Nemo’s Special Gift 1

Module 4: Nemo’s Special Gift

American College of Education
Frances Selena Morant
June 16th, 2023
 Nemo’s Special Gift 2

Introduction

There is a long-standing belief that everyone should work to their full potential, and this

will be very different for each individual. While this may look different for everyone, educators,

professionals, and caregivers should be willing to motivate and encourage the student to reach

goals despite their challenge or disability. Each individual should receive a specialized

educational plan because what works for one individual with a particular disability does not work

for another individual with that same disability or a combination of disabilities (Cannon, Gregory,

& Waterstone, 2013). There are 13 major categories of disabilities for special education as

defined by the Individuals with Disabilities Act. They are as follows: Autism Spectrum Disorder,

Deaf-Blindness, Deafness, Emotional Disturbance, Hearing Impairment, Intellectual Disability,

Multiple Disabilities, Orthopedic Impairment, Other Health Impairment, Specific Learning

Disability, Speech or Language Impairment, Traumatic Brain Injury, and Visual Impairment,

including Blindness. Nemo has been identified as having disabilities with an orthopedic

impairment due to his small fin that may impede his ability to swim like other fish his age. It is

important for educators to recognize and understand a student’s identified category of learning

disability in order to provide the best interventions and support for the individual.

Exceptionality

Nemo presents with an exceptionality that is listed among the 13 categories as defined

by the Individuals with Disabilities Act (IDEA). Nemo’s main exceptionality would be listed under

orthopedic impairment because he was born with a shorter fin which was acquired before birth

and may have created challenges for him in some areas of his life. Through visual observation,

it is evident that one of Nemo’s swimming fins was underdeveloped and significantly smaller

than his other fin. Nemo’s father also made a point to remind Nemo that he had a smaller fin

that limited his ability to swim as fast as the other fish and put him in more danger from

predators. Nemo’s classmates were also able to notice and make specific comments about the
 Nemo’s Special Gift 3

small size of his fin as compared to his normal-sized fin. There are other direct references to

Nemo’s exceptionality within the film when he interacts with the other sea life inside of the fish

tank.

Nemo’s strengths are related to his ability to see the positives and feel confident that he

is able to swim and interact like other fish and despite his small fin, he is still strong and

powerful. Nemo seems to be able to ignore as well as challenge the limitations that his father

has placed on him because of his own fears. Nemo demonstrates the ability to acknowledge his

small fin but continues to be excited about learning and interacting with others. Nemo continues

to engage in typical activities for his age and does not allow his limitations to stop him from

achieving his goals.

Challenges

Nemo does not appear to exhibit difficulties or challenges related to any other

exceptionality except his orthopedic disability and appeared to have some secondary behavioral

challenges. Nemo engages in behaviors that may be labeled as reckless or impulsive due to his

need to prove that he is able to be strong and independent despite his small fin. It does not

appear that Nemo is experiencing any academic challenges, and this may take some time to

assess due to Nemo just entering the academic setting for the first time. In order to overcome

his behavioral challenges, Nemo is forced to experience a consequence of his impulsive

behavior. Nemo experiences being taken by fisherman and placed into a fish tank, separated

from his father.

Nemo was able to overcome his behavioral challenges through direct learning and self-

reflection related to his consequences. Due to his anger over the limitations of his fin as well as

the limitations that his father placed on him because of his physical challenges, Nemo places

himself into danger swimming into the open ocean. As he begins to reflect on his decisions

made out of frustration and anger, Nemo is able to focalize his frustrations rather than

responding impulsively. Nemo begins to develop the skill to articulate how he's feeling and how
 Nemo’s Special Gift 4

to explain to others how capable he is despite his disability. Nemo learns that he is able to talk

about his concerns about other see animals, limiting his abilities and is able to show his strength

by becoming a part of a team and escaping to freedom.

Nemo is just beginning to enter the educational setting when he is challenged about his

ability to swim normally similar to his peers. The informal instruction he receives from his father

is based on negativity and on Nemo’s potential inability to function normally. Nemo's father is

very good at giving me no instructions about what he can't do and tries to manage Nemo’s

behavior through his own anxieties and fears. Nemo is reminded multiple times that he is not

able to do the same things that his friends do, and that he needs to be careful because he has a

little film. It is evident that his father has restricted Nemo’s ability to play with his friends and

connect with others. Despite Nemo’s belief in himself and his ability to adapt to his disability, he

begins to experience self-doubt due to his father's instructions over the years.

