10035 the Loretta Claiborne Story

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DISNEY EDUCATIONAL PRODUCTIONS, 1999 Grade Level: 6-12 90 mins. 2 Instructional Graphics Enclosed

DESCRIPTION

Loretta Claiborne, a world-class athlete, did not walk or talk until she was four. Born with poor vision and mild mental retardation, she faced ridicule and humiliation while growing up. Significant strong women in her life, a passion and gift for running, and the Special Olympics opened her world. A story of courage, strength, and perseverance.

ACADEMIC STANDARDS

Subject Area: Civics–How Does the Government Established by the Constitution Embody the Purposes, Values, and Principles of American Democracy?

• Standard: Understands the role and importance of law in the American constitutional system and issues regarding the judicial protection of individual rights

Benchmark: Knows historical and contemporary illustrations of the idea of equal protection of the laws for all persons (e.g., the Fourteenth Amendment, Americans with Disabilities Act, equal opportunity legislation) (See INSTRUCTIONAL GOALS 2.)

Subject Area: Civics–What are the Basic Values and Principals of American Democracy?

• Standard: Understands the role of diversity in American life and the importance of shared values, political beliefs, and civic beliefs in an increasingly diverse American society

Benchmark: Knows some of the costs of diversity (e.g., people sometimes discriminate unfairly against others on the basis of age, religious beliefs, race, or disability; members of different groups sometimes misunderstand each other and conflicts subsequently arise) (See INSTRUCTIONAL GOALS 1 and 2.)

Subject Area: Health

• Standard: Knows how to maintain mental and emotional health

Benchmark: Knows behaviors that communicate care, consideration, and respect of self and others (including those with disabilities or handicapping conditions) (See INSTRUCTIONAL GOALS 1 and 2.)

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Subject Area: Physical Education

• Standard: Understands the social and personal responsibility associated with participation in physical activity

Benchmark: Understands the physical challenges faced by people with disabilities (e.g., wheelchair basketball, dancing with a hearing disability) (See INSTRUCTIONAL GOALS 1 and 3.)

INSTRUCTIONAL GOALS

1. To illustrate some of the challenges faced by people with mental retardation. 2. To show that the rights of people with mental retardation are often violated. 3. To depict the benefits that Special Olympics can bring to people with mental retardation and their families. 4. To introduce a person with mental retardation whose courage, determination, generosity, and joyful spirit make her an excellent role model for both children and adults.

BACKGROUND INFORMATION

Loretta Claiborne, a person with mental retardation, is an inspiring public speaker who holds an honorary doctorate and countless athletic and public service awards. When asked what message she hopes students will take away from The Loretta Claiborne Story, she says, “I hope that each and every child who sees the movie will understand that they can succeed, and people with mental retardation and other disabilities should be treated the same as anyone else. And that each child should think as to how they would want to be treated if they were in the shoes of the mentally retarded or other disabled person.” Loretta was initially reluctant to have a movie made about her life. However, she agreed to the project when her friend Timothy Shriver, Special Olympics President and CEO, persuaded her that her story would be inspirational to others: “If it can help some other kid feel a little bit better about him or herself, then I had to do it.”

VOCABULARY

1. advocate 7. hero 13. Olympians 2. athlete 8. impact 14. Special Olympics 3. audience 9. locket 15. provision 4. celebrity 10. marathon 16. tongue-tied 5. deserve 11. mental retardation 17. train (practice) 6. gold medal 12. oath 18. violent

BEFORE SHOWING

1. Discuss mental retardation. a. Explain that the main character of the video is a girl with mental retardation. What does mental retardation mean?

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b. What kinds of tasks can people with mental retardation do? Can they speak clearly? Read and write? Earn money? Participate in sports? c. Why do some children, and even some adults, make fun of people with mental retardation? How do you think it feels to the person with mental retardation? d. What do you think it would be like to have a brother or sister with mental retardation? Who do you think may get more attention? 2. Share information and knowledge about Special Olympics. a. Compare Special Olympics to “regular” Olympics. How are they similar? Different? b. Explain that Special Olympics was started by Eunice Kennedy Shriver, President John F. Kennedy’s sister. Her character will appear in the video several times. 3. Copy and distribute “The Loretta Claiborne Character Study.” Explain the directions. (See INSTRUCTIONAL GRAPHICS.)

DURING SHOWING

1. View the video more than once, with one showing uninterrupted. 2. Pause after Loretta reads the letter telling her that she is no longer eligible to compete in Special Olympics. Clarify the issues about private and public sector athletics.

