POV Community Engagement & Education Discussion GuiDe Best Kept Secret A Film by Samantha Buck www.pbs.org/pov LETTER FROM THE FILMMAKER The first question i get about Best Kept Secret is usually “What is your personal relation - ship to autism?” until making this film, i always thought the answer was “none.” What i learned is that we are all connected to it. Autism is part of who we are as a society. Across the country, young adults who turn 21 are pushed out of the school system. They often end up with nowhere to go; they simply disappear from productive society. This is what edu - cators call “falling off the cliff.” While i was on the festival circuit with my last feature documentary, 21 Below , i saw many films about young children with autism. These films were moving and important, but they only spoke of a limited population—predominately caucasians from financially stable fam - ilies. But what happens to children with autism who grow up in other circumstances? i began to research public schools in inner-city areas all over the united states, and the best kind of accident of fate brought me to JFK in newark, n.J. and Janet Mino—a force of na - ture who changed my life. she has been a constant reminder to have faith, value every member of society and believe in people’s potential. Best Kept Secret on the surface could seem like a straightforward vérité film, but we tried to accomplish something different—a subtle and layered story that takes on issues of race, class, poverty and disability through a different lens than the one to which many people are accustomed. My intention has always been to make a human, universal story—a character study that would subtly engage viewers and draw them into the lives and continuing sagas of the main protagonists. Making this film has been inspiring, and at times heartbreaking. The entire crew feels lucky Filmmaker Samantha Buck. to have been able to spend time with eric, Quran, Robert, Matthew, Kareem and Rahamid. Photo courtesy of Nara Garber My hope is that the film allows the audience to get to know them and become personally invested in the futures of Ms. Mino and her class. i want viewers to see past the “autism” label and see these six young men as the interesting, funny, mischievous, hormonal and loving people that they are. The most difficult part of making the documentary has been watching what has happened to some of our subjects after aging out of the public school system. Already, after just a few months, Robert has been kicked out of his adult daycare pro - gram and now lacks any options aside from being neglected at home or institutionalized. This is why it is vital to tell this story. While Best Kept Secret may not help all of our boys, i hope it will pave the road for better options for the young men and women who come after them. i want the same thing for these young people that i want for any young person: a chance at quality of life. Samantha Buck Filmmaker, Best Kept Secret DISCUSSION GUIDE Best Kept Secret |2 TABLE OF CONTENTS CREDITS 2 Letter from the Filmmaker 3 Introduction Writer 4 Potential Partners Faith Rogow, PhD 4 Key Issues Insighters Educational Consulting 4 Using This Guide 5 Background Information Guide Producers and Background Research, POV 5 The Autism Spectrum 6 Newark and John F. Kennedy School Eliza Licht Vice President, 6 “Falling Off the Cliff” Community Engagement & Education, POV 8 Services and Programs for Jamie Dobie Adults with Autism Manager, 9 Autism Myths and Misconceptions Community Engagement & Education, POV 11 Did You Know? Aubrey Gallegos 12 Selected People Featured Coordinator, Community Engagement & Education, POV in Best Kept Secret Kyle Casey 14 General Discussion Questions Claire Kinnen 14 Discussion Prompts Kristiana Reyes Interns, Community Engagement & Education, POV 16 Taking Action Design: 17 Resources 20 How to Buy the Film Rafael Jiménez Eyeball Copy Editor: INTRODUCTION Natalie Danford At a public school in newark, n.J., the staff answers the phone Thanks to those who reviewed this guide: by saying, “You’ve reached John F. Kennedy High school, newark’s best-kept secret.” JFK provides an exceptional envi - Samantha Buck ronment for students with special-education needs. in Best Kept Filmmaker, Best Kept Secret Secret (90 min.), Janet Mino, who has taught a class of young Danielle DiGiacomo men for four years, is on an urgent mission. she races against Producer, Best Kept Secret the clock as graduation approaches for her severely autistic mi - nority students. once they graduate and leave the security of this nurturing place, their options for living independently will be few. Mino must help them find the means to support themselves before they “age out” of the system. if it takes a village to raise a child, the film reveals significant cracks in the village’s infrastructure. But in Mino, it also provides inspiration—a model of energy and commitment. As an outreach tool, the film