Response to Intelligent Lives by Dan Habib
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Going into this movie, I had a few expectations: I figured this would be a film about exceptional learners – that it would be focused on education. I was pleasantly surprised to find out that my expectations were incorrect. Although the film did talk about the educational setting, it focused on the |
featured people. Intelligent Lives is a film about how people with intellectual disabilities can still live intelligent lives; the title is perfect! It educates about the history of special education – we surely did come from an exclusionary past, a horrid truth to know, but the theme this film reinforced was that intelligence and IQ scores do not measure a whole person or their potential. Overall, I did enjoy the film – it was done well (I was not a huge fan of the stylistically practical decision to film without a stable camera as I did start to feel some motion sickness from shaking views).
I was able to make some good takeaways from the screening. Firstly, all three characters – Naieer, Micah, and Naomie – were able to comprehend their situations well. One trouble they all faced, especially Naieer, was being able to communicate to others what was on their mind. Their teachers, parents, and peers often had to ask questions or try to deduce what they wanted to say. Even still, these three characters with intellectual disabilities were fully capable of thinking, acting, and understanding. Secondly, the images the film showed from neglectful institutions were very jarring to me. It pains me to imagine the suffering the residents endured, and I will not allow myself to think that was due to the nature of their disabilities. Naomie’s older brother put it well when he said that others may think it is easier to send them away or mentally box them up, but everyone who has a disability has great potential; they need only to be supported and directed to fulfill that potential.
I found that I also learned things I did not expect. Firstly, I got to see segments from meetings with support staff in Naieer’s school, with Micah’s counselors, and with Naomie’s occupational experts. Every participant in the meeting went the extra mile to find best courses of action for the characters. Not only that, but they included the characters in most of the discussion, always making sure they understood and gave their inputs. The film also emphasized the characters’ abilities, many promoted self-advocacy and independence. It astounded me how much these three with intellectual disabilities could accomplish with the right supports.
I was reminded of my duty as a teacher – to foster growth and learning in ALL my learners – no child left behind. In my future classes, I will try to be as encouraging and inclusive as the professionals in this film, and I can implement a growth mindset in my students, so each will believe they can achieve. In relation to Tech of Instruction particularly, there are worlds of developed technology (even some as simple as a sliding clock) that can serve to fill the needs of any student, and technology provides many opportunities to learn in new ways. In the film, Naomie practiced taking orders and giving change on a cash register simulation. If we remember our calling as teachers, we will make sure our classrooms are safe spaces conducive to learning and fostering potential, regardless of the differences between our students.
I was able to make some good takeaways from the screening. Firstly, all three characters – Naieer, Micah, and Naomie – were able to comprehend their situations well. One trouble they all faced, especially Naieer, was being able to communicate to others what was on their mind. Their teachers, parents, and peers often had to ask questions or try to deduce what they wanted to say. Even still, these three characters with intellectual disabilities were fully capable of thinking, acting, and understanding. Secondly, the images the film showed from neglectful institutions were very jarring to me. It pains me to imagine the suffering the residents endured, and I will not allow myself to think that was due to the nature of their disabilities. Naomie’s older brother put it well when he said that others may think it is easier to send them away or mentally box them up, but everyone who has a disability has great potential; they need only to be supported and directed to fulfill that potential.
I found that I also learned things I did not expect. Firstly, I got to see segments from meetings with support staff in Naieer’s school, with Micah’s counselors, and with Naomie’s occupational experts. Every participant in the meeting went the extra mile to find best courses of action for the characters. Not only that, but they included the characters in most of the discussion, always making sure they understood and gave their inputs. The film also emphasized the characters’ abilities, many promoted self-advocacy and independence. It astounded me how much these three with intellectual disabilities could accomplish with the right supports.
I was reminded of my duty as a teacher – to foster growth and learning in ALL my learners – no child left behind. In my future classes, I will try to be as encouraging and inclusive as the professionals in this film, and I can implement a growth mindset in my students, so each will believe they can achieve. In relation to Tech of Instruction particularly, there are worlds of developed technology (even some as simple as a sliding clock) that can serve to fill the needs of any student, and technology provides many opportunities to learn in new ways. In the film, Naomie practiced taking orders and giving change on a cash register simulation. If we remember our calling as teachers, we will make sure our classrooms are safe spaces conducive to learning and fostering potential, regardless of the differences between our students.