AFTER SHOWING

Discussion Items and Questions

1. Why do you think the moviemakers chose to start the program with the award ceremony? 2. Many parents would rush to help a child with mental retardation. How does Loretta’s mother Rita treat her young daughter? 3. What words describe Loretta when she is a little girl? How does she feel about herself? How does she act when children make fun of her? When people are kind to her? 4. How does Rita feel about receiving help from social workers? Why do you think she feels this way? 5. Rita almost leaves Loretta at a school for children with mental retardation. Why does she change her mind? 6. How does Loretta’s teacher, Miss Rydell, seem to feel about Loretta? How does Miss Rydell help begin Loretta’s running career? What else does she do to help Loretta? 7. Describe Loretta’s relationship with her brother Sam. How does Sam help Loretta? 8. How does Loretta’s sister Christine treat Loretta? Why does Christine act this way? After Christine gets Loretta into trouble, Loretta says that the beating she receives “isn’t what hurts.” What does Loretta mean? 9. How does Loretta feel when the girls at her high school ask her to help raise money and gather teachers’ signatures for the new girls’ track team?

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10. Alice and her friends know that Loretta isn’t eligible for the track team, yet they encourage her to help them raise money. What do you think of the way they treat Loretta? 11. Janet’s fellow social worker tells her that Loretta is “a hard case.” What does this mean? Why doesn’t Loretta want to participate in Special Olympics? How does Janet finally get Loretta to participate? 12. What does Special Olympics give Loretta that has been missing from her life before? 13. The Special Olympics motto is: “Let me win. But if I cannot win, let me be brave in the attempt.” What do you think this means? 14. Janet helps Loretta in many ways. How does Loretta help Janet? Why does Janet call her mother after not speaking to her for a long time? 15. What does it mean when Loretta competes in the Boston Marathon as a “private citizen”? How does running this race cause a misunderstanding with Special Olympics? How is the misunderstanding cleared up? 16. Why do you think the moviemakers chose to make a film about Loretta Claiborne? Suggest several possible reasons.

Applications and Activities

1. Use the completed character study charts to discuss how each of the characters interact with Loretta. (See BEFORE SHOWING 3.) Additional discussion questions include: a. How would you describe Rita Claiborne’s ideas about raising children? Does she sometimes seem too strict with Loretta and her other children? Why do you think Rita raises her children as she does? b. How does Loretta herself seem to feel about her mother? List some of Rita’s best qualities as a mother and as a person. c. Sam is the only one of Loretta‘s siblings who seems to love and support her. Why do you think this is? Use Christine as an example. d. Rita seems to think Miss Rydell babies Loretta too much. Do you agree or disagree? Why does Loretta return to her elementary school after she is expelled? e. When Loretta donates her trophies for display at her old high school, her former classmate Alice tries to claim Loretta as an old friend. i. What does Loretta say and why? ii. Do you think Alice gets what she deserves? f. Compare Janet McFarland’s relationship with Loretta to Miss Rydell’s relationship with her. i. What do you think is similar and different about the two relationships? ii. Why is Janet sometimes tough on Loretta? 2. Identify the speaker of each statement below from the video. Tell when the speaker makes the statement and what he or she means by it: a. “You want it? Reach for it.” b. “One of the retards from Room 8!” c. “I want those legs to get you home without a fight.” d. First speaker: “Sorry you got your butt beat.” Second speaker: “That isn’t what hurts.” 4 VOICE (800) 237-6213 TTY (800) 237-6819 FAX (800) 538-5636 E-MAIL [email protected] WEB www.cfv.org Funding for the Captioned Media Program is provided by the U.S. Department of Education