helps communities look at resource allocation de - cisions, which families and students have access to support (and which don’t) and who is responsible for ensuring the well-being of individuals with autism when immediate families can’t pro - vide for their children’s special needs. DISCUSSION GUIDE Best Kept Secret |3 POTENTIAL PARTNERS KEY ISSUES Best Kept Secret is well suited for use in a variety of set - Best Kept Secret is an excellent tool for outreach and tings and is especially recommended for use with: will be of special interest to people looking to explore the following topics: • Your local PBS station • Groups that have discussed previous PBS and POV • Adult programs films relating to education or special needs • Aging out children, including Bye, Neurotypical, No Pity, • Autism spectrum disorder Refrigerator Mothers and Q&A , a StoryCorps short. • Economic insecurity • Groups focused on any of the issues listed in the • Education Key Issues section • Family support systems • Mental health organizations, institutions and professionals • Government aid • High school students, youth groups and clubs • Health • Faith-based organizations and institutions • Mental health • Cultural, art and historical organizations, • Newark, N.J. institutions and museums • Parenting • Civic, fraternal and community groups • Psychology • Academic departments and student groups at • Social services colleges, universities and high schools • Social work • Community organizations with a mission to • Special education promote education and learning, such as your • Special needs local library • Urban/inner city issues USING THIS GUIDE This guide is an invitation to dialogue. it is based on a belief in the power of human connection, designed for people who want to use Best Kept Secret to engage family, friends, classmates, colleagues and communities. in contrast to initiatives that foster debates in which participants try to convince others that they are right, this document envisions conversa - tions undertaken in a spirit of openness in which people try to understand one another and expand their thinking by shar - ing viewpoints and listening actively. The discussion prompts are intentionally crafted to help a wide range of audiences think more deeply about the issues in the film. Rather than attempting to address them all, choose one or two that best meet your needs and interests. And be sure to leave time to consider taking action. Planning next steps can help people leave the room feeling energized and optimistic, even in instances when conversations have been difficult. For more detailed event planning and facilitation tips, visit www.pbs.org/pov/outreach DISCUSSION GUIDE Best Kept Secret |4 BACKGROUND INFORMATION The Autism Spectrum tal Disorders , there are more than 600 different symptom combinations that meet the minimum criteria for diagnosing in the film Best Kept Secret , Janet Mino teaches a class of autism disorder—just one of the formerly used subsets of six students, five of whom are on the autism spectrum. autism spectrum disorder. Autism spectrum disorder (AsD), commonly referred to sim - ply as autism, is a neurological and developmental variation The Autism Diagnostic observation schedule (AsoD) and that affects learning, communication and social interaction. the Autism Diagnostic interview, Revised (ADi-R) are the standard assessment tools used for diagnosis, but many Autism can be found across all racial, ethnic and social other screening tests exist. Administering assessments that groups and is associated with a wide range of behaviors and are accurate and comprehensive is a difficult task, as traits characteristics that may include intense focus on a specific associated with autism exist on a continuum and may be ob - subject; unconventional means of learning and problem- served among those not clinically diagnosed with a related solving; a strong need for routine and consistency; repeti - disorder. tive movement or self-stimulation, such as rocking or humming; difficulty with social interpretation and expression; Sources: and an under- or over-sensitivity to sensory experiences like Armstrong, Thomas. The Power of Neurodiversity: Unleashing the sound, light and touch. Advantages of Your Differently Wired Brain. cambridge: Da capo each individual on the autism spectrum is different, with a Lifelong, 2011. unique set of characteristics and behaviors that may change The Autism education network. “Diagnosing Autism.” depending on stress or anxiety levels and sensory stimula - http://www.autismeducation.net/education/diagnosing-autism tion. individuals on the far end of the autism spectrum may Autism Research institute. “DsM-V: What changes May Mean.” be non-verbal, harm themselves or depend heavily on sup - http: //www.autism.com/index.php/news_dsmV port from family and professionals, while other adults with autism may live and work independently. The exact cause of Autism society.