Michael Friedmann

SPED 898

Dr. Sean Smith

Reflection Artifact C&T 807

 

 

Reflection on Media Analysis Presentation: Media Portrayals of Autism and Special Needs

 

Project Introduction

 

               The artifact I created, titled Media Portrayals of Autism and Special Needs, is a media analysis presentation completed for the C&T 807 course. C&T 807 focuses on multicultural education, cultural diversity, and systemic inequities in PK–12 education. This project involved examining how individuals with autism and special needs are represented in film and television, aligning with the course’s emphasis on understanding and critiquing societal narratives about diverse groups.

 

Purpose of the Artifact

 

               The primary purpose of the Media Portrayals of Autism and Special Needs project was to critically analyze and question the stereotypical images of autism and disability in popular media. By exploring portrayals in films and TV shows, I aimed to uncover the hidden biases and tropes that often shape public perceptions of neurodivergent individuals. This artifact was designed not only to identify these media stereotypes but also to consider how they might be subverted or improved upon to promote more authentic and inclusive representations. The project served as an inquiry into how media “creates an idea of autism, rather than try to reflect one” (Murray, 2008, p. 4). Grounded in research on disability representation, it sought to connect media depictions with broader cultural narratives about difference and to relate these insights back to the context of PK–12 education and societal equity.

 

Addressing the Assignment Requirements

 

               To meet the assignment requirements, I undertook a systematic approach combining literature review, media analysis, and reflective critique. I began by reviewing scholarly research on autism in the media, including works by Stuart Murray and Douwe Draaisma, to understand common patterns in cultural narratives. For example, Murray (2008) discusses how popular culture often fixates on autism as a source of fascination rather than understanding, and Draaisma (2009) examines how repeated media images contribute to stereotypical public ideas of autism. Building on these insights, I selected a range of film and television examples to analyze in the presentation. The slideshow featured a word cloud of tropes that frequently appear in media portrayals of autism, visually highlighting terms like “savant,” “genius,” “innocent,” and “eccentric.” This word cloud, displayed early in the presentation, summarized the pervasive character archetypes and attributes that emerged from my research – for instance, the trope of the autistic savant with extraordinary abilities but limited social skills (a stereotype traceable back to Rain Man). I then examined specific media case studies. In the narration, I discussed the film Rain Man (1988) as a seminal example that introduced the savant stereotype to a wide audience, noting how Dustin Hoffman’s character, while groundbreakingly raising awareness, also led many to equate autism solely with rare genius skills. Next, I analyzed contemporary TV portrayals: Dr. Shaun Murphy in The Good Doctor and Woo Young-woo in Extraordinary Attorney Woo were highlighted as autistic protagonists excelling in prestigious professions (medicine and law, respectively). I discussed how these characters present a more modern and positive image of what individuals on the spectrum can achieve, yet they still perpetuate certain exaggerated traits – both characters, for instance, display exceptional memory or pattern-recognition abilities that align with the savant trope. The presentation also incorporated examples of more authentic representations. I referenced the reality series Love on the Spectrum (2019) to show real individuals with autism navigating relationships. Unlike scripted dramas, this docu-series offers a range of personalities and experiences, countering the one-dimensional portrayals often seen in fiction. Throughout the presentation, I used narration to connect these examples back to concepts from our course: for instance, I questioned how the prevalence of white male autistic characters (like in Rain Man and The Good Doctor) versus the relative scarcity of portrayals of autistic women or people of color might reflect broader systemic biases – an inquiry into “who is present and who is absent,” directly echoing the course’s multicultural analysis framework.

 

Evaluation and Revision Considerations

 

               As of this writing, the Media Portrayals of Autism and Special Needs presentation has not yet been graded. However, I want to note that I have consistently earned 100% on all prior C&T 807 assignments. This track record of perfect scores on earlier submissions gives me confidence that the current artifact meets or exceeds the assignment criteria. Based on the detailed content and critical analysis presented, I anticipate a similarly positive evaluation once it is reviewed by the instructor.

 

              Given my strong performance throughout the course, I made a deliberate decision not to revise this particular artifact for my portfolio. I felt that my initial submission was already of high quality. All my past work received full marks on the first attempt, indicating that my approach has been effective. I applied the same level of rigor and insight to this media analysis project, carefully following the assignment guidelines and rubric. Because the feedback (both from peers and my own self-evaluation) did not reveal any major weaknesses or gaps in the content, I chose to trust in the strength of the original work. I believe that refraining from unnecessary revisions preserved the authenticity of my initial analysis and saved time for focusing on other portfolio components. Essentially, my decision not to revise is a reflection of confidence in my academic work: having thoroughly addressed the requirements and supported my points with research and examples, I found no compelling reason to alter a project that had already demonstrated success in meeting its objectives.

 

What I Learned and Development as a Special Educator

 

               Engaging in the media analysis project was a profound learning experience that has contributed significantly to my development as both a current and future special educator. I deepened my understanding of how media portrayals can shape public perceptions of individuals with disabilities. I learned that popular films and television often sensationalize or simplify autism for dramatic effect – for example, by emphasizing extraordinary talents or dramatic social deficits – which can lead to misconceptions (Safran, 1998; Draaisma, 2009). This realization reinforced the importance of critical media literacy. As Draaisma (2009) points out, it is vital to scrutinize media representations of autism to ensure they do not stray too far from the clinical and lived reality of autistic people. Misleading portrayals can have real-life consequences, such as distorted expectations in classrooms or workplaces (Draaisma, 2009). I also became more aware of the range of representations that exist – from the stereotypical savant hero to more nuanced, everyday characters – and how newer portrayals are gradually incorporating authentic voices. For instance, seeing autistic individuals tell their own stories in Love on the Spectrum demonstrated to me the power of including people with disabilities in creating their narratives. This awareness will inform my teaching practice by reminding me to value each student’s individual story rather than any single story I might have absorbed from media. Additionally, the project underscored the intersection of disability with other aspects of identity (culture, gender, etc.), aligning with the multicultural education focus of C&T 807. Discussing an internationally popular show like Extraordinary Attorney Woo opened my eyes to how cultural context influences the way disability is framed, which is something I will consider when working with diverse student populations. This project has made me more critically conscious of the biases and assumptions I bring into the classroom. I plan to actively counteract stereotypes about autism and special needs by fostering an inclusive environment and by using media literacy skills to help my students question one-dimensional narratives. The artifact’s closing slide advocated for inclusive media, with a call to action that media creators should collaborate with autistic individuals and portray characters with disabilities in multidimensional roles. Embracing that advocacy stance, I feel better prepared to be not just a teacher but also an ally who challenges misrepresentations of neurodiversity. The process of creating and reflecting on the Media Portrayals of Autism and Special Needs project has enriched my perspective as a special educator, reinforcing the idea that understanding and respecting diversity in all forms – including neurodiversity – is crucial to equitable education.

 

References

 

Draaisma, D. (2009). Stereotypes of autism. Philosophical Transactions of the Royal Society B: Biological Sciences, 364(1522), 1475–1480.

Murray, S. (2008). Representing autism: Culture, narrative, fascination. Liverpool, UK: Liverpool University Press.
 

Safran, S. P. (1998). The first century of disability portrayal in film: An analysis of the literature. The Journal of Special Education, 31(4), 467–479.