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e. “You’re Special Ed., Loretta. I mean, there’s no provision for Special Ed.” f. “She’s not trying to be the fastest, Loretta. She’s just trying to be her best.” g. “When you run . . . my voice is gonna be in your ear . . . saying, ‘Go, Loretta!’” h. “Does it bother you that your mother couldn’t be here with you?” i. “I was the pretty one. I was the popular one. How come I never got out of this stinkin’ neighborhood, huh?” j. “The right to play on any playing field: You have earned it!” k. “I said, ‘Oh, lady, you got it all backwards. The question is: What woulda become of me if it wasn’t for that child taking care of me?’” l. “You tell the President I’d love to run with him another time.” m. “We were not friends. Friends don’t hurt each other.” n. “If I could break it up in over a million pieces, I’d love to do that, and split it with every Special Olympian.” 3. Write a character sketch of Rita. Explain what makes her interesting to viewers, describe her negative and positive traits, and show how she changes over time. 4. Attend a local Special Olympics event. After attending, share experiences and feelings. Respond in writing by creating a poem or a short newspaper-style account to share. 5. In small groups, read novels that include characters with mental retardation. When done conduct a “book talk”: summarize the story, compare portrayal of characters with mental retardation, and share favorite parts. a. Books for ages 9-12: The Summer of the Swans, Fighting Tackle, My Louisiana Sky, Spider Sparrow, Welcome Home, Jellybean, My Sister Annie, Odd Man Out. b. Books for ages 12 and up: Flowers for Algernon, The Wild Kid, Good as Gold, The King of Hearts’ Heart, The Man Who Loved Clowns, The Everlasting Hills. 6. Study the Special Olympics logo (http://www.specialolympics.org). a. Write a paragraph explaining what the different elements of the logo symbolize. b. Design a new logo for Special Olympics or for a particular Special Olympics sport. c. Give a short presentation to explain the ideas that the new logo expresses. 7. Interview a Special Olympics athlete and his or her family. Create classroom displays with photos of the interviewees and photos of Special Olympic events. Possible questions: a. How did you find out about Special Olympics? b. What was your favorite Special Olympics sport? Why was it your favorite? c. What were the Special Olympics coaches like? Did you have a favorite coach? Describe how he or she helped you improve. d. Has Special Olympics made your life better? e. Have you competed in any Special Olympics events? How did that feel? f. Have you ever heard of Loretta Claiborne or seen the movie about her life? What did you think about it? g. Are there any ways in which you think Special Olympics could be improved?

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h. Have you ever heard Mrs. Shriver or another Special Olympics leader speak? What did she or he say? 8. Read movie reviews in books, newspapers, or online. Then write a movie review for The Loretta Claiborne Story. a. Consider the plot, dialogue, casting, editing, and message, as well as actors’ performances. A letter or number grade can be assigned. b. Post students’ reviews in a bulletin board display for purposes of comparing opinions. 9. Read Section 109 or the Developmental Disabilities Assistance and Bill of Rights Act of 2000. (See INSTRUCTIONAL GRAPHICS.) Use discussion questions: a. What does the main purpose of this act seem to be? b. Define the following terms used in Section 109: developmental disabilities, appropriate, habilitation, maximize, restrictive, personal liberty, exploitation, physical restraint, seclusion, chemical restraints, humane, afforded. c. Under item (a), number (2), what do the lawmakers mean by “maximize the potential of the individual”? i. Were there times when people tried to keep Loretta from maximizing her potential? How did they do this? d. Under item (a), number (3), what are lawmakers instructing government agencies to do before giving money (“public funds”) to programs for people with developmental disabilities? e. How might some programs supposedly designed to benefit people with developmental disabilities actually abuse, neglect, or exploit those they are supposed to be helping? f. Why might people with developmental disabilities be “physically restrained,” “secluded,” or “chemically restrained”? g. Under number (4), (B)(i), (ii), (II): i. Why do you think lawmakers specified that “individuals admitted to facilities of such programs are individuals whose needs can be met through services provided by such facilities”? ii. Why might some programs admit people whose needs they can’t serve? h. What is the purpose of the “CLARIFICATION” provided at the end of the Bill of Rights? 10. The Civil Rights Act of 1964 protects the rights of African Americans and other minorities. a. Among other rights, the act protects a person’s freedom to seek employment; vote; and use restaurants, hotels, parks, and other public facilities. b. Visit http://www.eeoc.gov/policy/vii.html , scroll down to the “Unlawful Employment Practices” heading (Section 2000e-2 [Section 703]), and read this section. c. Write several paragraphs comparing and contrasting the Civil Rights Act of 1964 to the Developmental Disabilities Assistance and Bill of Rights Act of 2000. (See INSTRUCTIONAL GRAPHICS.) 11. Read biographies of other African-American athletes who faced great challenges, such as Wilma Rudolph, Jackie Robinson, and Florence Griffith Joyner.

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a. Write an essay comparing and contrasting Loretta Claiborne’s challenges, personality, and triumphs with those of the athlete in the biography. b. Books about African-American athletes include: i. Jackie Joyner-Kersee: Superwoman. ii. Great African Americans in the Olympics. iii. Jesse Owens, Track and Field Legend. iv. Wilma Unlimited: How Wilma Rudolph Became the World’s Fastest Woman. v. Women of Sports: The Best of the Best in Track and Field. vi. African-American Sports Greats: A Biographical Dictionary.

