Original subtitles

( soft music playing )

( people chattering )

WE GOTTA-- WE'RE GONNA GO ON-- WE'RE GONNA START IN 10 MINUTES.

WE NEED TO BE THERE RIGHT NOW.

- MOM, MOM. - NOT WITH JAMES.

Woman: I HAVE NO IDEA IF THEY'RE GONNA BE ABLE TO PULL IT OFF.

AUTISTIC KIDS BY NATURE ARE ISOLATED.

THEY'RE NOT SUPPOSED TO BE ABLE TO BE SPONTANEOUS,

BE IMAGINATIVE. SOUNDS CAN BE TOO LOUD,

SO HOW CAN YOU HAVE A GROUP OF KIDS SINGING?

AND I WANT TO HAVE A MUSICAL. I WANT TO HAVE LIKE A--

YOU KNOW, ALL-OUT MUSICAL.

TAKE A DEEP BREATH IN.

LET THE AIR OUT.

WE'RE GONNA START IN TWO MINUTES.

I'M GONNA GO BACKSTAGE.

THERE'S ALL THESE MYTHS ABOUT WHAT

A CHILD WITH AUTISM CAN DO.

I PLAN TO SHATTER THOSE MYTHS.

( audience applauding )

- ( kids chanting ) - ( drumsticks tapping )

( kids singing )

Woman: OOH, CAREFUL.

NO NO.

NEAL, NEAL, NEAL! OKAY, WE'RE DONE.

SORRY, GUYS. HUH-UH, YOU KNOW BETTER.

YOU KNOW BETTER. BALL GOES DOWN. BALL GOES DOWN.

SWEET-- NEAL, NEAL, NEAL. BALL GOES DOWN.

THANK YOU. THANK YOU, THANK YOU.

OKAY, WE'RE CLOSING THE JOINT. EVERYBODY OUT.

Woman: NEAL CAME INTO MY LIFE

NINE AND A HALF YEARS AGO.

( whispering ) YOU KNOW WHAT? YOU ARE A STINKER.

I WAS MARRIED AT THE TIME,

AND I'D HAD TWO UNSUCCESSFUL PREGNANCIES,

AND WAS READY TO-- TO ADOPT.

MY HERITAGE IS RUSSIAN

AND I REALLY WANTED TO BRING A CHILD FROM RUSSIA TO AMERICA,

JUST LIKE MY GRANDPA CAME.

( chatting )

I WANTED EVERY SINGLE KID.

I WANTED EVERY SINGLE KID.

BUT WHEN THEY BROUGHT NEAL INTO THE ROOM,

AND AS SOON AS I SAW HIM, I JUST KNEW HE WAS MY KID.

( speaking Russian )

WITHIN ABOUT 30 SECONDS OR SO,

HE RAN INTO MY ARMS AND WE JUST STARTED ROLLING ON THE FLOOR,

AND HE WAS MY GUY. HE WAS MY KID.

Dad? I'm home!

We're at the airport.

PEOPLE WERE TELLING ME

THAT THERE WAS SOMETHING NOT RIGHT WITH HIM.

I JUST SAID, "LOOK, HE'S-- HE'S BEEN IN AN ORPHANAGE

HIS WHOLE LIFE, HE WAS 23 MONTHS WHEN WE BROUGHT HIM HOME

AND IT'S GONNA TAKE HIM TIME

BEFORE HE IS OKAY.

This is your room!

- This is your-- - Ah!

Ahhhhh!

Ahh!

( whimpers )

Ahhh!

Elaine: NEAL WOULD HAVE TANTRUMS, LIKE JUST TANTRUMMING

TANTRUMMING TANTRUMMING.

AND HE NEVER SLEPT. HE USED TO SLEEP MAYBE TWO HOURS A NIGHT.

SO I DIDN'T SLEEP, FOR YEARS.

AND I CAN REMEMBER AT NIGHTTIME WHEN I WAS EXHAUSTED

AND HE WAS TIRED,

TRYING TO TAKE A BATH WITH HIM

AND HE WOULD BE SPLASHING AND THROWING WATER AND SCREAMING

AND AFRAID TO GO IN THE BATH AND AFRAID TO GET OUT OF THE BATH.

AND I WAS SCARED BECAUSE THERE WAS GLASS-- YOU KNOW, MIRRORS IN THE ROOM,

AND-- AND I CAN REMEMBER JUST BAWLING.

AND THEN JUST PRAYING TO GOD, "DEAR GOD, PLEASE GIVE ME THE STRENGTH

TO GET THROUGH JUST ONE NIGHT. JUST GIVE ME THE STRENGTH TO GET THROUGH THIS BATH.

THAT'S IT."

AND I'D GO TO GUIDANCE AND GO TO MY GOD

AND GET MYSELF PEACEFUL,

AND THEN I'D GO TO HIM, AND I'D SAY, "NEAL, ASK GOD FOR HELP RIGHT NOW,

'CAUSE I NEED HELP AND YOU NEED HELP

AND-- HELP!"

AND WE'D GET THROUGH THE NIGHT.

MY HUSBAND AND I SEPARATED WHEN NEAL WAS SEVEN YEARS OLD,

AND DIVORCED WHEN HE WAS EIGHT.

SO I'VE BEEN ON MY OWN AS A SINGLE MOM

RAISING NEAL FOR THE PAST FOUR YEARS.

THERE WAS A DOCTOR IN MARYLAND,

DR. STANLEY GREENSPAN,

WHO HAD HAD TREMENDOUS SUCCESS WITH CHILDREN WITH AUTISM.

AND I LEARNED ALL ABOUT JOINING HIS WORLD.

SO, FOR EXAMPLE,

IF HE WOULD SPIN IN CIRCLES,

WE'D SPIN IN CIRCLES.

AND IF HE WOULD STARE AT HIS HAND, WE'D STARE AT OUR HAND.

IN THE BEGINNING, I HAD TRADITIONAL THERAPISTS WORKING WITH HIM.

THEY THOUGHT SOMETIMES I WAS A CRAZY LADY,

BECAUSE HE WASN'T DOING APPROPRIATE THINGS.

I STARTED BRINGING IN THEATER PEOPLE

WHO HAD NO PROBLEM

WITH THINGS OUT OF THE ORDINARY.

AND IF NEAL NEEDED TO DO CRAZY THINGS,

THEY WOULD BE CRAZY WITH HIM-- AND WITH BIG AFFECT

AND THEY WOULD JOIN HIS WORLD,

UNTIL HE EMERGED INTO OUR WORLD.

WHEN I WAS READY TO GO BACK INTO THE WORKFORCE,

I DIDN'T KNOW WHAT TO DO.

AND THE ANSWER CAME TO ME REALLY STRONG--

TEACH CHILDREN WITH SPECIAL NEEDS ACTING AND MOVEMENT.

SO I DECIDED TO CREATE A THEATER PROGRAM

FOR AUTISTIC KIDS AND THEIR SIBLINGS,

AND I CALLED IT "THE MIRACLE PROJECT."

( instrumental music playing )

( people chatting )

I PULLED TOGETHER A GROUP OF PARENTS

WHO I THINK

MAY BE INTERESTED IN HAVING THEIR KIDS BE PART OF THE GROUP.

- I'M ELAINE. - KRISTEN. NICE TO MEET YOU.

- HI KRISTEN, NICE TO MEET YOU. - AND THEY'RE SKEPTICAL. I KNOW THEY'RE SKEPTICAL.

I'M ASKING THEM TO PUT THEIR FAITH IN ME

THAT THEIR CHILD CAN SING, DANCE AND ACT

LIVE IN A STAGE PERFORMANCE

IN 22 WEEKS.

HELLO, EVERYBODY.

HELLO HELLO. WELCOME TO THE MIRACLE PROJECT.

MY NAME'S ELAINE.

THESE ARE A LOT OF OUR STAFF AND OUR VOLUNTEERS.

I HAVE NO IDEA WHAT'S GOING TO HAPPEN.

I REALLY DON'T.

I CAN PROMISE YOU THE FIRST COUPLE OF WEEKS ARE GONNA BE CHAOTIC.

THAT I CAN PROMISE.

THERE'LL BE KIDS THAT MAY NOT WANT TO COME IN.

THERE'LL BE KIDS THAT MAY COME IN AND WANT TO HIDE IN A CORNER.

THERE-- THERE-- YOU KNOW. I DON'T KNOW.

I REALLY HAVE NO IDEA.

BUT WHAT I DO KNOW

IS THEY'LL BE WALKING INTO AN ENVIRONMENT

OF PEOPLE THAT ARE GONNA LOVE THEM

AND ACCEPT THEM

AND BE WITH THEM

FOR WHO THEY ARE.

( child coughing )

( girl singing folk song )

I WAS WORKING IN TELEVISION

IN MANHATTAN,

AND A WOMAN CAME UP TO ME,

LITERALLY, ACTUALLY, ON MY FIRST DAY OF EMPLOYMENT

AND SAID, "ARE YOU GOING OUT WITH ANYBODY?" AND I SAID, "NO."

AND SHE SAID, "WELL, I HAVE SOMEBODY I NEED YOU TO MEET."

AND THE NEXT DAY SHE HAD LEFT JOE'S PICTURE ON MY DESK.

( Lexi singing )

AND NINE MONTHS LATER, WE GOT MARRIED.

She stares at the camera.

LEXI CAME ALONG ABOUT FOUR YEARS LATER.

SHE WAS-- SEEMED TO BE DEVELOPING TYPICALLY.

SHE-- YOU KNOW, WALKING ON TIME

AND ALWAYS MADE EYE CONTACT.

Ahh!

- Joe: Where are your eyes? - Eyes!

- Where are your teeth? - Teeth!

Where are your toes? Toes!

AT AROUND 21 MONTHS,

STARTED SEEING SOME THINGS

THAT WERE TROUBLING ABOUT HER.

Ahh! Ahh!

Hillary: Lex?

Lexington?

Hillary: THERE WOULD BE LITTLE THINGS,

LIKE WE WOULD CALL HER NAME AND SHE WOULDN'T RESPOND.

Lex?

AT THIS POINT, I HAD DONE A LOT OF RESEARCH.

I'D BEEN ON THE INTERNET, I'D BEEN READING THE BOOKS.

I WOULD FLAT-OUT SAY, "DOES SHE HAVE AUTISM? IS SHE AUTISTIC?"

AND THE RESPONSE I GOT FROM THE DEVELOPMENTAL PEDIATRICIAN AT UCLA

WAS, "WELL, I HAVE BLONDE HAIR AND BLUE EYES,

BUT THAT DOESN'T MAKE ME SCANDINAVIAN."

AND I REMEMBER, I-- I--

"WHAT DO I DO WITH THIS INFORMATION?"

IT WAS SO-- AND I WAS CRYING. I WAS CRYING ON THE PHONE TO HER,

AND I SAID, "IS SHE-- DOES SHE HAVE AUTISM?"

SHE SAID, "I WOULDN'T GO SO FAR AS TO SAY THAT,

BUT IT IS ORGANIC."

AND THEN I ALSO REMEMBER I THOUGHT, "ORGANIC IS GOOD.

ORGANIC IS HEALTHY. ORGANIC IS PESTICIDE-FREE."

I MEAN, "ORGANIC" DIDN'T MEAN ANYTHING TO ME.

( squealing )

WHEN I WOULD TAKE HER TO THE PLAYGROUND

OR EVEN IN OUR LITTLE MOMMY AND MEs,

SHE WOULD LITERALLY SHUT DOWN.

Hillary: Sweetheart?

Pretty? Lex?

- Getting it documented. - ( nursery rhyme playing )

Woman: See, you show this to some social worker,

and they'll have her committed.

That's what autistic children do.

Lex?

Lexington?

Lex?

Shorty?

( chuckles )

Oh, man!

FINALLY, I WENT TO HER PEDIATRICIAN--

THIS IS AROUND HER THIRD BIRTHDAY--

NOT POTTY-TRAINING, NOT TALKING,

STARTING TO LOSE EYE CONTACT.

- Lex? - AND I LITERALLY--

I GRABBED HER BY THE-- I MEAN, I WAS LIKE A SCENE OUT OF A MOVIE,

AND I SAID, "THERE IS SOMETHING WRONG WITH MY CHILD.

YOU HAVE TO HELP ME."