Accommodations

All fish and sea life are different, and it would be impossible to use a one-size-fits-all

approach to accommodations that they each need. One of Nemo’s friends, the octopus makes a

statement that she has one short tentacle, however she explains that it's barely noticeable when

she swirls around. Although she may have a similar orthopedic disability, her needs may be very

different than Nemo’s need for accommodation. Educators and professionals in Nemo’s life

need to be willing to change the way they interact and present information through

accommodations and modifications (Thompson, et al., 2020). Accommodations are changes

that are made in the way the information is presented but it does not change the content of the

information. Nemo was rarely given accommodation throughout his experiences; he was offered

limitations by his father and encouragement by his friends and other fish he interacted with

during his adventures.

One accommodation that was consistent throughout Nemo’s life was the ability of the

older fish and the teacher stingray to ask multiple questions. After giving some key points and
 Nemo’s Special Gift 5

instructional information about the environment or offering some insight, the older fish would

pause and ask questions as a way to assess Nemo’s understanding of the task (Common, et

al., 2020). Initially, Nemo did not seem to desire any type of accommodation and appeared to

become angrier and more upset whenever anyone attempted to make things somewhat easier

for him. As Nemo began to understand and appreciate help from the other fish, he began to

accept their help as a way to work as a team, rather than viewing it as sympathy or as a

message for what he could not do because of his disability. Nemo does not appear to present

with any cognitive processing deficits and primarily demonstrates orthopedic disabilities along

with a potential behavioral challenge. Therefore, there were no interventions in place to resolve

deficits related to cognitive disabilities. However, if Nemo required intervention and needs due to

a cognitive deficit a teacher could intentionally align his needs with the classroom lesson and

adapt the lesson accordingly to ensure that Nemo has the best intervention for his learning style

(Cook & Rao, 2018).

Real-World Applications

The real-world application that Nemo presents to the viewers is to remember that

despite someone's disability or challenge, they are able to participate and engage in life

activities just like any other individual. It's also important to remember not to place limitations or

use language that may be limiting based on this disability. In Nemo’s case, he felt able to

participate in many activities, however due to his father’s perception of Nemo’s limitations, his

father restricted the ability to interact as a typical individual. As adults and educators, it will be

important to observe any behavioral challenges that may actually increase or reoccur based

upon the limiting language and engagement that is inadvertently placed upon an individual due

to their special needs and accommodations.

Conclusion

In order for educators to become more informed about the specific disability and the

needs of the learners they serve they first need to seek out training in the various disabilities
 Nemo’s Special Gift 6

(Cowin, 2018). Educators need a starting point for the individual in order to develop a learning

plan that is specific to each individual and while they do not to become an expert in each

disability, it would be important become the expert for the child that they are working with in the

classroom. In Nemo’s case, it would be important to assess his level of ability and support him

with what he is able to do while minimizing what he finds difficult. His father could break up the

instructions and tasks into smaller, manageable parts that may help them to adapt to the

expectations and likely keep frustrations to a minimum. This may also help to decrease his

impulsive behaviors while helping Nemo retain the various tasks necessary to survive as a fish

in the Coral Reef.

 Nemo’s Special Gift 7

References

Cannon, Y., Gregory, M., & Waterstone, J. (2013). A Solution Hiding in Plain Sight: Special
Education and Better Outcomes for Students with Social, Emotional, and Behavioral
Challenges. Fordham Urban Law Journal, 41(2), 403–497.
Common, E. A., Lane, K. L., Cantwell, E. D., Brunsting, N. C., Oakes, W. P., & Germer, K. A.
(2020). Teacher-Delivered Strategies to Increase Students’ Opportunities to Respond: A
Systematic Methodological Review. Behavioral Disorders, 45(2), 67-84.
https://doi.org/10.1177/0198742919828310.
Cook, S. C., & Rao, K. (2018). Systematically Applying UDL to Effective Practices for Students
With Learning Disabilities. Learning Disability Quarterly, 41(3), 179–191.
https://doi.org/10.1177/0731948717749936.
Cowin, J. (2018). Is That Appropriate?: Clarifying the Idea’s Free Appropriate Public Education
Standard Post-Endrew F. Northwestern University Law Review, 113(3), 587–628.
Thompson, J. R., Walker, V. L., Snodgrass, M. R., Nelson, J. R., Carpenter, M. E., Hagiwara,
M., & & Shogren, K. A. (2020). Planning Supports for Students With Intellectual Disability
in General Education Classrooms. Inclusion, 8(1), 27–42. https://doi.org/10.1352/2326-
6988-8.1.27.