Jessica Kotevski

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EDAC225
Assignment 1:
Discussion paper/case study (media)

I am Sam(Johnson, 2001) is a compelling story that explores the journey

of Sam Dawson, a single guy with mental retardation and autistic
tendencies, who is unexpectedly left raising his new baby daughter, Lucy,
alone. Over the years, Sam and Lucy stay out of the watchful eye of social
services, until a series of unfortunate events puts them in the spotlight of
the local child protection agency. After being considered to have the
mental age of a seven year old(Johnson, 2001), a social worker decides
that Sam is not longer capable of taking care of Lucy, as she is beginning
to intellectually surpass her father. As a result, Lucy is taken away from
Sam on her birthday. Knowing he cannot live without his daughter, he
decides to fight the system to win her back. Sam, with the help of his
friends, hires an attorney, who insists she take the case free of charge.
Initially, she treats Sam like an incompetent child, however as they spend
more time together, she realises that Sam has an underlying integrity and
is just as able to be a parent to Lucy than anyone else in society.

Mental retardation refers to a significantly below average intellectual

ability, paired in conjunction with discrepancies in everyday life, such as
self-sufficiency or work-related activities (Barlow & Durand, 2010).
However, in todays society, mental retardation is being referred to as an
intellectual disability, as the term is less abrupt and discriminative (Simon,
2008). The degree of this disability varies from mild to profound, however
individuals with intellectual disabilities still have the capacity to
understand and learn new things, yet it is done in a much slower way. This
type of disability is normally detected by the age of 18 and can be the
cause of a variety of different things (Better Health Channel, 2015). Some
known causes included differences in genetics, trauma to the brain,
including injury and a shortage of oxygen, consumption of toxins, including
alcohol, drugs and some medication and nutritional deficiencies (Better
Health Channel, 2015). Approximately 500, 000 Australians have a type of
intellectual disability, with most never seeking or receiving disability
services (Better Heath Channel, 2015). As a result, there are several
distinctive signs of intellectual disability in children that need to be
detected, in order to determine what end of the spectrum they may be on.
Signs may appear during infancy, or they may not be noticeable until a
child reaches school age. This is often dependable on the severity of the
disability. During this developmental stage in a childs life, characteristics
of intellectual delay may include crawling or walking late, having trouble
communicating or even a delay in mastering toilet training or feeding
themselves independently (Benaroch, 2015). As they pass onto their teens
and adult hood, other signs of intellectual delay may include, difficulty in
retention and recollection, inability to connect their actions with
consequences, behaviour problems and difficulty with logical thinking and
problem solving (Benaroch, 2015).
Autism is a lifelong developmental disorder that affects, among a variety
of other things, the way an individual relates to his or her environment,
their interaction and communication skills (Autism Spectrum Australia,
2015). It restricts their ability to partake in activities and other areas of
interest due to repetitive behaviour (Autism Spectrum Australia, 2015). If
an individual were diagnosed with autism, some signs would include,
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unusual sensory interests, sensory sensitivities including fearfulness of
loud and abrupt sounds and lastly an intellectual delay or learning
difficulty (Autism Spectrum Australia, 2015). A surprising 230, 000
Australians are diagnosed with Autism, affecting almost four times as
many boys than girls (Autism Spectrum Australia, 2015).
As a result, Sams mental impairments were the main focus of the 2001
film, I am Sam. He was referred to as being mentally retarded with
Autistic tendencies, which often caused slight signs of Obsessive
Compulsive Disorder. At times, Sam showed distress and anguish when it
may have not been necessary to an individual without his impairments. In
one incident, Sams outburst was a result of Lucy taking him to a new
restaurant that didnt have his normal meal on the menu. Not coping with
the sudden change, Sam gets highly upset and demands his usual
pancakes, until Lucy defuses the situation. Most people with autistic
behavior have a hard time dealing with any alteration to their norm, or a
disruption of pattern. In one scene, Sam was shown organising and then
reorganising sugar packets in Starbucks until they were to his standard.
This was a repetitive task that he insisted on doing during his shifts at
work. Sam has his own way of dealing with life, raising a little girl and not
letting his disability take control. However regardless of his impairments,
Sam is still considered high functioning and capable. Therefore, he is able
to live independently, keep a manageable job and carry on a conversation,
irrespective of his limitations.

Prior to birth, most parents only have little, to no experience with regards
to dealing with individuals with a disability (Seligman & Darling, 2012). In
most cases, they are only predisposed to the initial stereotypical attitudes
and stigmas of their environment and society. As a result, this new
diagnosis becomes a unique, shared experience among all. For parents,
having a disabled child may increase stress and make a huge impact on
their mental and physical health. Stress, along with its causes and
consequences, is a major component in regards to coping with disability
and the changes within ones family. Research indicates that family
members and the ones that are in constant contact with the individual
living with the disability normally feel this type of emotional turmoil (Boyd,
2002). This may also be associated with guilt, blame, or reduced self-
esteem.