AND THAT'S WHEN I FINALLY GOT A REFERRAL TO THE REGIONAL CENTER.

WE GOT IN WITH A PSYCHOLOGIST.

IN THE FIRST FIVE MINUTES I SAID TO HER, "DOES LEXI HAVE AUTISM?"

AND SHE SAID, "YES."

AS FAR AS JOE AND I KNEW, AUTISM, THAT WAS--

TALK ABOUT BAD NEWS. THAT WAS REALLY BAD NEWS.

AUTISM MEANT, YOU KNOW, STANDING IN THE CORNER,

BANGING YOUR HEAD AGAINST THE WALL,

YOU KNOW, IN A DIAPER.

IT WAS--

YOU KNOW, I MEAN, IT WAS DEVASTATING.

FIRST, THERE'S SOME DENIAL,

AND THEN THAT CREEPS OVER INTO YOUR WHOLE LIFE.

- ( Lexi singing ) - Joe: THEN THERE'S "FIX IT" MODE,

AND THEN THERE'S A KIND OF A SADNESS--

A DEPRESSION, BECAUSE THEY GET TO A CERTAIN AGE,

AND YOU'RE LIKE, "YOU KNOW WHAT? NO MATTER HOW MUCH YOU LOVE 'EM

AND NO MATTER HOW MUCH-- HOW MANY DOLLARS YOU THROW AT 'EM,

THIS KID'S GOT AUTISM-- FOREVER.

THE END,"

AND THEN CAN START THE ACCEPTANCE.

Hillary: JOE'S ALWAYS BEEN A LOT MORE ACCEPTING

OF WHO SHE IS.

I THINK I'VE ALWAYS EXPRESSED LOVE TO HER,

BUT I'VE ALWAYS IN MYSELF FELT THAT

IN ORDER FOR THINGS TO BE OKAY, SHE NEEDED TO BE DIFFERENT.

( Lexi singing folk song throughout )

( speaking gibberish )

Naaah naah naah no!

Hillary: JOE ALWAYS SAID, FROM THE BEGINNING,

HE SAID, "IT'S NOT UP TO US TO JUDGE THE QUALITY OF HER LIFE."

YOU KNOW?

AND I FIND THAT A CHALLENGE.

( singing )

( piano continues )

WELL, WELL-- WE'LL FIRST START OFF...

WELL, WE'LL FIRST START OFF OVER THERE,

WHERE THE COLUMBIAN MAMMOTH STARTS.

STAY WITH MOM, HENRY, STAY WITH MOM. HEY, BACK HERE, BUB.

IF YOU WERE A TIME TRAVELER, AND YOU SAW ONE OF THESE GIGANTIC BEASTS,

YOU'D STAY AWAY.

THEY ARE VERY-- THEY ARE VERY SOPHISTICATED HUNTERS, JUST LIKE LIONS.

Kristen: HENRY STARTED TO SHOW AN INTEREST IN DINOSAURS

AND PREHISTORIC CREATURES WHEN HE WAS ABOUT--

I'M GONNA SAY ABOUT TWO AND A HALF, THREE YEARS OLD.

( roaring )

AH, NOW YOU CAN SEE THAT THIS SABER-TOOTH

IS ACTUALLY HUNTING DOWN ITS MEAL.

LOOK AT THE WAY THEY USE THE TEETH.

Kristen: HENRY HAS ASPERGER'S SYNDROME,

WHICH IS WHAT SOME PEOPLE CALL "HIGH-FUNCTIONING AUTISM."

KIDS WITH ASPERGER'S TEND TO BE VERY GIFTED

OR VERY INTELLIGENT IN SPECIFIC AREAS.

WITH MY SON, IT'S ALL ABOUT REPTILES AND DINOSAURS.

...YOU CAN SEE THAT THE COLUMBIAN MAMMOTH WAS THE BIGGEST OF ALL.

TOLD YOU SO!

Kristen: THEY SORT OF APPEAR TO BE

LIKE A TYPICALLY DEVELOPING CHILD,

BUT THEY'RE NOT.

THERE'S A LOT GOING ON THAT PEOPLE DON'T SEE.

...ACTUALLY A LITTLE BIT SMALLER!

LOOK AT THIS JUNGLE!

LOOK!

HARLEM'S LOFT! ( growls )

TO SOOTHE HIS OWN ANXIETY

HE'S BEEN TALKING TO HIMSELF

AND REALLY WITHDRAWING INTO HIS OWN WORLD,

AND NOT SOCIALIZING WITH THE OTHER KIDS AT ALL.

- Kristen: SEE, HENRY? - WAIT A MINUTE, LOOK OUT!

( roars )

Kristen: THEY TEND TO LAUGH AT HIM,

AND APPARENTLY HE'S ALSO BEING TEASED MORE

SO HE'S STARTING TO FEEL LIKE AN OUTCAST, I THINK.

AND THEY ARE EATEN BY THE AMPHIBIOUS AMBULACETUS.

IT IS A MAMMAL THAT IS A BIZARRE BEAST.

THAT IS A BIZARRE BEAST.

Kirsten: HENRY, IF YOU COULD BE ONE OF THESE ANIMALS,

- WHICH ONE WOULD YOU BE? - UM...

- AMBULACETUS. - LET ME SEE.

( growls )

( music playing )

( growls )

Elaine: THIS WORLD IS A LONELY SCARY PLACE

FOR KIDS WHO HAVE AUTISM.

I LIKE TO DRAW... ( gibberish )

AUTISM IS A NEUROLOGICAL DISORDER.

KIDS WITH AUTISM--

THEIR BRAINS FUNCTION DIFFERENTLY

THAN KIDS WHO DO NOT HAVE AUTISM.

( laughing )

THERE ARE SOME KIDS THAT HAVE AUTISM

THAT ARE NON-VERBAL.

AND THERE ARE SOME KIDS THAT ARE HIGHLY VERBAL.

MANY KIDS WITH AUTISM HAVE DIFFICULTY CONTROLLING THEIR IMPULSES.

MOVE AWAY, CAMERAS.

SOUNDS MAY SOUND MORE INTENSE.

COLORS AND SIGHTS MAY SEEM MORE VIVID.

WHEN ALL THIS STIMULUS IS COMING IN,

THE BRAIN DOESN'T COMPUTE IT IN THE SAME WAY.

THERE'S SO MUCH GOING ON SENSORIALLY

THAT IT CAN BE OVERWHELMING.

AND THAT IS WHAT CAN CAUSE A CHILD TO RETREAT,

AND BE IN THEIR OWN WORLD.

TYRANNOSAURUS WAS ONE OF THE FIERCEST HUNTERS OF ALL.

- REALLY? - YUP.

ADAM, DO YOU KNOW HOW TO--?

YOU KNOW WHAT? I'M GONNA TAKE YOU OVER HERE

AND WE'RE GONNA DO YOUR NAME ON A TAG.

Elaine: GREAT.

Man: WANNA PUT ON YOUR SHIRT?

YOU DON'T WANT TO PUT IT ON?

OKAY, YOU GUYS! LET'S ALL SIT AROUND THE CIRCLE.

( all singing notes )

Elaine: WELCOME, EVERYBODY, TO THE MIRACLE PROJECT!

- YAY! - ( all cheering )

SO GOOD TO SEE EVERYBODY!

I OF--I OFTEN GET-- I OFTEN GET--

I OFTEN CAPTURE ONE OF THE MOST MANY DANGEROUS

AND OVERSIZE--

MAYBE WE CAN TALK ABOUT THAT MORE WHEN WE ACT OUT--

- YOU KNOW WHAT WE'RE GONNA DO LATER? - ( all chattering )

...A PLAY THAT I AM IN

FOR THIS

THING, LIKE

SINGING AND DANCING.

- COOL. - Woman: IT'S SO WONDERFUL.

( applause and cheering )

'CAUSE WHAT WE'RE GONNA DO NOW

IS WE'RE GONNA GO AROUND THE ROOM AND SAY OUR NAMES ONE AT A TIME.

AND WE'RE GONNA SAY OUR NAME WITH A MOVEMENT.

AND MY NAME IS GONNA GO LIKE THIS: MY NAME IS ELAINE,

BUT PEOPLE CALL ME "COACH E."

AND THIS IS HOW WE'RE GONNA DO MY NAME-- WATCH.

"COACH E!"

- EVERYBODY DO IT WITH ME. - All: COACH E!

AND NOW WE'RE GONNA GO AROUND AND EVERYONE'S GONNA SAY THEIR NAME WITH A MOVEMENT.

LE-XI!

- WYATT. - HENRY. ( roars )

Elaine: NEAL, WHAT KIND OF MOVEMENT DO YOU WANT TO DO?

- Boy: NEAL DOESN'T TALK. - I KNOW, BUT HE CAN SAY HIS NAME.

READY? YOU CAN DO IT.

YOU CAN DO IT, SWEETIE-PIE.

- BEAUTIFUL! - All: NEAL!

BEAUTIFUL, SWEETIE.

- ADAM! - All: ADAM!

YAY!

I LOVE-- ADAM, I LOVED HOW YOU JOINED OUR CIRCLE.

OKAY, BACKS AGAINST THE WALL, EVERYBODY!

WE'RE GONNA DO TWO-FEET JUMPS.

- ( piano playing ) - HERE WE GO!

TWO-FEET JUMPS, ALL THE WAY ACROSS!

- HERE WE GO-- - Staff: FASTER FASTER FASTER FASTER FASTER...

- FASTER FASTER FASTER... - Elaine: FANTASTIC, YOU GUYS!

TAKE A CURTSY.

FIRST WILLIAM BY HIMSELF AND THEN TREVOR.

WILLIAM AND NEAL, AND THEN TREVOR.

OKAY?

WE'RE JUST HAVING A TIME-- A SPECIAL TIME.

WE GET TO PLAY WITH YOU WITHOUT ALL THE NOISE AROUND.

WHAT WE'RE PRETENDING ABOUT IS WHERE YOU ARE.

IT'S TIME TO GO TO SCHOOL. SHOULD WE TAKE THE BUS OR SHOULD WE DRIVE?

BUS! ( makes motor sound )

OOP, THERE'S A RED LIGHT. WHAT DO WE DO?

( whispers ) STOP.

GREEN LIGHT!

( motor sound )

WHERE DID WE PRETEND WE WENT TODAY?

- SCHOOL. - YEAH!

AND WHAT DID WE RIDE ON? A-- CAN YOU SAY "BUS"?

- BU--! - A BUS!

- AND DID YOU MAKE NEW FRIENDS? - YES.

CAN YOU SHAKE HANDS WITH YOUR FRIEND?

SHAKE HANDS? THAT WAS REALLY NICE.

YOU GUYS, CAN YOU LOOK AT EACH OTHER AND SHAKE HANDS?

WILLIAM, CAN YOU GUYS LOOK AT EACH OTHER AND SHAKE HANDS?

AND THANK YOUR SCENE PARTNER. THAT WAS A GREAT SCENE. THANK YOU.

THANK YOU, MY SCENE PARTNER.

WAIT WAIT WAIT, COME HERE.

YOU MUST BE SO PROUD OF YOURSELF.

YOU KNOW, YOU PRETEND-PLAYED SO NICELY.

- I'M SO PROUD OF YOU. ARE YOU PROUD OF YOURSELF? - ( grunts )

GIVE ME FIVE FOR PROUD.

Man: SHE HAS TO-- SHE HAS TO BE ABLE TO SEE THAT.

- Woman: ADAM. - Man: NO, YOU CAN'T DO THAT, ADAM.

OH, HI.

MY NAME IS ADAM. I'M EIGHT YEARS OLD.

I HAD AUTISM!

( kids screaming )

Woman: ADAM, GET IN LINE!

Rosanne: THE SCHOOL DISTRICT SAID

KIDS WITH ADAM'S AMOUNT OF AUTISM

COULD NOT BE IN INCLUSION IN A SCHOOL.

AND HE PROVED THEM ALL WRONG.

HE KNOWS THAT SOMETIMES HE HAS TO WORK HARDER.

FORTUNATELY WE HAVE VEATRICE, WHO IS A WONDERFUL ONE-ON-ONE.

NO LOOKING AT THE CAMERA AND NO BEING BOSSY.

- OKAY? - OKAY.

ALL RIGHT, GO TO YOUR SEAT. GO TO YOUR SEAT.

GO ON, ADAM. GO AROUND.

