A Smile as Big as the Moon Alyssa Kadrmas Bismarck State College Abnormal Psychology 270 A Smile as Big as the Moon This movie is about mentally handicapped kids wanting to go to Space Camp as a class field trip. In the movie there are nine kids that are focused on and what there disability is. There is Steve, Stephanie, Scott, Matt, Lewis, Lisa, Ben, Jamal, and Adam. For the purpose of this paper, I will be focusing on Ben. A young man that has down syndrome, he is also learning and speech impaired. Ben is one of the main characters in the movie. It all started with the class going to a planetarium to look at the stars, while there some of the kids got agitated and ended up yelling at each other, which got them …show more content…
By having down syndrome it affects his overall life, for his whole life. Down syndrome is different from other psychological problems. Most psychological problems you eventually develop in life and there are ways to treat them, or make them less intense. In Ben’s case, there is no cure and probably never will be. He was born with this disorder and he will always have it. He doesn’t know what it’s like to live a normal life like we do but, to him this is his normal. By having down syndrome, it usually comes with learning and speech impairments. People with down syndrome don’t have very strong muscle tone, like the rest of us do. Due to that it makes it difficult to speak correctly, and their brain functions a different way than ours does. By having these impairments it makes it harder for him to sit in a class room, and learn. It’s hard for him to listen, understand, and then try to remember what information Mike is teaching that day. The biological perspective would be the only one to really make sense of down syndrome. Biological perspective talks about the genetic factors which cause the
McCleery et al. (2006) studied the speech sound development of minimally verbal and nonverbal children with ASD and compared their development to typically developing children who were matched for language production and comprehension skills. Their findings indicate that children with ASD, even those that are severely language delayed, show the same general consonant production patterns as typically developing children. Moreover, the production pattern of children with ASD is practically identical for sounds produced spontaneously and sounds produced in imitation....
The movie main character is Cady Heron who is a homeschooled girl. Her and her family lived in Africa for 15 years. They return back to the states and place Cady into a public school for the first time. Cady meets her classmates and finds a few good friends the introduce her to a group of girls called the Plastics. She ends up joining the plastics with the motive of bring them down because her new friend don’t like them very much and thought it would be funny. However, she eventually gets assimilated into the group of three unkind girls and starts to be just like them.
The nature of the disorder makes it difficult to treat, since patients are convinced that they suffer from a real and serious medical problem. Indeed, the mere su...
Palmer, David S., Fuller, Kathy., Arora, Tina. (2001). Taking Sides: Parent View on Inclusion for Their Children with Severe Disabilities. Exceptional Children, 67(4), pp.467-484. Retrieved March, 11, 2002 from WilsonSelect Database.
The mind of an infant and toddler is a sponge to language. Whether or not the child is able to speak, their brain is rehearsing and affirming the linguistic structures they hear, and the period of baby talk—called “babbling”—is a crucial time of experimentation with sound. During this time, the child will babble while in social situations in order to see which phonological structures receive positive responses from their parents—i.e. which combinations of sounds elicit responses. If a child cannot hear the sounds that their language offers, the child does not have the opportunity to babble. A child with significant hearing loss will still make sounds in infancy, but will quickly cease due to the lack of response and the fact that they cannot hear the sounds they are making and so cannot affirm them for themselves.
Having an orthopedic impairment does not stop a child from being anything they want to be. It might mean they need to work a little harder at their hopes and dreams, but that will just make them that much more rewarding when they achieve them. There are many well-known people that have had an orthopedic impairment. Rick Allen, the drummer from Def Leppard, Hank William’s, a US Country singer, Roy Campanella, a major league baseball player, Jean Driscoll, an eight-time Boston Marathon winner, and Stephan Hopkins, a signer of the USA Declaration of Independence all had some form of orthopedic impairment. Having an impairment doesn’t have to be all negative, you can still do anything you put your mind too!
disorder it is not just that one person that has to learn to deal with it, the
There is no actual behavior or environmental factor that could cause Down syndrome. Down syndrome is mainly caused by three different disorders. Trisomy 21, Mosaic Down Syndrome, or Translocation Down Syndrome, are three different types of causes. “Trisomy 21. About 95 percent of the time, Down syndrome is caused by trisomy 21 — the child has three copies of chromosome 21 (instead of the usual two copies) in all cells. This is caused by abnormal cell division during the development of the sperm cell or the egg cell.” Trisomy is the most common cause for the Down syndrome disorder. The Mosaic Down syndrome is a one of the rare causes that the disorder has. This happens when both normal and abnormal are caused by cell division after fertilization. Translocation Down Syndrome occurs when a part of the chromosome 21 attaches itself to another chromosomes and then it has two unusual copies of the chromosome. Children who have the disorder are different individuals and have different facial appearance. “Infants with Down syndrome may be average size, but typically they grow slowly and remain shorter than other children the same age. In general, developmental milestones, such as sitting and crawling, occur at about twice the age of children without impairment.” Knowing about all the causes or symptoms in Down syndrome can help to try to figure out a way to help the
It is well known that children have Down syndrome within physical features. They are not different than a person who does not have Down syndrome, but their physical features are quite different such as, facial appearance in the face, which is flatter. They also have a slant within their eyes, smaller ears and protruding tongue which is slightly bigger and suspends out a part from the mouth. (2)
A child who has Down Syndrome will have exclusive individual characteristics which they have inherited from their parents. The child may resemble their father, mother, grandmother, or aunt. This is true not only for their outward appearance but also for their temperament and physical and intellectual abilities. Children with Down Syndrome have different traits, for instance some can be easy-going while other are stubborn, some may like music while others show no interest. matter what, each of these children are unique and special in their own way.
"Having Down syndrome is like being born normal. I am just like you and you are just like me. We are all born in different ways, that is the way I can describe it. I have a normal life"(Burke, C., n.d.). Where special education is concerned, one must always remember that exceptional learners are different, not less. In the following studies, the various strengths and weaknesses of the language and communication of individuals with Down syndrome (DS) is reviewed and discussed.
When most people think of the process of language development in “normal” children, the concepts that come to mind are of babies imitating, picking up sounds and words from the speakers around them. Trying to imagine that a child who cannot hear one single sound a person makes can learn to speak a language is absolutely fascinating. These children range from amazin...
...g the time period of being born and turning five, a lot of language development did not occur, as it was suppose to. With my hearing not being diagnosed, I could not pick up on a lot of sounds a normal hearing toddler could. I had a hard time saying my constants since they are a high frequency tone.
The babbling that usually takes places around 6 months of age may be nonexistent, minimized or may only take place later than typical infants. Babbling may also not expand at the same rate or may not show sign of association to actual words. At the age of five to seventeen months comprehension of the baby’s sounds imitating vowels becomes challenging when the baby is dead or hard of hearing. The level of hearing impairment may affect the child’s ability to associate that specific sounds are coming from a specific direction, allowing make the connection to for instance look at someone when being spoken to. The same issue occurs between the ages of eight to nine months, the difference being that at this point the child should be turning his or her head towards the sound instead of the whole body as in younger months. Around twelve months of age a deaf or hearing impaired infant will understand verbals directions that are given along with visual ones, because of the visual cue the infant is able to understand the message, but not without it. By sixteen months of age such child may not respond to instructions that are given with the use of words only and that are not associated with any visuals or gestures causing the child to not understand or follow
It is encouraging that some people have beaten the brain disorder. Others manage to control its debilitating symptoms and independently function in society.