attach a references

portion to this. You can see the sources that I used. Thank you.

Finding Nemo Movie Review

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