( bell dings )

Teacher: BOYS AND GIRLS, LET'S GO.

OKAY, ADAM? ADAM, ADAM?

TODAY'S THURSDAY. LOOK FOR READING.

Veatrice: I STARTED WORKING WITH ADAM

WHEN HE WAS THREE.

I'M REALLY HARD ON HIM NOW. I HAVE TO--

YOU KNOW, HE'S GETTING OLDER

AND, YOU KNOW, HE'S GOING TO MIDDLE SCHOOL.

HE HAS TO BE ABLE TO BLEND IN WITH THE REST OF THE KIDS.

HE HAS TO DO THE SAME THINGS THAT THEY'RE DOING.

I DID IT ON WILL ROGERS.

- I'LL HOLD THIS UP. - ALICIA LESLEY.

WHAT'S WRONG WITH THIS, JACOB?

THERE'S NO BACK. THERE'S NO...

THERE'S NO HOLE FOR YOUR FACE.

WE ONLY HAVE TIME FOR A FEW MORE BOARDS.

HOW ABOUT ADAM RIGHT NOW?

( kids chatter )

Teacher: UM, WE'LL SEE.

IN 1836, ABRAHAM LINCOLN BECAME A LAWYER.

ABE WENT TO PUBLIC OFFICE.

ON APRIL 14th, A BAD MAN S-SHOT A GUN...

- AT ABE'S HEAD... - Teacher: CAN'T HEAR HIM?

- HE WAS 56... - WAIT, WE CAN'T HEAR YOU.

JOHN WILKES BOOTH DID WHAT?

JOHN WILKES BOOTH LIKED PRESIDENT LINCOLN--

- NOT "LIKED." - LIKE...

- PLUS PRESIDENT. - NO, IT'S NOT "LIKED." WHAT'S THE WORD?

- LIKED. - KILLED.

KILLED PRESIDENT LINCOLN.

NOW TURN IT AROUND SO THEY CAN SEE IT.

All: WHOA!

- Boy: ADAM ADAM ADAM! - WHICH TEAM IS HE ON?

OVER HERE, OVER HERE.

( all shouting )

- ( all applaud ) - Boy: QUIET, JACOB!

Veatrice: ALL RIGHT, ADAM. COME HERE!

Boy: WHAT ABOUT JAIL BREAK?

OKAY, WE HAVE THIS TIMER.

FOR 10 MINUTES, YOU CAN PLAY WITH KELONDRA.

ASK HER-- ASK HER WHAT--

HERE, RALEIGH, HOLD THIS. GO ON.

HE'S OBSESSED WITH KELONDRA.

CAN YOU GUESS WHY? THE LONG PRETTY BLONDE HAIR.

( both hissing )

Veatrice: HE'S BEEN ASKING TO MARRY HER.

OH, TIME'S UP!

YOU CAN LET KELONDRA GO NOW, TIME'S UP.

OKAY, KELONDRA, GO.

Veatrice: HE HAS A GIRL OBSESSION. HE JUST LOVES LADIES.

AND YOU KNOW, HE'S GOT THAT CHARISMA THING GOING

WHERE THEY LOVE HIM.

IT REALLY BREAKS MY HEART WHEN I COME TO REALIZE,

"WOW, IF HE WASN'T AUTISTIC..."

YOU CAN JUST IMAGINE THE POSSIBILITIES.

( kids talking and yelling )

SO WHAT'S GOING ON?

- WITH WHAT? - SCHOOL.

SCHOOL?

NOTHING, REALLY.

ARE YOU HAPPY WITH YOUR CLASSROOM?

DO YOU WANT TO STAY WHERE YOU ARE?

WELL, I'VE ALREADY TOLD YOU.

WHAT'S WRONG WITH SCHOOL? OR WHAT'S RIGHT?

100% OF KIDS ARE RETARDED.

OKAY?

AND THAT'S MY FINAL ANSWER.

- 100% IN YOUR CLASS? - YES!

- SO... - THAT'S-- MOM!

IT'S A SPECIAL-ED CLASS.

SO WHERE DO YOU WANT TO BE?

YOU WANT TO BE WITH THE MAINSTREAM KIDS?

IN REGULAR FIFTH GRADE?

I'VE ALREADY TOLD YOU THIS. I DON'T WANT TO DO IT AGAIN.

WELL?

WHAT DO YOU THINK A BULLY WOULD SAY TO ME?

UM, "HEY, WHAT'S THE MATTER WITH YOU? EW! YOU'RE UGLY."

WHAT WOULD A BULLY SAY?

- HAVE YOU EVER HEARD A BULLY, MOM? - YEAH.

HAVE YOU EVER HEARD A GIRL THAT'S A BULLY?

- A GIRL BULLY? I GUESS SO. - YEAH.

MAYBE NOT. WHAT DOES A GIRL BULLY SAY?

- OR A-- - OR A BOY BULLY?

HAVE-- HAVE YOU EVER HEARD OF ANY BULLY?

- ARE YOU BULLIED IN SCHOOL? - YES.

AND WHAT DO THEY SAY?

KEITH! REMEMBER KEITH?

WHAT IS-- WHAT DID HE DO?

SO HE MADE FACES AT YOU?

- YEAH, FACES, THAT'S WHAT-- - DO THEY CALL YOU NAMES?

YEAH, THEY'RE GONNA BE DOING THAT NOW.

- WHAT DO YOU THEY CALL YOU NAMES? - IN SIXTH GRADE--

NO, IN SIXTH GRADE. I'M TALKING ABOUT PREVIOUSLY.

IT'S GONNA HAPPEN. THEY'RE GONNA CALL ME NAMES.

- WHAT KIND OF NAMES? - BECAUSE, THEY'RE-- MOM!

THEY'RE GROWING UP, AND WHEN BULLIES GROW UP,

THEY GET MEANER.

MAYBE IF I GO INTO A REGULAR CLASS,

AND I SHOW THE BULLIES THAT I-- HOW--

HOW I CAN DEAL WITH A REGULAR CLASS,

- THEY'RE NOT GONNA BULLY ME, MAYBE. - YEAH.

DO YOU THINK THAT'S WHY--? DO YOU THINK IT'S BECAUSE I'M IN A SPECIAL-ED CLASS?

YOU THINK THAT'S WHY THEY STARTED BULLYING ME?

THEY'LL PROBABLY POKE FUN AT THAT.

I KNOW THEM TO BE KIND OF MEAN THAT WAY.

KIDS ARE NOT-- KIDS ARE KIND OF CRUEL SOMETIMES.

WELL, THEY'LL STILL BE CRUEL IN A MAINSTREAM CLASS.

- I KNOW THAT. - YEAH.

I KNOW THEY WILL.

IT'S ALL RIGHT.

COME ON, WYATT. COME ON.

- HELLO. - Woman: HELLO.

ADAM, ADAM, WILL YOU CALL ME--

- YOU CAN'T LEAVE WITH ADAM A LOT OF CHOICES. - NO, THAT'S OKAY.

'CAUSE HIS CHOICE IS TO RUN ALL OVER THE ROOM.

BUT HERE'S HIS CHOICE, THOUGH. IF HE WANTS TO BE IN THIS ROOM...

- OH, OKAY. - ...THEN HE NEEDS TO SIT.

IF HE WANTS TO RUN, HE CAN RUN OUT OF THE CIRCLE.

OKAY.

WHAT IS HIS ULTIMATE GOAL?

THE ULTIMATE GOAL IS FOR HIM TO HAVE A GREAT TIME

AND FEEL GREAT ABOUT HIMSELF.

ALL RIGHT, ALL RIGHT. OKAY.

Elaine: I'D LIKE THESE GUYS TO COME WITH ME.

WE'RE GOING IN THE OTHER ROOM.

- ALL RIGHT, SO-- - WHAT ARE WE TALKING ABOUT TODAY?

WE'RE TALKING ABOUT WRITING A STORY. RIGHT? WRITING A STORY.

Wyatt: 'CAUSE I-- I KNOW A BULLY.

DO YOU WANT TO TELL ME ABOUT HIM?

HE SAYS THAT HE'S GONNA PUNCH-- HE'S GONNA PUNCH...

SERIOUSLY, IF YOU TOUCH HIM ONE MORE TIME,

HE'S GONNA PUNCH YOU.

- WHAT DO YOU SAY BACK TO HIM? - I TRY NOT TO SAY ANYTHING,

BUT HE KEEPS COMING BACK AND...

ANYBODY ELSE KNOW ANY BULLIES?

WELL, YOU SEE, IN-IN MY CLASS-- IN MY CLASS,

THERE'S LIKE THIS-- THERE'S LIKE THIS REALLY ANNOYING KID.

HE'S-- HE JUST-- HE TREATS ME LIKE SOME KIND OF

LITTLE BABY OR SOMETHING. HE TREATS ME LIKE A LITTLE KID.

Wyatt: THE BULLY SAID, ONCE IN THE BATHROOM,

HE SAID, WHERE'S MY-- WHERE'S MY DICK?

- DICK, AS IN-- AS IN, YOU KNOW. - ( child gasps )

HE SAID THAT. I DON'T THINK ANY--

I THINK LOTS OF BULLIES TRY TO SAY--

SAY STUFF LIKE THAT, "DID YOU SEE MY DICK?"

THAT'S HOW HE-- HE DOESN'T GET THE JOKE.

THAT'S NOT A FUNNY JOKE, IS IT?

BUT I KNOW-- BUT DAD KIND OF KNOWS THE JOKE.

IT'S LIKE, I DON'T GET IT EITHER.

I REMEMBER ANOTHER ONE THAT THE BULLY DID.

OKAY.

HE WENT LIKE THIS AND HE WENT LIKE THIS.

OOH.

Boy: HE STICKED HIS FINGER IN YOUR NOSE?

NO, HE-- HE WENT LIKE THIS.

YOU KNOW WHAT-- YOU KNOW WHAT THIS MEANS, HENRY?

- WHAT? - IT'S A BAD WORD.

- YEAH. - THAT'S ALL I WANTED TO SAY.

- I'M GLAD YOU TOLD US. - NOW LET'S GET ON WITH ACTING.

OKAY. I'D LIKE SOMEONE MAYBE TO PRETEND TO BE A BULLY,

AND SAY MEAN THINGS, OKAY?

- Wyatt: I'LL-- I'LL BE A BULLY. - WANNA TRY TO BE THE BULLY?

YEAH, I'LL BE THE BULLY, I'LL BE A BULLY.

- OH, MRS.... - YOU ARE THE NICEST STUDENT WE HAVE IN HERE, BULLY JOE.

- JOSEPH. - "BULLY JOE"?!

YOU ARE THE NICEST STUDENT WE HAVE.

I THINK YOU'RE JUST A REALLY FINE FINE STUDENT.

CLASS, IT'S TIME FOR RECESS AND IF ANYBODY WANTS TO GO TO THE BATHROOM,

- THEY CAN GO TO THE BATHROOM. - HEY HEY, PSST!

- HEY, YOU. - Boy: "HEY, YOU."

- WHAT ARE YOU DOING HERE? - HEY, YOU, HEY, KNUCKLEHEAD,

- COME OVER HERE. - DID YOU SEE MY DICK?

I'M JUST BEING-- I'M JUST ACTING.

DID YOU SEE MY DICK?

WHAT WOULD-- HOW WOULD I WANT TO KNOW WHERE YOUR DICK IS?

NOW, YOU GUYS, YOU COME AND TELL THE TEACHER

THAT THE BULLIES ARE BEING BULLIES.

HE SAID SOMETHING BAD TO ME.

OH, NOT BULLY JOSEPH. HE'S SUCH A GOOD KID.

I CAN'T BELIEVE HE'D SAY SOMETHING BAD TO YOU.

DID HE REALLY?

HE-- HE TOTALLY DID.

THERE WILL BE NO BULLYING AT THIS SCHOOL. DO YOU GUYS UNDERSTAND ME?

BULLYING IS NOT ALLOWED.

EVER EVER EVER. DO YOU UNDERSTAND ME?

- ARE-- - FROM NOW ON--

- ARE YOU TALKING TO ME TOO? - YES!

- YOU'RE NOT EVEN LOOKING AT ME. - I WILL LOOK RIGHT AT YOU,

'CAUSE YOU'RE BEING A BULLY. AND ALL BULLYING WILL STOP IN THIS SCHOOL FROM NOW ON.