Initially society believed that the most important relationship is the

connection between a mother and child (Seligman & Darling, 2012). This is
due to the fact that mothers are seen as the more nurturing and caring
parent. They are the one person that spends most of the time with their
child, as her partner is normally the one who is supporting the family
during this period of time (Seligman & Darling, 2012). However, in recent
studies, fathers, siblings and grandparents are also considered important
influences. These are often the people who get pushed aside and
frequently forgotten about. A fathers reaction to the needs of their
child/children with a disability has a huge impact on the rest of the family.
As a result, the way in which they deal with the news of a disability can
reach one extreme to the next, mostly causing a major shift in family
dynamics and healthy relationships. Studies show that some fathers shift
in attitude depends on the gender of their child with a disability. These
type of fathers are being criticised for having high expectations on their
sons, and then becoming extremely disappointed when they find out they
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have a disability (Seligman & Darling, 2012). The behavioural
consequences of this disappointment are manifested in extremes of
intense involvement with, or total withdraw from their sons (Seligman &
Darling, 2012). Where as, when they have a baby girl with a disability,
they sustain a healthy routine involvement (Seligman & Darling, 2012). In
I am Sam (Johnson, 2001), the viewers learn about Sams childhood and
the relationship he had with his parents. Due to his disability, we are lead
to believe that Sams father has left the family because he wasnt able to
cope with having a disabled son. This may be the result of not feeling
supported enough during this period of time, or even a sense of
disappointment or guilt.
Ultimately, fathers who cannot cope themselves are having trouble
supporting their partners and other family members. Thus leading right
back to how important a positive and cohesive family environment is.
On the positive side, living with a child with a disability can broaden
knowledge and understanding about the illness, increase family members'
awareness of their inner strength and resilience, enhance family cohesion
and structure and encourage connections to community groups or other
institutions that may have not been necessary before.

The first exchange parents may have with a professional in relation to

their child with a disability is often when their child is diagnosed. From
then on, parents embark on a lifetime journey that generally involves the
development of many partnerships with professionals in varying fields.
These partnerships have the potential to facilitate individual and family
outcomes, but may also jeopardise these relationships.
Murphy and Carbone (2011) explain how children with disabilities have
multilayered specialist teams around then constantly. These are the
people that the family rely on for support during their childs life. When
these partnerships fail to assist the needs and wants of the family,
everything else begins to spiral out of control.
Sam (Johnson, 2001) begins to look for encouragement once Lucy is born.
He confides in his neighbour for a supportive network and seeks her
advice when needed. Right from the beginning she had confidence in
Sams ability. Although at times, he may not have understood what a new
born baby requires she was there to offer her help whenever he asked for
it. In some ways, she allowed Sam to make his own mistakes, therefore
letting him learn and grow from them. As a result, her reassurance gave
Sam the confidence he needed to become the best possible father, whilst
constantly ensuring that Lucy felt loved and valued.
There are many things parents can do to help children with intellectual
disabilities and autistic tendencies, as introduced through Sam (Johnson,
2001), to overcome any challenge they may face. One vital aspect is
building a healthy partnership with your childs educator and school.
During this period, educators can ensure they maintain an inclusive
environment for all students. This is also the time the educators get to
know the family. From this, they will begin to find out more about the child
with the disability, their likes and dislikes, what motivates them etc. In
regards to Sam (Johnson, 2001), he wouldve benefitted and thrived in a
structured environment, that establishes a routine and ensures it is as
consistent as possible. Following to daily schedules and allowing ample
time for transitions can help with many students behavioural issues and
frustrations that may be due to having Autism (Gavin, 2003). Through this
partnership, both families and educators can ensure that they are giving
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the child the most normal life as possible. They must encourage and
support each others decisions, and understand that there will be times
where they may disagree. However, without this partnership, Sam for
example, wouldnt have had the confidence to believe in himself or his
abilities.
I am Sam (Johnson, 2001), also reinforced the importance of having a
strong connection with extended family. During the end of the movie,
Lucys foster parents realise that Lucy belongs with Sam. They admit that
they were wrong taking his child, when he obviously loved her
unconditionally and was able to support her as well. However, Sam
realises that it is important for Lucy to have a female figure in her life. As a
result, they agree to keep an open relationship, supportive of each other.
Asking for help is always a tough thing for anyone to do. However, it is
clear that they both have Lucys best interest at heart. Therefore, it is
extremely important that she gets as much support as possible.

