Developmental Disabilities In The Film 'The Accountant'

Integration and Reflection Paper
Shelbi E. Gambrell
Oklahoma State University 
Integration and Reflection Paper
Introduction
Developmental Disabilities are beginning to become more evident in society and are no longer only a negative concept. For example, the 2016 movie The Accountant is one that is extremely self- determined to become more than his disability (Howell, Williams, & O’Conner). He overcomes his disability by exposing himself to the elements that make his symptoms become evident. By overexposing himself he becomes accustomed to society and reaches the goals he sets for himself.
This integration and reflection paper will share of the second OK-AIM mentor house visit that I experienced and it will also compare the first

experience to the second. By reflect on the two experiences I was able to notice the importance of staff members and the importance of a well-kept house.
Next, I will apply the course concept behind self-determination to my second mentor experience. Self-determination can be applied to every individual’s life and used to foster a progressive environment.
To finish with the reflection component, I will be able to share my experiences with OK-AIM as allowed me to develop greater professional skills, handle given situations, and prepare me for my future career in education. The concepts taught through out this course and my experiences with OK-AIM are beginning to overlap into my daily life as I see the importance of self-determination, Individualized Education Programs, and self-advocacy.
Case Summaries
The visit to Tom Well’s supported living home was engaging and inviting. Tom’s staff met us at the front door and welcomed us into his home. Tom was sitting in a recliner and seemed to be enjoying himself. We were soon able to talk to Tom’s staff about his conditions and daily routine.
For this individual, the strengths were centered on what the staff provided. Tom was able to carry out his daily task because of his staff assisted him as he continues to function. His home was well kept and had the equipment he needed. His staff showed us his room and bed. The staff mentioned that they often take Tom on road trips to eat around Oklahoma. Because of Tom’s conditions, he is confined to the activities that his support team has set up for him.
As far as suggestions, I would encourage Tom to have more of a control of his life. I do not know how Tom would be able to do that with his disabilities. His staff does all that they can to ensure they are giving him what he needs. It would also be a great improvement if he were able to experience his neighborhood.
Staff directed Tom to ensure that his activities were as normal as possible. Staff also provided meals for Tom that would supply him with the nutrients needed to maintain a steady weight. Tom normally sits in a recliner in the living room area and has equipment that would easily transfer him to bed and bath. Tom has learned how to communicate with his staff to share his needs, such as being bored or hungry. Tom will not eat the food that does not sound appetizing to him. There is a TV and staff for Tom to interact with.
Tom is put under a strict diet of what he is to eat, but he has no way of having any input on the situation. Tom’s staff is suggested to be two people all hours. The staff count is lower than expected at the time, but they are working on increasing it. However, the staff we were able to talk too was very passionate about his job and wanted the best for Tom. The staff would feed, bath, and do all things that Tom needs throughout the day. The staff was knowledge about the house and the plan for Tom’s life. He mentioned that they had a meeting for Tom’s life earlier in the day and discussed the next steps for Tom’s life.
Tom’s home was extremely well kept and clean. The staff also serves as the house manager as he cares for the upkeep and maintenance of the house. The neighborhood is nice. The house is decorated with the current holiday’s decorations and colors. The furniture is clean and functional. The house was welcoming and had a charming environment. The house is also located close to the main city stores and needs. We were unable to see the backyard of the house. It would be nice to hear that Tom is able to go outside more often.
Comparatively, Tom and Jan, first mentor visit, had staff that supported them to fully function. Tom would not be able to function without his staff that is his constant companion and way to be mobile. Jan has a companion that facilitates Jan’s life to ensure that she is getting the supports needed to sustain her life. Another comparison is that each individual’s living arrangement is well kept and maintained by his or her staff members. Each mentor is the only individual with developmental disabilities in their household.
On the other hand, the functionality of each individual’s life is arranged by different supports. Tom’s life is left in the hands of his staff members to ensure he eats, sleeps, and is bathed. Tom is unable to complete the tasks that make him sustain his needs without the help of his staff members. While, Jan is able to complete most tasks by herself. Jan is able to feed herself, get involved in her community and develop relationships with others.
Application of Course Topic
According to Bremer, Kachgal, and Schoeller (2003), self-determination is the idea that all individuals have the right to regulate their own lives. For example, individuals that have a goal in mind, which is tailored to their personal interests, are more likely to work to obtain that goal. This is important for the transition stages that each person must undergo to get from infancy to childhood, to adolescence, to adulthood, and to retirement. For true self-determined, individual knows his strengths and limitations, interest, and are able to see growth in his or her life. Creating an environment for one to become self-determined, allows for other supporters, such as family, teachers, and staff, to step back and guide the individual to make decisions for their own future. An example, from Bremer, Kachgal, and Schoeller article (2003), is the idea that individuals with disabilities will be in charge of their own Individualized Education Program meeting to ensure that the individual is able to make decisions tailored to their ambitions. By allowing individuals to step up and take control of their life, they will be better able to make life transitions and determine their path for the future.
After watching the short film by Shogren (2015), she presents the idea that individuals with disabilities cannot be expected to be able to make life decisions once they get to a certain age if they have never be taught how.