WE ARE GONNA GO AND WE'RE GONNA MAKE SURE THERE'S NO BULLIES IN THIS SCHOOL.

RIGHT, GUYS? RIGHT!

I FELT FABULOUS, GREAT!

- SPECTACULAR! - Camerawoman: WHY?

'CAUSE IT'S FUN BEING A BULLY.

SO WHEN YOU GO BACK TO SCHOOL,

WHAT ARE YOU GONNA DO WITH THE REAL BULLY?

OOH, THAT'S THE MYSTERY.

THAT'S THE MYSTERY IN THE CAMERA.

WAIT WAIT, SHH. WAIT WAIT. WAIT.

( bells ding )

( piano playing softly )

( all singing Christmas song )

Elaine: BEING A SINGLE MOM OF A CHILD WITH AUTISM,

HOLIDAYS ARE HARD.

THERE CAN BE A-- A SADNESS,

AN ALONENESS

THAT PERMEATES THE HOLIDAY.

( singing in Hebrew )

SAY "BARUCH." "BA--"

- "BARUCH." - A BAH.

- GOOD, "ATA." - AH.

- "ADONAI." - ADA.

- "ELO..." - OOH.

- "HAYNU." - HA-- JEBA.

GOOD.

( singing Hanukkah song )

SWEETIE, HAPPY HANUKKAH.

MAKE CUT-- WANT ME TO "CUT"?

( cello playing )

OH NO, OH NO. HE WANTS "BOLERO."

- WHAT DOES "BOLERO" MEAN? - THIS IS HIS NEW FAVORITE SONG.

( playing "Bolero" )

YOU SURE YOU CAN MANAGE, HONEY?

IF I DON'T, IT'S GONNA BE RIGHT ON THE FLOOR, ON CAMERA.

- ( laughing ) RICHARD. - HOLD ON.

Rosanne: MY HUSBAND IS VERY VERY SMART.

HE RUNS AN INTERNATIONAL RELIEF AGENCY.

HE SAVES THE LIVES

OF MILLIONS AND MILLIONS OF PEOPLE.

HE CANNOT REMEMBER TO MAKE LUNCH FOR HIS KIDS.

- ( music blaring ) - OH HERE, THIS IS THE END!

TAKE A BOW! THERE, VERY GOOD!

CLAP CLAP CLAP!

AT FIRST, RICHARD THOUGHT THAT ADAM DIDN'T LIKE HIM.

BECAUSE HE WOULD SAY, "ADAM, TALK TO ME."

AND ADAM WOULDN'T--

ADAM WOULDN'T-- WOULDN'T TURN AROUND.

HEY, THAT'S DAD'S SEAT. GET OUT OF THERE.

TAKE THAT. HERE.

Rosanne: RIGHT AT THE MONTH THAT ADAM GOT DIAGNOSED,

RICHARD EMBARKED ON AN AFFAIR.

AND THIS WENT ON FOR 16 MONTHS

WITHOUT MY KNOWING,

ALTHOUGH EVERYBODY KNEW BUT ME.

HE DEFINITELY HAD THE AFFAIR

AS A WAY TO COMPLETELY DISTANCE HIMSELF FROM IT.

I WAS MORE SURPRISED BY RICHARD'S AFFAIR

THAN 9/11. I'LL TELL YOU THAT RIGHT NOW.

AND THE ONLY THING I CAN SAY THAT I DID

IS I DID LIFT UP A 500-LB TABLE

AND THROW IT AT HIM.

Rosanne: ADAM, ARE YOU EATING?

HOW ABOUT SOME OF THIS?

- HERE. - NO!

- OH, ADAM-- - NO, I FINISHED EATING!

Richard: FROM DIAGNOSIS AT AGE THREE,

I WAS VERY GLOOMY, YOU KNOW, FOR MONTHS.

ROSANNE...

ASCRIBES PARTS OF MY SUBSEQUENT BEHAVIOR

TO THAT FACT.

AND-- BUT I DON'T.

( family chatting )

Richard: WHEN I MET HER, SHE WAS IN PLAYS,

SHE WAS MODELING.

AT ONE POINT, I WAS A PLAYBOY CENTERFOLD.

SOMEONE ASKED ME TO DO IT, AND I WENT, "OH, OKAY, THAT SOUNDS COOL."

AND I WAS LIKE KIND OF A HIPPIE.

Richard: NORMAN LEAR BROUGHT HER TO HOLLYWOOD

AND PUT HER IN "ALL IN THE FAMILY," "THE JEFFERSONS."

AND THEN, WITH ADAM,

IT PRETTY WELL PUT THE KIBOSH ON THAT.

I THINK GIVING THAT UP HAS BEEN A--

A SOURCE OF A LOT OF PRESSURE IN OUR MARRIAGE.

AND I'M OFF, YOU KNOW, I'M ALL OVER THE WORLD.

MY ORGANIZATION SHARED THE 1997 NOBEL PEACE PRIZE.

ROSANNE'S VERY RESENTFUL OF THE FACT

THAT SHE SAYS, "YOU HAVE A LIFE, I DON'T-- BEYOND ADAM."

YOU KNOW, I MAKE LIGHT OF IT

BECAUSE, YOU KNOW, I SAY, THE CRAZED MOM OF A DISABLED KID...

THAT MAY BE A CATEGORY OF PERSON.

- I DON'T LIKE SWEET POTATOES! - IT'S ONE SWEET POTATO!

- I DON'T LIKE SWEET POTATOES. - WHAT IF YOU LOVE IT?

Richard: YOU SEE AN AWFUL LOT OF SINGLE MOMS OF AUTISTIC KIDS.

YOU KNOW, THERE'S A LOT OF REASONS MEN LEAVE WOMEN,

BUT WOMEN OVERLOOK THE FACT THAT THEY MAY HAVE BEEN...

A FACTOR-- NOT THE ONLY FACTOR,

BUT THEY MAY HAVE BEEN A FACTOR BY BEING SO MONOMANIACAL

OR SELF-INVOLVED WITH THEIR KID.

ADAM? ADAM?

Richard: THE WORLD REVOLVES AROUND

THEIR GETTING THAT ONE LAST OUNCE OF INFORMATION

TO APPLY TO THEIR KID'S ENVIRONMENT OR LEARNING OR WHATEVER.

EAT THIS BAR. PLEASE.

ADAM?

WHERE'S YOUR BAR? WHAT HAPPENED TO IT?

WHAT HAPPENED TO YOUR BAR?

- IT'S IN THE TRASH. - YOU PUT IT IN THE TRASH?

Rosanne: MY JOB IS TO DO EVERYTHING I CAN

TO KEEP HIM OUT OF AN INSTITUTION.

THERE ARE A LOT OF SYMPTOMS OF AUTISM,

AND THOSE SYMPTOMS ARE THE LOCKED ROOM

THAT MAKE AN AUTISTIC CHILD NOT DEVELOP.

AND WHAT YOU CAN DO IS YOU CAN CRACK OPEN THOSE DOORS,

AND EVERY TIME YOU CRACK OPEN THE DOOR,

EVEN IF IT'S FOR FIVE MINUTES,

THAT KID DEVELOPS FIVE MINUTES MORE THAN THEY WOULD HAVE

HAD YOU NOT CRACKED THE DOOR OPEN.

THERE'S NOTHING HE CAN'T DO.

I JUST HAVE TO FIND A WAY TO TEACH IT TO HIM.

( piano playing )

- Jim: What's today? - December 23rd.

Hillary: I'M 40 AND MY LIFE IS CRAP.

- I'm so-- - Sick?

- Sad... and sick. - Sad?

Jim: A WHILE BACK, HILLARY SUFFERED A BOUT OF DEPRESSION.

MY FIRST REACTION WAS I WAS ANNOYED

THAT SHE WAS BEING SO, YOU KNOW, WITHDRAWN INTO HERSELF

AND WAS SHORT WITH LEXINGTON, WHO-- WHO WOULDN'T HAVE UNDERSTOOD

WHY SHE'S BEHAVING THAT WAY.

Mama?

Jim: Oh, Lex.

Mommy will be here later.

- Mama. - Mommy will be here later today.

Okay?

Hillary: I SUFFERED A REALLY BAD DEPRESSION.

I MEAN, I GOT SICK WITH IT

AND I HAD TO GET ON MEDICATION

AND, ASIDE FROM WORKING, I PRETTY MUCH

WAS NOT A FUNCTIONING PERSON FOR A WHILE,

AND HE TOOK IT VERY PERSONALLY.

- OKAY. - I THINK HE FEELS THAT HE'S BEEN NEGLECTED.

AND IT-- IT-- IT AFFECTED OUR RELATIONSHIP--

BADLY.

BASICALLY, I THINK WHAT MARRIAGE IS--

IT'S LIKE YOU'RE ROUGH, AND YOUR PARTNER'S ROUGH

AND YOU'RE RUBBING AGAINST EACH OTHER AND THE FIGHTS OR WHATEVER

IS A SMOOTHING PROCESS.

THAT'S THE WAY I LOOK AT IT.

AND WHEN YOU INTRODUCE A STRESSOR, WHICH IS A KID WITH A DISABILITY,

IT CAUSES MORE OF THIS, BAM BAM BAM BAM!

Camerawoman: I HOPE YOU GUYS CAN WORK THINGS OUT.

( softly ) I DON'T THINK SO.

YEAH. WE JUST WENT YESTERDAY TO SEE A COUNSELOR,

AND I THINK HE'S DONE.

g OH.

YEAH.

- Elaine: HI, LEXI. - IT'S SO GOOD TO SEE YOU.

( laughs )

- HOW YOU DOING, SWEETIE-PIE? - HI, SWEETIE-PIE.

Woman: WHAT ARE YOU DOING?

- I'M EATING MY PREY. - HE'S YOUR PREY?

- DO YOU KNOW LEXI OVER THERE? - Boy: HI, LEXI.

THERE'S LEXI. OH, THERE'S LEXI.

LET'S PLAY WITH HER.

WANNA GO SIT OVER WITH LEXI?

LEXI, LEXI?

DO YOU KNOW JACOB?

YOU KNOW JACOB?

Elaine: I'LL BE BACK, YOU GUYS.

LET'S GO, LET'S GO, LET'S GO.

HERE WE GO.

SO THIS IS WHERE WE GET TO START

WRITING AND THINKING ABOUT OUR SHOW.

IT'S SORT OF BASED LOOSELY

ABOUT TIME TRAVEL.

THE PROCESS OF WRITING IS A COLLABORATIVE PROCESS.

SO IF WE COULD ONLY GO TO FOUR DIFFERENT TIMES?

FIRST THAT WE'RE FISH,

THEN THE EGYPT TIMES, THEN THE MEDIEVAL TIMES,

AND THEN THE TIME OF MARTIANS AND UFOs AND BLAH BLAH BLAH BLAH BLAH.

I GET IDEAS AND THEN I'LL BRING THE STRUCTURE TO THE KIDS.

PRETEND LIKE YOU'RE KICKING THE BALL!

AND THEN WE, THROUGH IMPROVISATION--

I WRITE DOWN WHAT THEY'VE CREATED.

- GROCERY STORE. - GROCERIES!

OKAY, SO LET'S GO AND HELP HIM CARRY IN THE GROCERIES.

FANTASTIC.

TELL ME WHAT YOU WANT TO BE, WYATT?

A BULLY AND A NICE GUY. BOTH.

- CAN I BE THE SMART KID IN THE PLAY? - SURE.

THEN I'LL GO BACK TO A SCREENWRITER,

AND THEN WE'LL SCRIPT IT BASED ON THEIR IDEAS.

EVERYONE, PUT YOUR FEET UP!

SO WHAT HAPPENS IS, THE KIDS THAT ARE THE MOST SENSITIVE,

END UP BEING THE ONES THAT SAVE THE PLANET.

BUT HOW THE HECK ARE WE SUPPOSED TO SAVE THE EARTH--

YOU'LL SEE IF WE GET TO THE END OF THE PLAY!

- OH, I KNOW. - Boy: I'VE GOT AN IDEA!

QUETZALCOATLAS? QUETZALCOATLAS?

WE'RE GONNA NEED A NANOSAUR OF OUR OWN.

HENRY, I'M GONNA ASK YOU SOMETHING.