Families are described as being unique, complex and interactive systems,

in which all members needs and wants interrelate and are experienced by
all, in one way or another (Friend & Cook, 2002). Regardless of the issue or
situation at hand, a positive environment is flexibly and easily adaptable
to any obstacle. This perspective rejects the idea that family relationships
are linear (Seligman & Darling, 2012). Instead families are regarded as
interactive, interdependent and reactive, that is if something occurs to
one family member all are affected (Seligman & Darling, 2012).
As we know, disability does not discriminate. Any one in the world,
regardless of their race, culture or socioeconomic status can be diagnosed
with any type of illness. When a child is diagnosed, the reaction is
normally influenced by the ideologies of the family. As a result, families
begin to adjust to the new information, whilst unconsciously responding to
their beliefs, actions and views towards people with a disability (Seligman
& Darling, 2012). In India, disability is still being viewed in a negative
connotation. The better dead, than disabled approach is highlighted
through out the culture, forcing people to trust that an individual with a
disability cannot live a healthy, prosperous life (Gupta & Singhal, 2004).
This interpretation plays a major role in the kind of measures a family
takes for prevention, treatment, rehabilitation and education (Gupta &
Singhal, 2004). As a result, it is extremely important that educators must
examine their own attitudes toward disability and towards families of
children with special needs, before they can determine what approaches
they should take in building a professional partnership.
It is important for educators to realise that the child comes first. The goal
is to maximise choice and opportunity, whilst still maintaining a level of
respect and cohesiveness with the family. In order to keep a professional
dynamic, an educator should aim for a child and family- centred approach
(Disability Services Division, 2012). A family- centered practice focuses on
a set of values and skills that underpin the basis of service planning,
development, implementation and evaluation to support children and
young people with a developmental delay or disability (Disability Services
Division, 2012). This allows professionals to be the best they can possible
be, whilst offering quality service. Thus, focusing on the everyday life of
the family and child and everything that makes up their world, their
relationships, their culture, community and language; their stressors,
needs, wants and pressures; their interests and priorities; and their goals,
hopes and aspirations for the future (Disability Services Division, 2012).
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A professional needs to be flexible and committed to continue to learn and
grow during their entire career.
I am Sam(Johnson, 2001) explores the notion that all you need is love.
Regardless of the disability, hurdle or difficulty one may face, they are just
as able to fulfil their dreams or ambitions as anyone else in society, as
demonstrated by Sam and his determination to win back his daughter.

References

Autism Spectrum Australia. (2015). What is Autism? Retrieved from:

https://www.autismspectrum.org.au/content/what-autism

Barlow, D. H., & Durand, V.M. (2010). Essentials of Abnormal Psychology.

(5th ed.). Belmont: Wadsworth Cengage Learning.

Benaroch. (2015). Intellectual Disability. WebMD. Retrieved from:

http://www.webmd.com/parenting/baby/intellectual-disability-
mental-retardation?page=3

Better Health Channel. (2015). Intellectual Disability. State Givernment of

Victoria. Retrieved from:
http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/intel
lectual_disability

Boyd, B. A. (2002). Examining the relationship between stress and lack of

support in mothers in children with Autism. Focus on Autism and
other developmental disabilities, 17, 208- 215.

Disability Service Division. (2012). Working with students with a disability

and their families: A guide for school staff with student support
roles. Working with children, adolescents and young adults with a
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disability and their families, 2-31. Victorian Government Department
of Human Services. Victoria, Australia.
Friend, M., & Cook, L. (2002). Interactions: Collaboration skills for school
professionals. Boston: Allyn & Bacon.

Gavin, M. L. (2013) Special needs factsheet: Autism. Kids Health. The

Numours Foundation. Retrieved from:
http://kidshealth.org/parent/classroom/factsheet/autism-
factsheet.html

Gupta, A., & Singhal, N. (2004). Asia Pacific Disability Rehabilitation

Journal. Positive Perceptions in Parents of Children of children with
disabilities. Vol. 15, 22- 31.

Johnson, N. (Producer & Director). (2001). I am Sam [DVD]. New Line

Cinema.

Murphy, N., Carbone, P.S. (2011). Parent-Provider-Community Partnerships:

Optimizing Outcomes for Children with Disabilities. American
Academy of Pediatrics, 128(4), 795-802.

Seligman, M. & Darling, R.B. (2007). Ordinary families, special children: A

systems approach to childhood disability (3rd ed). New York, NY: The
Guilford Press.

Simon, C., M. (2008). Mental Retardation: What it is and What it is Not.

Medical College of Georgia, U.K.Retrieved from Pediatric Mental
Retardation: http://emedicine.medscape.com/article/289117-
overview