CMP RELATED RESOURCES

• African-American Heroes of Sport #8605 • The Ernest Green Story #10033 • Just Like Anyone Else: Living with Disabilities #2490

World Wide Web

The following Web sites complement the contents of this guide; they were selected by professionals who have experience in teaching deaf and hard of hearing students. Every effort was made to select accurate, educationally relevant, and “kid safe” sites. However, teachers should preview them before use. The U.S. Department of Education, the National Association of the Deaf, and the Captioned Media Program do not endorse the sites and are not responsible for their content.

• LORETTA CLAIBORNE http://www.lorettaclaiborne.com

Visit Loretta Claiborne’s Web site for more information about her, the awards she’s received, her speaking tours, a collection of photos, and a collection of special links.

• SPECIAL OLYMPICS http://www.specialolympics.org

Special Olympics’ Web site provides links to state, local, and worldwide programs. Also includes news, initiatives, events, meet the athletes, and more.

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• THE ASSOCIATION FOR RETARDED CITIZENS http://www.thearc.org

The Arc represents over seven million people with mental retardation and their families. This site provides information on governmental affairs, local chapters, member services, publications and videos, events and related links.

INSTRUCTIONAL GRAPHICS

• THE LORETTA CLAIBORNE CHARACTER STUDY • RIGHTS OF INDIVIDUALS WITH DEVELOPMENTAL DISABILITIES

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#10035 THE LORETTA CLAIBORNE STORY

The Loretta Claiborne Character Study

Directions: During the viewing of the video, record how each character interacts with Loretta. Below the character’s name, write what the character does to help Loretta or to cause Loretta difficulty. If Loretta helps the character, tell how.

Rita Claiborne Sam Claiborne Christine Claiborne

Miss Rydell Janet McFarland Eunice Kennedy Shriver

Alice, Loretta’s Buster the dog Loretta’s high school classmate Special Olympics coach

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Developmental Disabilities Assistance and Bill of Rights Act of 2000 Public Law No. 106-402 SEC. 109, RIGHTS OF INDIVIDUALS WITH DEVELOPMENT DISABILITIES

(a) IN GENERAL.-Congress makes the following findings respecting the rights of individuals with developmental disabilities:

(1) Individuals with developmental disabilities have a right to appropriate treatment, services, and habilitation for such disabilities, consistent with section 101(c).

(2) The treatment, services, and habitation for an individual with developmental disabilities should be designed to maximize the potential of the individual and should be provided in the setting that is least restrictive of the individual’s personal liberty.

(3) The Federal Government and the States both have an obligation to ensure that public funds are provided only to institutional programs, residential programs, and other community programs, including educational programs in which individuals with developmental disabilities participate, that-

(A) provide treatment, services, and habilitation that are appropriate to the needs of such individuals; and

(B) meet minimum standards relating to-

(i) provision of care that is free of abuse, neglect, sexual and financial exploitation, and violations of legal and human rights and that subjects individuals with developmental disabilities to no greater risk of harm than others in the general population;

(ii) provision to such individuals of appropriate and sufficient medical and dental services;

(iii)prohibition of the use of physical restraint and seclusion for such an individual unless absolutely necessary to ensure the immediate physical safety of the individual or others, and prohibition of the use of such restraint and seclusion as a punishment or as a substitute for a habilitation program;

(iv) prohibition of the excessive use of chemical restraints on such individuals and the use of such restraints as punishment or as a substitute for a habilitation for such individuals; and

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(v) provision for close relatives or guardians of such individuals to visit the individuals without prior notice.

(A) All programs for individuals with developmental disabilities should meet standards-

(B) (i) that are designed to assure the most favorable possible outcome for those served; and in the case of residential programs serving individuals in need of comprehensive health-related, habilitative, assistive technology or rehabilitive services, that are at least equivalent to those standards applicable to intermediate care facilities for the mentally retarded, promulgated in regulations of the Secretary on June 3, 1988, as appropriate, taking into account the size of the institutions and the service delivery arrangements of the facilities of the programs;

(ii) in the case of other residential programs for individuals with developmental disabilities, that assure that-

(I) care is appropriate to the needs of the individuals being served by such programs;

(II) the individuals admitted to facilities of such programs are individuals whose needs can be met through services provided by such facilities; and

(III) the facilities of such programs provide for the humane care of the residents of the facilities, are sanitary, and protect their rights; and

(iii) in the case of nonresidential programs, that assure that the care provided by such programs is appropriate to the individuals served by the programs.

(b) CLARIFICATION.-The rights of individuals with developmental disabilities described in findings made in this section shall be considered to be in addition to any constitutional or other rights otherwise afforded to all individuals.