WHEN YOU TELL ME A STORY, I REALLY LOVE LISTENING TO IT.

BUT CAN YOU LOOK ME IN THE EYE SO I CAN SEE YOUR BEAUTIFUL EYES

AND I CAN HEAR THE STORY? SO TRY IT AGAIN.

TELL ME AGAIN ABOUT THE SHARKS, BUT I WANT YOU TO LOOK ME IN THE EYES.

- WELL, YOU SEE-- - WHERE'S YOUR EYES?

- YOU SEE, SHARKS-- - LET ME SEE THOSE BEAUTIFUL EYES.

- YOU SEE SHARKS-- - ALMOST!

MY EYES. WHAT-- OH MY GOSH!

LOOK AT YOU! WAIT WAIT WAIT WAIT!

OH MY GOSH, I LOVE LOOKING IN YOUR EYES.

- SHARKS, SHARKS-- - TRY IT AGAIN, SAY "SHARKS" WHILE YOU LOOK AT ME.

SHARKS ATTACK SEALS BECAUSE SURFERS

ARE-- SHARKS ATTACK SURFERS BECAUSE THEY'RE--

ON THEIR SURFBOARD, THEY'RE SHAPED LIKE SEALS.

OH MY GOD, HE LOOKED RIGHT AT ME.

WAIT, THE SURFBOARDS ARE SHAPED LIKE SEALS?

- YE-- ON THEM-- - TRY AGAIN.

- ON THEM WHEN THEY'RE-- WHEN THEY'RE-- - LOOK AT ME.

- ON THEM-- WHEN THEY'RE ON THEM-- - BEAUTIFUL.

--IT LOOKS LIKE A SEAL

SO THAT'S WHY THEY ATTACK.

YOU KNOW, I LIKE LEARNING FROM YOU.

DO YOU KNOW HOW SMART YOU ARE?

EXTREMELY SMART.

I LOVE WHEN YOU SMILED WHEN I SAID...

HOW MUCH I-- HOW COMPASSIONATE YOU ARE.

AH! AND YOU LOOKED RIGHT AT ME.

I WANT YOU TO LOOK NOW-- THE SAME WAY YOU LOOKED AT ME,

LOOK IN YOUR FRIEND'S EYES RIGHT NOW.

LOOK AT HIM LOOKING AT YOU.

YEAH, WHAT DO YOU THINK ABOUT HENRY?

WYATT, WHAT DO YOU THINK ABOUT HENRY?

UM, WELL, I THINK HE'S VERY SMART.

HE'S VERY SMART ABOUT REPTILES

AND I LIKE-- AND I LIKE-- I'M INTERESTED IN ANIMALS TOO

AND I-- AND I REALLY LIKE THAT.

SO TELL HIM-- LOOK IN HIS EYES AND TELL HIM, "YOU ARE VERY SMART."

YOU ARE VERY SMART.

- OKAY? - THANKS.

I'VE ALWAYS WANTED TO HEAR THAT.

YEAH.

MY NAME IS STEPHEN STILLS. I'M HENRY'S FATHER.

( Crosby, Stills, Nash & Young playing )

Kristen: HENRY DOESN'T LIKE TO LISTEN TO THE MUSIC,

'CAUSE IT'S TOO LOUD.

HE LIKES TO WATCH MOVIES AND HE GETS TO WATCH TV.

THAT'S WHY HE LIKES TO COME TO HIS DAD'S SHOWS.

- HENRY, WHAT YOU BEEN DOING? - Woman: THIS BUS IS SWEET.

WATCHING "JURASSIC PARK III," THAT'S WHAT.

YOU DON'T WANT TO SEE THE SHOW?

NAH.

Stills: I'M SURE THAT THERE'S A GENETIC PREDISPOSITION.

GOD KNOWS, AS I OBSERVE THESE KIDS,

I RECOGNIZE A LOT OF MYSELF OR MY OWN BEHAVIOR

IN THE KIND OF THING THAT MADE ME A MUSICIAN

WHO PUT A GUITAR BETWEEN ME AND THE REST OF THE WORLD.

Kristen: IT'S SO HARD TO SAY WHAT CAUSED HIS AUTISM

BECAUSE THERE ARE SO MANY THEORIES.

I'M ONE OF THE PEOPLE THAT BELIEVES IT'S, LIKE, THE KETTLE OF BEANS.

YOU KNOW, AND YOU THROW IN A BEAN--

"HERE'S THE VACCINATIONS. HERE'S THE ANTIBIOTICS.

HERE'S THE TOXIC ENVIRONMENT. HERE'S MERCURY IN THE FISH

MOM ATE WHILE SHE WAS PREGNANT."

AND YOU THROW ENOUGH BEANS IN THE KETTLE AND IT'S GONNA TIP OVER.

HAVE YOU EVER SEEN ONE OF YOUR DAD'S SHOWS?

WELL, WHEN I WAS YOUNGER.

BUT IT WAS TOO MUCH FOR ME. TOO MUCH PEOPLE.

- I'M OLD-FASHIONED. - ( chuckling )

Kristen: THERE'S A LOT OF KIDS HIS AGE WITH AUTISM,

WHO-- WE'RE NOT JUST GONNA TOSS THESE KIDS ASIDE.

YOU KNOW, THERE'S GONNA HAVE TO BE PEOPLE THAT HELP THEM

AND SHEPHERD THEM ALONG JUST LIKE

THEY'RE BEING SHEPHERDED ALONG THROUGH GRADE SCHOOL.

Wyatt: I LIKE THE MIRACLE PROJECT BECAUSE IT'S-- IT'S FUN,

AND THE KIDS ARE SOMETIMES NICE.

SOMETIMES THEY'RE IN THEIR OWN WORLD,

WHICH IS WHAT I'M GOING TO GO WITH-- WHAT I DON'T LIKE.

SOMETIMES I DON'T LIKE IT WHEN KIDS GO INTO THEIR OWN WORLD.

YOU KNOW, I DO THAT A LOT,

BUT-- BUT IT JUST MAKES ME-- IT JUST-- SOMETIMES,

WHEN YOU DO THAT-- I REALIZE IT NOW,

YOU ARE IN YOUR OWN WORLD.

IT'S LIKE HENRY. TAKE HENRY AS AN EXAMPLE.

HE'S IN HIS OWN WORLD. WHAT ARE YOU GONNA DO?

YOU HAVE YOUR OWN WORLD. WHAT-- HOW ARE YOU--

HOW ARE YOU GONNA MAKE FRIENDS

IN YOUR OWN WORLD?

YOUR OWN WORLD? YOU SEE, THIS IS WHAT I DON'T LIKE--

SOMETIMES I DON'T GET ABOUT KIDS. WHY DO THEY GO INTO THEIR--?

WHY DO I EVEN GO INTO MY OWN WORLD?

AND IT'S LIKE, YOU'RE NOT TALKING TO ANYBODY,

THERE'S NO POINT OF IT!

IF I'M TRYING TO BE FRIENDS WITH HENRY,

LIKE HE WOULD GO INTO HIS LIZARDS AND DINOSAURS

AND-- BUT THERE ARE GOOD THINGS ABOUT HENRY TOO.

AND THERE'S-- THERE'S SAD THINGS.

Woman: DO YOU KNOW, WHEN YOU GO INTO YOUR OWN WORLD,

WHY YOU GO THERE?

SOMETIMES I HAVE NO ONE TO TALK TO.

LIKE, LET'S SAY I'M OUTSIDE BY MYSELF.

( tearfully ) I HAVE NO ONE TO TALK TO,

SO I JUST HAVE TO GO INTO MY OWN WORLD.

I JUST LOVE HAVING SOMEONE WITH ME.

AND SOMETIMES THAT DOESN'T ALWAYS HAPPEN.

YOU CAN HAVE PLAY DATES, YOU CAN HAVE SLEEPOVERS, THAT'S--

BUT THAT'S DIFFERENT.

I'M TALKING ABOUT A FRIEND-- SOMETIMES I LIKE--

I LIKE HAVE-- BEING WITH SOMEBODY 'CAUSE IT--

SOMETIMES, YEAH, IT MAKES ME FEEL HAPPY

INSIDE WHEN I'M WITH A FRIEND,

THAT CAN BE KIND. THAT-- THAT CANNOT BE MEAN.

THAT IS NOT MEAN.

THAT IS NOT-- NOT RUDE.

NOT LIKE A-- NOT LIKE A BULLY.

JUST A FRIEND.

Man: WE'VE BEEN HAVING A LOT OF DIFFICULTY

REALLY FINDING THE RIGHT SCHOOL FOR WYATT.

WE'RE HEADED TO AN ADVOCATE--

A LAWYER.

HOPEFULLY HE CAN SHED SOME LIGHT,

BECAUSE HE'S HAD EXPERIENCE IN WORKING WITH--

WITH PLACING A LOT OF KIDS

WITH THESE ISSUES.

WE'RE ALSO GONNA LOOK AT WHAT OUR RIGHTS ARE,

SEEING THAT WYATT'S ISSUES ARE NOT BEING SERVED

BY THE TYPICAL SCHOOL SYSTEM.

Lawyer: IS HIS BASIC PROBLEMS SOCIAL PROBLEMS

OR ACADEMIC PROBLEMS OR BOTH?

Mother: IT'S A MIXTURE. IT'S A MIXTURE OF BOTH.

WYATT'S ONE OF THESE CASES THAT KIND OF FALLS BETWEEN THE CRACKS.

HE WANTS TO BE MAINSTREAM BUT HE REALLY CAN'T HOLD HIS OWN IN MAINSTREAM.

AND HE DOESN'T WANT TO BE WITH THE SPECIAL KIDS 'CAUSE HE'S VERY HIGH-FUNCTIONING.

BASED UPON THESE TESTS, IT WOULD BE DIFFICULT

FOR SOMEONE TO SAY HE'S A HIGH-FUNCTIONING AUTISTIC CHILD.

HE HAS A VERY LOW COGNITIVE FUNCTION.

IF YOU STILL BELIEVE THAT IN FACT THE CHILD BELONGS

IN THE NON-PUBLIC SCHOOL, THAT'S WHEN YOU HAVE TO COMMENCE YOUR DUE PROCESS.

- OKAY. - OKAY?

AND THAT'S WHEN WE WOULD HAVE TO RETAIN YOU?

- WHAT ARE WE IN FOR? - WE HAVE-- WE ARE

BILLING OUT AT $430 AN HOUR.

AND IF IT GOES TO DUE PROCESS,

YOU CAN GO ANYWHERE FROM...

$25, $30, $40,000,

TO $100,000.

Greg: AFTER THAT EXPERIENCE,

I REALIZE WE'RE PRETTY MUCH FUCKED!

$25 TO $100 GRAND. I'M LIKE, "OKAY."

WHERE'D HE GET THAT NUMBER FROM? THAT WAS RIDICULOUS.

OUT OF THE BLUE! $420 AN HOUR?

- WAS HE KIDDING? - I KNOW.

NOBODY HAS ANY ANSWERS. NOBODY HAS ANY SOLUTIONS.

AND IT'S-- YOU JUST FEEL HELPLESS.

IT'S ACTUALLY REALLY DEPRESSING.

( kids chatting )

AHHH! AHHH!

Boy: STOP!

- ( singing ) - Woman: BEAUTIFUL.

Wyatt: AND THEN WHAT DO WE DO? WE--?

Woman: THEN WE'RE GONNA HAVE SOME MEAN KIDS SAY...

( singing )

SO WE'LL HAVE SOME BULLIES COME IN,

AND THEN YOU'LL GO, "AM I TOO SENSITIVE?"

( singing line )

I WANT TO SING THIS IN FRONT OF THE BULLIES.

( both sing )

- ( balloon pops ) - Boy: OW!

- ELAINE, THESE BALLOONS ARE TOO LOUD. - Man: I'M SORRY.

YOU GUYS, THE BALLOONS ARE TOO LOUD FOR PEOPLE, GUYS.

BALLOONS ARE TOO LOUD.

THANKS FOR TELLING ME, WYATT.

- THEY'RE JUST WAY TOO LOUD. - Elaine: I KNOW--

POP THEM-- POP THEM AT HOME!

Elaine: IT'S SCARING PEOPLE, GUYS.

( singing )

( all applauding )

- Wyatt: THAT ONE WAS EASY. - Woman: THAT WAS EASY?

"HI, LEXI."