As individuals develop, self-determination should be built into their daily actions and thought process. Shogren (2015) mentions that there are three steps to effectively implementing self-determination in individuals’ lives, which is first to help set goals to achieve, evaluate a plan to set the goal, and then evaluate the achievement. This three-step process allows the individual to see the steps to progress and each step is just as important as the next. To set goals allows the individual to see the purpose in the end results. Developing a plan shows the importance in all of the small steps to get to the end results. Finally to evaluate the results, allow the individual to see the effective and ineffective decisions that they made allow the way to achieve their goal and allows them to see what they should and should not do in the

future.
To apply the self- determination concept to Tom’s life is almost impossible without the support of his staff members. Since Tom is blind, deaf, and unable to communicate, self-determination comes from his staff and supporters. The staff mentioned that he enjoyed going on drives and going to eat at different places in Oklahoma. He also mentioned that the way in which he knows he does not like something is when he starts to hurt himself or making a moaning sound. In some way, Tom is in control of his life, because he knows when he makes the actions of discontent; he wants to change the situation his life is currently in. The staff will then adjust the situation and allow Tom to be comfortable in his environment.
When reflecting on Tom’s life with his staff member, Tom’s staff has to voice for his needs and their concerns at Tom’s Individualized Education Program meetings and other support meetings. Without the confidence of his staff, there would be only doctors, state representatives, and sometimes his parents making decisions for Tom’s life, when they are not around him consistent. The staff member mentioned he knew when Tom was hungry, sleepy, or uncomfortable, which means that he has learned the ways in which Tom communicates with him. His staff was confident in voicing the needs of his diet, sleep, and involvement plan. In Tom’s case, his staff plays as his communication in becoming self-determined.
Conclusion
This OK-AIM service-learning project has enhanced my professional skills, because I have learned how to communicate with individuals with developmental disabilities as well as their staff. This project has allowed me to take the skills I was taught during the training and use them to effectively evaluate a situation and later reflect on the situation through multiple lenses. I have learned that each individual has an important story to tell, and by listening you can learn from his or her experiences and hardships.
After completing this project, I learned that I have the ability to handle situations that are handed to me. When I first heard of the project we would be completing, I was overwhelmed with the different circumstances that could take place. I was afraid that I would not know how to react or how to communicate with someone that was different than me, however, I quickly learned it was intriguing to learn about other’s lives and how he or she functioned with what they had been given.
For my future career, I know that I will use the skills I have learned about communicating and learning about individuals with disabilities. As an educator, I will most likely be put into situations that require me to assess an individual with disabilities and determine what path they should be put on. I will understand the importance of allowing each individual to have as much contribution to his or her life as possible.
This experience allowed my goals to impact the future generations to a different perspective.

Before the experiences, I only saw the importance of creating an environment for students without disabilities, but now I am able to see the importance of having students with and without disabilities in one progressive environment. I have set a new goal of realizing that each student’s future is just as important as the next. Each individual is capable of different skills and intellectual level, but each individual deserves a future of reaching goals, contributing to the community, and exploring their options. I hope to remain in this mindset has as I venture into a career in education.

References
Bremer, C. D., Kachgal, M., & Schoeller, K. (2003, April). Self-Determination: Supporting successful transition. Retrieved from National Center on Secondary Education and Transition website: http://www.ncset.org/publicatio ns/researchtopractice/NCSETRese archBrief_2.1.pdf 

Shogren, Karrie. (2015, Feburary). Developing Capacity for Self- Determination (Motion Picture). Untied States: AAIDD Videos.
Howell, Lynette (Producer), Williams, Mark (Producer), & O'Connor, Gavin (Director). (2016, October). The Accountant (Motion Picture). United States: Warner

Bros.