OH, THAT'S YOUR COACH E. IMITATION.

"HI, COACH E."

( overly-sweet voice ) "IT'S SO GOOD TO SEE YOU.

HI, SWEETIE-PIE."

( Hillary chuckling )

Hillary: LEXI'S ECHOLALIA--

SHE CAN REPEAT BACK WHAT'S SAID TO HER.

BUT SHE HAS A HARD TIME GENERATING ORIGINAL SPEECH.

HOW DO YOU FEEL ABOUT COACH E.?

HOW DO I FEEL ABOUT COACH E.?

YEAH, CAN YOU TYPE HOW YOU FEEL ABOUT COACH E.?

OKAY. MM.

I CAN TYPE HOW DO I FEEL ABOUT COACH E.

OKAY.

OH-- SHE'S TYPING "HOW DO I FEEL ABOUT COACH E."

FE-EL.

WHAT'S SO FUNNY, MOM? NO.

DO YOU KNOW WHAT AUTISM IS?

- AUTISM-- YEAH. - DO YOU? WHAT IS IT?

AUTISM MEANS THAT--

- YOU CAN TYPE IT. - OH, OKAY, MOM.

"AUTISM...

MEANS...

THAT...

SOMETHING...

WILL...

BE DAMAGED."

Hillary: WHAT'S DAMAGING?

- DAMAGING. - WHAT DOES-- WHAT DOES IT MEAN?

MEAN. IT MEANS-- DAMAGING MEANS

THAT PEOPLE WHO COULD DAMAGE

THEIR

DESTROYING ACTIONS

OF WAYS TOGETHER.

"IT-- ( typing )

MEANS

I LOVE YOU."

I LOVE YOU TOO.

SURE.

( laughs )

LEXI.

AND IT'S SAVED.

SAVED.

Hillary: I'VE TORTURED MYSELF OVER THE YEARS

THINKING THAT IN ORDER TO FULLY LOVE HER

AND PARENT HER, I NEEDED TO BE ABLE TO UNDERSTAND HER HEAD.

LEXI, YOU WANT TO TURN AROUND?

- WITH ELANA-- - WHERE'S ELANA?

SHE'S GONNA HELP YOU TALK WITH YOUR--

- CAN YOU POINT? - YEAH.

GO.

- Elana: I... - I.

- J... - J--

- Lexi: --ACOB. B... - "I THINK JACOB..."

IS...

"LIKES ME."

- ME. - "AND...

I

LIKE

JACOB

TOO."

( singing show tune )

Hillary: YOU KNOW, I HAVEN'T REALLY SPOKEN TO HER ABOUT BOYS YET.

AND THE IDEA THAT NOW SHE'S STARTING TO MAYBE NOTICE THE OTHER KIDS MORE

AND START HAVING FEELINGS ABOUT THEM AND--

IT'S NEW FOR ME.

DO YOU WANT TO BRUSH IT YOURSELF A LITTLE?

I DO WANT TO BRUSH IT MYSELF A LITTLE.

Hillary: SHE'S 14.

IT'S HARD TO KNOW HOW MUCH OF WHO SHE IS

IS, YOU KNOW, TYPICAL IN THAT RESPECT.

SHE LIKES BRITNEY SPEARS.

OH, BRITNEY SPEARS.

( singing continues )

OKAY. GOOD.

SO LET'S GO BACK TO THIS PART, OKAY?

LET'S GO BACK TO THIS MIDDLE PART.

WHY DON'T-- CAN YOU READ THE LYRICS TO ME?

HE HASN'T MOVED EVERYTHING.

Camerawoman: WHEN DID HE MOVE OUT?

HERE'S A PICTURE OF HIM WITH A WOMAN WHO I DON'T KNOW.

( laughing )

UH, HE MOVED OUT TO-- WELL, HE MOVED OUT

LAST TUESDAY. A WEEK AGO BEFORE TUESDAY.

- ( keys jangle ) - UM...

BUT, YOU KNOW, HE'S BEEN TAKING HIS STUFF IN DRIBS AND DRABS.

Hillary: I HAVE NO INFORMATION

ABOUT WHY HE DOESN'T WANT TO BE WITH ME ANYMORE,

WHY HE DOESN'T LOVE ME ANYMORE.

AND IT--

IT REALLY PISSES ME OFF.

AND I-- I SAY-- WHAT HURTS

IS THAT I KNOW THAT MY BEING PISSED OFF ABOUT IT

IS PART OF WHAT HE DOESN'T LIKE ABOUT ME.

YOU KNOW?

MY FIRST DATE IN 20 YEARS WAS THIS GUY.

ISN'T THAT AMAZING?

WE MET AT "THE SOUND OF MUSIC" SING-ALONG

AT THE HOLLYWOOD BOWL. ( laughing )

I ASKED HER TO MARRY ME BECAUSE I LOVE HER,

AND I LOVE HER SON NEAL.

NEAL, REMEMBER WHEN WE ASKED YOU IF IT WAS OKAY IF--

- IF YOUR MOMMY AND ME--? - REMEMBER WE ASKED YOU

IF IT WAS OKAY? WHAT DID YOU SAY?

- NO. - HE SAID YES. HE SAID YES.

- HE SAID "GOOD" IS EXACTLY-- - IS THAT WHAT YOU SAID? YOU SAID "GOOD," I THINK.

YEAH, HE SAID "GOOD." NO, BUT AFTER BEING, YOU KNOW, DIVORCED AS A SINGLE MOM

WITH A CHILD WITH AUTISM, I NEVER THOUGHT THAT I WOULD

GET MARRIED AGAIN.

( group singing in Hebrew )

WHAT DOES "GEFILTE" ACTUALLY MEAN?

- CHOPPED! CHOPPED! - Elaine: CHOPPED FISH.

Elaine: WHEN WE FIRST STARTING DATING, IT WAS VERY CHALLENGING

FOR JEFF'S FAMILY.

THEY DIDN'T REALLY UNDERSTAND. THEY DIDN'T-- I MEAN, THEY'D NEVER MET NEAL.

THEY DIDN'T REALLY UNDERSTAND AUTISM AT ALL.

- AHHH... - HONEY, SLOW DOWN.

Jeff: THE MORE THAT NEAL CAME TO THE HOUSE,

THE MORE EXPERIENCES THAT THEY HAD WITH HIM,

WELL, THEY FELT LESS AFRAID, I THINK, BASICALLY.

SO IF YOU WERE TO GIVE US YOUR BLESSING,

HOW DO YOU FEEL ABOUT ELAINE AND I GETTING MARRIED?

HE IS A GOOD BOY. BUT YOU'RE WORRIED ABOUT HIM, HUH?

- YEAH. ( speaking Yiddish ) - YEAH.

Boy: HAPPY BIRTHDAY, NEAL.

HI, SWEETIE.

Elaine: HEY, EVERYBODY!

THANK YOU FOR COMING TO NEAL'S BIRTHDAY PARTY!

Jeff: WHAT'S WITH THAT FACE? IT'S A NEW FACE.

IS THAT A SCARED FACE?

- I'M NOT SURE WHAT IT IS. - LIKE A "OVERWHELMED."

- MAYBE. - ( laughs ) HE'S SO EXCITED ABOUT HIS PARTY.

- Girl: COME ON, NEAL. - YAY!

OKAY, COME ON, YOU GOT THREE MORE.

EVERYBODY HELP. I WANT EVERYONE HERE TO HELP.

READY? ONE, TWO, THREE, GO!

YA-HAY-HAY!

WHAT GOOD FRIENDS YOU HAVE.

YAY!

OKAY.

Man: NICE TOUCHING, NICE TOUCHING. GOOD JOB, NEAL.

WHAT DO YOU WANT? DO YOU WANT HIM TO HAVE A BALLOON?

HA HA HA.

I THINK IT'S THE RESTROOM.

- ( all chatting ) - Jeff: NEAL, GENTLE GENTLE.

GENTLE.

WHERE ARE YOU GONNA STAND, NEAL?

WHERE ARE YOU GONNA STAND?

- WHOA WHOA WHOA! - Elaine: NEAL!

- GENTLE. - WHAT HAPPENED?

- NOT FUNNY... AT ALL. - Elaine: NOT FUNNY.

THAT IS NOT FUNNY.

WHAT HAPPENED? HOW'D THAT HAPPEN?

- WHAT HAPPENED? - WELL, HE--

HE PURPOSELY...

HE WAS ACTING LIKE HE WAS REALLY GENTLE,

- AND THEN YANKED HIM. - AHHH!

YOU KNOW WHAT? WE DON'T DO THAT AT A PARTY.

- WE DON'T DO THAT ANYWHERE. WE DON'T DO THAT EVER. - EVER.

LOOK AT ME-- EVER! IT'S NOT EVEN BEGINNING TO BE FUNNY.

- AHHHHHHH! - WELL, THAT'S HOW YOU'RE FEELING.

THAT'S HOW HE'S FEELING. BUT THAT'S HOW HE'S FEELING.

( crying )

HOW WOULD YOU LIKE TO FEEL THAT WAY, YOURSELF?

- ( mumbling ) - DO YOU WANT SOMEONE BIGGER THAN YOU PUSHING YOU?

I CAN FIND A BIG BOY NOW. THAT'S HOW IT FEELS.

SO COME HERE.

- ALL RIGHT. - ( boy crying )

Mom: YOU'RE OKAY.

LOOK ME-- LET ME SEE YOUR EYES, RIGHT NOW.

LET ME SEE YOUR EYES. NO NO NO, NO I GOTTA SEE 'EM.

I GOTTA SEE 'EM. LET ME-- YEAH, THANK YOU.

OKAY? YOU NEED TO BE-- LOOK AT ME.

LOOK AT ME-- THANK YOU.

YOU NEED TO BE AWARE WHEN YOU DO THINGS.

YOU'RE A BIG BOY.

WHEN YOU-- WHEN YOU WERE YOUNGER AND YOU GOT WILD,

THAT'S THE OLD NEAL. YOU DON'T NEED TO DO THINGS LIKE THAT ANYMORE.

OKAY, I WANT YOU TO THINK ABOUT IT.

- DO DO DO. - TOUCH MY NOSE IF YOU UNDERSTAND WHAT I'M SAYING.

- DO DO DO DO. - THANK YOU.

NEAL HAS WORKED SO HARD

AT BEING A PART OF THIS WORLD

AND CONTROLLING HIS BEHAVIORS AND IMPULSES.

WHEN HE FEELS STRESSED,

HE SOMETIMES MAY ACT OUT PHYSICALLY.

AH...

IT MAKES ME SCARED.

IT MAKES ME FEEL RESPONSIBLE.

AND SAD.

IT'S CRITICAL FOR US

TO HELP NEAL LEARN A WAY TO COMMUNICATE

THAT DOESN'T HURT HIMSELF OR OTHERS.

AAAWW!

AWWW!

( roar )

I DIDN'T KNOW YOU WERE GONNA COME RIGHT NOW.

I THOUGHT I'D BE IN TRAFFIC BUT...

OKAY. ALL RIGHT, EVERYBODY SIT, PLEASE.

GET ORGANIZED.

THIS IS THE MOST IMPORTANT REHEARSAL WE'RE GONNA HAVE,

'CAUSE IT'S GONNA DETERMINE WHAT STAYS IN THE PLAY AND WHAT EXITS.

( Henry screams )

LET'S MAKE THIS THE STAGE, AND THIS THE AUDIENCE.

- READY? GO. - RYAN'S HEARING THINGS AGAIN.

WAIT, HANG ON. WAIT A MINUTE, CUT!

NO NO, DON'T CUT IN THE MIDDLE. WHATEVER IS SAID TODAY

- WILL BE OUR NEW LINES FOREVER. - YOU FORGOT TO SAY,

"WHAT ARE YOU GUYS TALKING ABOUT? YOU'RE SO WEIRD."

- Girl: "SO WEIRD!" - OH!

- Elaine: BUT WE'RE GONNA CUT THAT, OKAY? - NO!

- ALL RIGHT, THEN SAY IT. - OOOH!

Rosanne: ONE THING I LEARNED ABOUT, YOU KNOW,

KIND OF GROWING UP WITH THE CIVIL RIGHTS MOVEMENT,

IS THAT IT'S NOT JUST ENOUGH FOR YOU TO BE DOING BETTER.

YOUR WHOLE TRIBE HAS TO DO BETTER OR ELSE

YOU REALLY CAN'T DO THAT MUCH BETTER. BELIEVE ME.

AND I SEE ALL OF YOUR KIDS AS MY SON'S TRIBE.

AND SO WHEN I SEE THEM SCREWING SOMEBODY

IN EAST L.A.,

THAT-- YOU KNOW, THAT'S GONNA AFFECT OUR KIDS,

BECAUSE WHEN THAT KID DOES SOMETHING

BECAUSE THEY HAVEN'T HAD THE SERVICES,

PEOPLE ARE GONNA LOOK AT OUR AUTISTIC KID

AND SAY, "OH, THAT'S WHAT AUTISM IS LIKE."

Hillary: BUT ANY CHANGE THAT'S EVER HAPPENED-- ANY SOCIAL CHANGE,

- DIDN'T HAPPEN-- - BUT THIS ISN'T A SOCIAL CHANGE.

- IT'S A DISEASE. - BUT THIS IS-- BUT IT'S A VALUE.

IT'S A HUMAN VALUE. WHY IS MY DAUGHTER IN EIGHTH GRADE,

AND LEARNING HOW TO WASH DISHES?

BECAUSE THEY DON'T FUCKIN' VALUE HER.

BECAUSE "SHE'S AUTISTIC" AND "SHE'S STUPID" AND "SHE CAN'T LEARN,"

SO WE'RE GONNA TRAIN HER SO SHE CAN PUSH A BROOM AT McDONALD'S.

I WANT THE WORLD TO WELCOME HER, AND THEY DON'T.

AND... I CAN'T MAKE THEM.

I CAN ONLY WORK WITH-- WITH WHO I'VE GOT.

IT'S A VALUE.

AND UNTIL THESE HUMANS ARE VALUED,

NOBODY'S GONNA FIND A CURE,

NOBODY'S GONNA TAKE THE CHEMICALS OUT OF THE VACCINES,

NOBODY'S GONNA MAKE THE SCHOOL SYSTEM FOLLOW THE LAW,

NOBODY'S GONNA MAKE THE DOCTORS FOLLOW THE LAW,

NOBODY'S GONNA GIVE US INSURANCE,

BECAUSE THEY'RE NOT VALUED.

AND THAT'S BIGGER THAN ANYTHING WE COULD TALK ABOUT IN HERE.

I CAN SHARE WITH PEOPLE WHO LOOK AT HER FUNNY

AND THINK SHE'S A WEIRDO AND I CAN TRY TO ENLIGHTEN THEM,

BUT I CAN'T MAKE THEM VALUE HER.

I CAN'T MAKE THEM RESPECT HER

AND THINK THAT SHE'S GOT THE SAME RIGHTS THAT THEY DO.

I CAN'T MAKE IT HAPPEN. I CAN EITHER-- YOU KNOW, I CAN KILL MYSELF,

I CAN FEEL HORRIBLE MOST OF THE TIME,

I CAN TAKE AN ANTIDEPRESSANT...

( sighs )

OR I CAN JUST CONCENTRATE ON LOVING HER,

AND HOPING THAT I-- YOU KNOW, UNFORTUNATELY, I--

WHAT PARENT SAYS THIS? "I HOPE SHE DIES BEFORE I DO"?

YOU KNOW?

CHEEP, CHEEP...

Joe: THE FUTURE FOR LEX IS THE THING

THAT GIVES ME THE MOST CONCERN.

I'M NOT ONE TO HAVE NIGHTMARES,

AND THE ONLY TIME I DO,

IT'S WHEN I'M THINKING ABOUT HER FUTURE.

TO BE HONEST, I DON'T SEE HER EVER LIVING ALONE.

I SEE HER IN, ULTIMATELY, MAYBE A GROUP HOME.

AND THAT FRIGHTENS ME

BECAUSE IT'S LIKE, YOU COULD DO SOMETHING TO HER,

AND SHE COULDN'T TELL ANYONE.

SHE COULDN'T REPORT YOU. SHE COULDN'T-- YOU KNOW.

SHE-- SHE'S JUST THE PERFECT VICTIM.

I'M ALWAYS TRYING TO DREAM UP A SCENARIO

FOR THE FUTURE-- I'M GONE,

AND SHE'S GONNA BE OKAY BECAUSE-- WHAT?

WHAT DID I DO NOW TO MAKE SURE THAT HAPPENED?

AND... I HAVE SOME IDEAS BUT I'M NOT HAPPY WITH THEM.

YOU KNOW? I'M NOT-- I'M NOT CONVINCED YET

THAT I HAVE FOUND THE THING THAT CAN GET RID OF MY NIGHTMARES.

HI, HENRY! HI, WYATT!

HI, GUYS! YAY, WE'RE IN A REAL THEATER!

PEOPLE, ON YOUR TOES!

WAIT WAIT. WAIT WAIT-- SHH!

HERE WE GO.

I ACTUALLY GET A REACTION WHEN I SEE BIG LIGHTS.

WHAT KIND OF REACTION?

- IT HURT YOUR EYES? - YEAH.

BESIDES, I GOT ALLERGIES.

THERE ARE LIGHTS EVERY-- EVERYWHERE.

BUT IF YOU LOOK THIS WAY, IT'S NOT AS BAD.

THERE'S LIGHTS RIGHT OVER THERE

AND RIGHT OVER THERE. RIGHT..

OKAY, EVERYBODY STAND UP, MAKE A CIRCLE. WE GOTTA FOCUS. LET'S GO!

OFF STAGE-- OKAY. YOU GUYS, I'M LOSING YOU!

YOU GUYS HAVE BEEN SO FOCUSED!

DO YOU WANT TO GET US KICKED OUT OF HERE?

WE WILL GET KICKED OUT. HENRY.

THANK YOU, THANK YOU.

YOU KNOW WHAT A GREAT ACTOR YOU ARE. YOU KNOW THAT.

AHH.

BUT THE CHALLENGE IS THE SHOW'S NOT GONNA BE COMING TOGETHER

IF WE HAVE TO STOP ALL THE TIME.

RIGHT? SO I NEED YOUR HELP.

THERE'S A BIT OF WILDNESS GOING ON,

SO WE, AS A TEAM, NEED TO FIGURE OUT WHAT WE'RE GONNA DO TO KEEP THEM FOCUSED.

SIMPLIFY, SIMPLIFY, SIMPLIFY!

MAKE IT A LOT EASIER TO PROBABLY CUT A NUMBER OF THE SONGS.

OKAY, EVERYBODY SIT DOWN, PLEASE.

SHH! ADAM, ADAM.

CAN YOU JUST PLAY "TWINKLE, TWINKLE, LITTLE STAR"

INSTEAD OF PLAYING THE SHOW RIGHT NOW?

( singing )

PERFECT. WE'RE JUST GONNA HAVE THEM SING-- IT'S BEAUTIFUL.

- Rosanne: NO, WE-- NO-- - Elaine: TODAY. WE CAN'T TODAY.

I'M NOT GONNA TALK TO YOU ABOUT IT RIGHT NOW, ROSANNE.

WE GOTTA THINK OF EVERYBODY.

I KNOW, BUT-- BUT HE DIDN'T GET TO DO HIS THING.

HE'LL GET TO DO IT ON SUNDAY AND MONDAY.

RIGHT NOW WE GOT TO THINK OF EVERYBODY,

- NOT JUST ADAM. - I KNOW, BUT PUTTING THE CHAIR OUT

AND HAVING HIM PLAY IT IS NOT A BIG THING.

I'LL TALK TO YOU ABOUT IT ON SUNDAY.

TALK TO ME 'CAUSE SHE'S GOT TO PLAY DIRECTOR,

SO WE CAN GO BACK IN THE OTHER ROOM.

BE STRAIGHT WITH ME. TELL ME WHAT'S GOING ON.

AND TELL ME THAT THERE WAS NEVER ANY INTENTION...

WE'RE TELLING YOU BUT YOU'RE NOT--

- ...OF ADAM PLAYING HIS CELLO. - NO NO NO.

- THAT'S NOT IT. - THIS IS REALLY UNFAIR.

Adam: MOM! MOM!

- HI. - HEY, ADAM.

NO, THIS IS REALLY UNFAIR BECAUSE--

- I UNDERSTAND-- - IF THERE WAS SOME DECISION MADE,

SOMEONE COULD HAVE CALLED ME OR EMAILED ME.

- THERE WAS NO DECISION-- - THERE'S NO REASON FOR ME TO COME TO THE DRESS REHEARSAL,

AND FIND OUT THAT MY SON IS NOT GONNA PLAY THE THING

THAT HE'D BEEN PRACTICING FOR THE LAST TWO MONTHS.

I UNDERSTAND.

- WELL? - I--

THE MIRACLE PROJECT IS ALL ABOUT THE KIDS

- AND THOSE 22 WEEKS-- - PLEASE, DON'T GIVE ME THAT.

- LISTEN, I WAS HERE EVERY WEEK. - EXCUSE ME.

THIS IS TOTALLY UNFAIR. YOU WON'T EVEN LET HIM SIT THERE AND REHEARSE IT.

HOW'S IT SUPPOSED TO BE OKAY?

YOU WANT IT TO BE BAD SO YOU CAN CUT IT.

NO.

- OH COME ON, PLEASE. - ROSANNE, WHY--

- WHY-- THERE'S NO REASON-- - I DON'T KNOW, I DON'T KNOW!

IT'S TOO CRAZY FOR ME EVEN TO FIGURE OUT, OKAY?

TAKE IT OUTSIDE. SHE'S GOT TO GO OUTSIDE. WE CAN'T DO THIS TO THE KIDS.

- Man: ROSANNE. - BUT THE THING IS,

MY SON'S IDENTITY IS HIS CELLO.

- BUT IT SHOULDN'T BE. - BUT IT IS!

HE'S AUTISTIC AND THAT'S HIS VOICE.

- THEN GIVE HIM-- - Elaine: WE'LL TALK ABOUT IT ANOTHER DAY.

- THIS IS NOT FAIR TO THE KIDS. - IT IS NOT FAIR TO MY SON!

- TOUGH. TOUGH. - TOUGH?

ROSANNE, LET'S GO OUTSIDE. COME ON.

- I CAN'T BELIEVE THIS. - WE'RE STARTING A SHOW.

- WAIT, MY SON IS IN HERE. - YOU KNOW WHAT, YOUR SON IS DOING FINE!

AND HE WOULD-- HE'S BEEN PRACTICING FOR WEEKS ON THIS--

ALL OF A SUDDEN YOU CUT HIS SONG?

NO, I DIDN'T. I SAID WE'LL DO IT ON SUNDAY.

ELAINE, I'M GONNA HAVE TO CLOSE THIS BECAUSE WE CAN'T DO THIS ANYMORE.

Elaine: WE READY?

- ( applause ) - ( piano playing )

REWIND, FORWARD, REWIND, FORWARD.

- ( knock at door ) - ( Adam yells ) LET GO. LET GO.

Boy: HI, TEACHER. HI, RYAN.

( overlapping dialogue and shouting )

Adam: DON'T TOUCH ME!

( piano playing )

STOP!

- Adam: I WANT TO GO HOME! - SHH.

- LET--! - YOU WANT TO GO IN THE AUDIENCE?

- YES. - OKAY, GO IN THE AUDIENCE.

LET GO!

LET GO, LET GO!

( screaming )

- ( yelling ) - SHH.

LET GO!

AHHH, LET GO!

( all whispering )

I DON'T WANT TO GO HOME! LET GO!

I WANT TO GO HOME, AH!

- COME HERE. - I'M SORRY.

I KNOW IT'S BEEN A TRYING DAY.

I-- AND I GOTTA GET BACK OUT THERE.

- I KNOW, I UNDERSTAND. - I DO KNOW.

THIS WOULD NOT HAVE HAPPENED.

WHERE IS HE?

- ( piano playing ) - ADAM?

( singing )

- ( whispering ) WHERE IS ADAM? - ( whispering ) I DON'T KNOW.

THIS IS A NIGHTMARE.

HE WENT UP THERE. HE WENT INTO THE THEATER.

IS ADAM STILL HERE?

ADAM? ADAM, WE'RE GONNA SING "TWINKLE, TWINKLE, LITTLE STAR," SWEETIE.

OH, I WANT TO DO "TWINKLE, TWINKLE, LITTLE STAR"!

OKAY.

GO UP AND TRY IT. YOU WANT TO GO TRY IT?

- IT'S YOUR TURN TO DO "TWINKLE, TWINKLE." - DAH.

- ONSTAGE. - I DON'T WANT TO DO "TWINKLE, TWINKLE, LITTLE STAR."

WANT ME TO PICK YOU UP? YOU WANT TO SING IT?

NO NO NO NO NO. NO NO NO NO NO!

GO GO.

- ( kids all singing ) - NO!

YOU WANT TO SING?

COME ON, LET ME HEAR YOU.

OH, OKAY, READY? RIGHT HERE, ADAM.

ADAM, ADAM, RIGHT HERE, SWEETIE-PIE.

EVERYBODY!

( all applauding )

Boy: NEAL? NEAL?

THAT'S YOU. YOU'RE NEAL.

Elaine: PEOPLE THOUGHT THAT NEAL SHOULD BE PUT IN AN INSTITUTION

WHEN HE WAS FOUR YEARS OLD. PEOPLE TOLD ME TO SEND HIM BACK TO RUSSIA.

A LOT OF KIDS WITH AUTISM, WHEN THEY GET TO BE OLDER,

ARE PUT AWAY

IF THEY HAVEN'T DEALT WITH THEIR IMPULSIVITY CONTROL

AND THEIR ABILITY TO COMMUNICATE.

Woman: YOU READY? LET'S TRY IT.

LET'S GET IT ORGANIZED. YOU READY?

OKAY, I'M READY.

AM I ON THE RIGHT SIDE?

YEAH. OKAY, I'M READY WHEN YOU ARE.

THREE, TWO, ONE, MOVE.

OOPS, YOU LOST IT.

( laughs ) TRY AGAIN, NEAL.

TRY AGAIN.

YOU NEED TO LOOK. CAN YOU LOOK DOWN, PLEASE?

Computerized voice: Mom.

Id...

I THINK THAT'S SUPPOSED TO BE "I'D."

THE MACHINE DOESN'T SAY IT RIGHT-- GO.

OKAY, YOU'RE ALL RIGHT. NO, IT'S JUST THE WAY OF THIS PROGRAM, NEAL.

- THERE YOU GO. - ...like...

to...

put...

( adults chuckling )

you...

on...

spot.

- ( laughing ) - Darlene: "MOM, I'D LIKE TO PUT YOU ON THE SPOT"?

SO WHAT ARE YOU GONNA PUT HER ON THE SPOT TO DO?

WHAT DO YOU WANT ME TO DO, BABE?

WHAT DOES THAT MEAN? WHAT DOES THAT MEAN?

I'M NOT LAUGHING AT YOU. I'M LAUGHING 'CAUSE I LOVE YOU.

THIS IS CHARMING. WHAT ARE YOU GONNA DO TO PUT HER ON THE SPOT?

- WHAT WOULD YOU LIKE TO DO TO PUT ME ON THE SPOT? - READY? GO.

UH-HUH.

MM-HM.

KEEP LOOKING.

WHAT ELSE?

THANK YOU FOR LOOKING.

- ( Neal muttering ) - YOU'RE FINE.

FINISH THIS AND THEN WE'LL TAKE A BREAK FOR A SECOND.

GO, FINISH IT.

GO. UH-HUH.

GOOD.

KEEP GOING.

Computerized voice: Listener.

Computer and Darlene: "BE MORE OF A LISTENER."

AH!

- ALL RIGHT. - Elaine: THANK YOU, SWEETIE, FOR TELLING ME.

- THANK YOU. I APPRECIATE IT. - Darlene: THAT'S GOOD. THAT'S GOOD.

SO TONIGHT'S THE SHOW, GIRLFRIEND!

ARE YOU EXCITED?

YES, MOM, I AM EXCITED. ARE YOU EXCITED?

YES, LEX, I AM EXCITED.

I HAD FUN IN READING GROUP.

YOU DID? WHAT WERE YOU READING IN READING GROUP?

I DID, "WHAT ABOUT ME?"

YEAH, WHAT ABOUT YOU?

- YEAH, WHAT ABOUT ME? - YEAH, WHAT ABOUT YOU?

YEAH, WHAT ABOUT ME?

- UM... - ( Hillary laughing )

AFTER THAT, I USED THE RESTROOM.

UH-HUH. THAT'S A GOOD THING TO DO.

AT LUNCH, I HAD HAM,

BANANA, DROOL,

BLUEBERRY WHO WALKS INTO A BAR.

OH, SHOW US THAT.

SHOW ME A BLUEBERRY WHO WALKS INTO A BAR.

Camerawoman: WHAT IS A BLUEBERRY THAT WALKS INTO A BAR?

HERE.

THIS IS A BLUEBERRY THAT WALKS INTO A BAR.

( all laughing )

Hillary: I DON'T WANT HER TO THINK

THERE'S ANYTHING WRONG WITH HERSELF,

'CAUSE THERE'S NOT.

I MEAN, SHE'S DIFFERENT, BUT SHE'S NOT WRONG.

AND IT'S HURTFUL BECAUSE MOST PEOPLE DON'T FEEL THIS WAY.

YOU KNOW? AND I DIDN'T EITHER IN THE BEGINNING.

AND-- SHE'S TAUGHT IT TO ME THOUGH.

I MEAN, IT'S NOT THAT I'VE, YOU KNOW, SEEN THE LIGHT

AND I'VE SORT OF-- I'VE-- LIVING WITH HER

HAS HAD A PROFOUND EFFECT ON WHO I'VE BECOME.

Hillary: IT'S VERY EXCITING. THIS IS THE LAST

BIT OF THE PROJECT. IT'S THE SHOW.

IT'S WHAT YOU'VE BEEN WORKING ON ALL THESE WEEKS.

RIGHT?

- MM-HM. - YEAH.

- YOUR DADDY'S GONNA MEET US THERE, OKAY? - MM-HM.

ADAM, BOW TIE.

ONE MORE MINUTE. ONE MORE MINUTE.

- PLEASE. - OKAY-- 60, 59, 58,

57, 56, 55, 54, 53,

- 52, 51, 50-- - OW OW!

OH, I'M SORRY. 49, 48...

Richard: ADAM HAS BEEN AN IMPORTANT CEMENT OF MY RELATIONSHIP

WITH ROSANNE, WHICH HAS BEEN TROUBLED.

NO NO, YOU CAN'T DO IT UNTIL AFTER IT'S AROUND MY NECK.

SO STAND UP.

I JUST WALK IN THE DOOR AND ADAM WILL SAY, "KISS MOMMY!"

AND NO MATTER HOW ANGRY ROSANNE AND I MIGHT HAVE BEEN

WHEN WE PARTED IN THE MORNING, WE'LL COME OVER

AND HE'LL PUSH US TOGETHER.

AND HE'LL SAY, NOW, YOU KNOW, "USE YOUR TONGUE, DAD!"

Rosanne: WHO'S GONNA LOVE ADAM IF I CAN'T LOVE RICHARD,

YOU KNOW, ON THIS CERTAIN LEVEL?

YOU KNOW, AND I DON'T KNOW IF THAT'S IT.

ON ANOTHER LEVEL, I DO. I PROFOUNDLY LOVE RICHARD.

I PROFOUNDLY LOVE HIM.

I'M EXCITED,

BUT I'M NOT NERVOUS 'CAUSE...

ADAM ISN'T REALLY NERVOUS.

AND I KNOW THAT WHATEVER HAPPENS HAPPENS.

YOU HAVE THAT MY-PARENTS-ARE- IN-TOWN LOOK ON YOUR FACE!

( laughing )

I CAME TO SEE MY BEST FRIEND PERFORM.

ARE YOU EXCITED OR NERVOUS?

EXCITED!

WYATT IS... WE'LL SEE.

I'M JUST SO LOOKING FORWARD TO SEEING HIM...

RISE TO THIS OCCASION. OR NOT.

IT'S REALLY QUITE AN AMBITIOUS THING.

LOOK AT THIS.

HILL SAID THAT LEX IS QUITE OUTSTANDING.

SO LOOKING FORWARD TO SEEING IT.

IT'S GONNA BE WHAT IT'S GONNA BE.

AND IT'S GONNA BE-- I THINK IT'S GONNA BE GREAT.

YEAH, SO I'M JUST READY TO SIT BACK AND ENJOY.

ESPECIALLY WITH THAT EXTRA NUMBER I'VE PLANNED

WHERE THEY CAN'T GET HIM OFF THE STAGE.

WHY, RICHARD, YOU DID NOT!

I DID, I TOLD HIM TO PLAY JACQUELINE Du PRE.

OH STOP, RICHARD. PLEASE, HE'S TEASING.

DON'T SCARE ME LIKE THAT.

YOU NEVER KNOW WITH ADAM. HE'S LIKELY TO GO THROUGH HIS WHOLE REPERTOIRE.

BREATHE IN MIRACLE PROJECT!

BREATHING IN EVERYTHING...

NO, BREATHE...

AH, MIRACLE PROJECT!

- OH, MAN. - SO CURTAIN IN 10?

OH! CAN YOU GIVE JACOB A KISS?

YES.

( laughs ) THANK YOU, JACOB!

WHOA WHOA!

HI, HI.

Camerawoman: LEXI? ARE YOU EXCITED?

YES.

( exhales )

I DON'T-- I THINK I'M STARTING TO HURL.

BREATHE IN. JUST GO LIKE THIS. GO--

( whispering ) HANDS UP.

AND DOWN.

AND UP.

NOW WIGGLE YOUR ARMS ALL AROUND.

BIG SMILE. LET ME SEE YOU SMILE.

( people clapping with music )

( all singing together )

CHEER UP, PAL. LET'S GO TO TOM'S HOUSE.

HIS DAD WORKS FOR THE GOVERNMENT,

SO THERE'S A LOT OF COOL STUFF AROUND.

AND YOU KNOW WHAT ELSE? THEY-- YOU THINK AN XBOX IS COOL?

WELL, THEY HAVE A ZBOX!

( all singing )

( all applaud )

YOU DON'T KNOW WHO I AM, EH?

I'M A REAL SMART KID. I'VE LEARNED A LOT OF THINGS,

MOSTLY ABOUT DINOSAURS, BUT-- BUT SKIP THAT.

BUT SKIP THAT. IN POINT OF FACT,

SOMETHING TRULY IS GOING ON.

IF YOU DON'T BELIEVE ME, THEN GO AHEAD,

LOLLIGAG ALL YOU WANT.

ME AND MY FRIENDS WILL GET TO THE BOTTOM OF THIS MYSTERY.

( music begins )

I DID IT!

( applause, cheering )

( applause, cheering )

I-I JUST-- I JUST FELT-- I FELT GOOD ONSTAGE.

- GREAT. - YOU FELT GOOD ONSTAGE?

DID IT FEEL GOOD TO BE WORKING WITH EVERYBODY ELSE TOO?

UH-HUH. I FELT GOOD.

DAD, GO KISS MOMMY.

ALL RIGHT.

Camerawoman: CONGRATULATIONS, ADAM.

- SAY THANK YOU. ADAM, LOOK. - THANK YOU.

ADAM, YOU'RE A NATURAL-BORN STAR, BOY.

- YOU ARE DELIGHTFUL. - I'M DELIGHTFUL.

THANK YOU, JACOB! THAT'S BEAUTIFUL!

- THANK YOU. - "BYE. BYE.

WONDERFUL LEXI."

OH, WE'LL SEE YOU SOON!

HON, WE'LL EMAIL!

IT WAS UNBELIEVABLE. YOU DID IT, BABY!

GOOD JOB!

ELAINE KATZ.

THANK YOU ALL AND I THANK...

SHOULD WE DO WHO AM I?

HOLD ON.

YOU WANNA GO HOME NOW? OKAY.

OKAY, LET ME TAKE ONE PICTURE.

EVERYTHING'S GOING TO GO BACK

TO THE WAY IT USED TO BE.

NEVER. NOTHING WILL EVER BE THE SAME

BECAUSE YOU'RE DIFFERENT ON THE INSIDE NOW.

( R&B song playing )

( people cheering )

Woman: COME ON!

I LOVE YOU.

CAN'T GET MAD AT YOU.

I "LUS" YOU TOO!

I "LUST" YOU TOO!