Learning Differences in Education:
Tapestries and Implications
Jennifer Fontaine (756970)
B.Soc.Sc. B. Ed. M. Ed. candidate
Faculty of Education, University of Ottawa
March 2, 2016
Difference as Default, Difference as Tapestry
From biological, evolutionary, and social perspectives, it is extremely difficult to deny that
everyone is intrinsically different: different genders, different genetic makeup, different family
situations, different experiences. Adlerian theory tells us that birth order contributes to our differences
and and that lifestyles can “inform individual's behaviors, motives, feelings and even cognitive
processes” and “have the capacity to engage or block individual' potentials to contribute to society.”
(Gilbert & Morowski, 2005). In Mark Haddon's book, The curious incident of the dog in the night time,
(2003) main character Christopher observes:
“All the other children at my school are stupid. Except I'm not meant to call
them stupid, even though this is what they are. I'm meant to say that they have
learning difficulties or that they have special needs. But this is stupid because
everyone has learning difficulties...”
Howard Gardner tells us there are multiple intelligences, which challenges the narrow
conception expressed above, that there is a single rating scale of difference: with gifted intelligence at
one extreme and stupid at the other. Instead imagine eight sliding scales: each a continuum rating
ability (or more specifically “psycho biological potential to process information so as to solve problems
or to fashion products” as Gardner states) in: linguistic, logical-mathematical, musical, spatial, bodilykinesthetic, interpersonal, intrapersonal and naturalist (Gardner, 1998).
Connect to this idea, Mary Sheedy Kurcinka's ideas from her book Raising Your Spirited Child
(1991) , which deals with temperament and the personality traits of: intensity, persistence, sensitivity,
perceptiveness, adaptability (i.e. comfort with change), regularity, energy levels, and mood. (Kurcinka,
1991). The book offers a scale for each trait, so that a child might be evaluated on each scale. For
example, the scale for persistence ranges from 1 (accepts no for an answer) to 5 (never takes no for an
answer).
As further layers of difference, learning style theories tell us that individuals differ in their
preferred modes of learning conditions, processing styles, cognitive styles, and learning personalities
(LaFountain et al, 2003). Scales similar to Kurcinka's could describe individuals in terms of Carl Jung's
dimensions of extroversion/introversion, sensation/intuition, thinking/feeling and judging/perceiving.
Similarly, in one of our Learning Differences classes, we discussed personal creativity in terms of a
location along a creativity continuum.
My vision of difference then, is not simply a position along a linear progression or a single scale
or strand, but is a matrix or tapestry of the weaving of many continuums or strands. Consider each of
Kurcinka's trait scales as strands; and Gardner's intelligences, Adler's lifestyle traits, and learning style
traits as further strands. The strands continue to develop with our knowledge and understanding.
Perhaps each strand has a brilliant colour to represent an individual's most comfortable place or current
situation along that strand. Then consider the many stands weaving together, overlapping and
interacting to form a unique and evolving colourful tapestry: an individual is woven from these strands
of differences.
I feel the strength and beauty of this metaphor is that it draws on the similarities - or common
threads - between individuals as opposed to separating people based on labels that may have long-term
negative implications. For example, anxiety levels could be one of these common threads. Whether the
anxiety is experienced by a gifted student or an autistic student, is temporary and related to a test, a
foreign language, a phase related to peer pressure, or an ongoing generalized disorder; the lived
experience, the symptoms and the needs are similar. Coping strategies, support and educational
modifications or accommodations are common among these seemingly different people and situations,
who might however have similar scores on an anxiety continuum such as Richard Driscoll's West side
Test Anxiety Score.
Some tapestries will resemble others, with similar patterns. These are the individuals who we
now label, and who share common traits, but to varying degrees. Like fingerprints, we can detect
similar patterns, and sort and group, and this may make seem to make support more efficient, but
ultimately no two tapestries are alike in every way, and as educators we need to be cognitive of this.
An added dimension to the tapestry metaphor, is that if we understand learning and
development to be an ongoing process, then not only do the threads of the tapestry vary for every
individual, but the weaving is an ongoing process and changes over time. Traits may be situational,
developmental stages, or lifelong. Especially as individuals move through stages of development,
intensity of traits or continuum positions may change. In other words the weaving is a dynamic process,
and tapestries can be woven and unwoven and changed over time.
Normal: A Social Construction
The way in which the unique person tapestry is constructed and unified into the
wider social tapestry is still a beguiling mystery
Blakemore-Brown
In our September 13th 2010 Learning Differences in Education class, students discussed
definitions of difference, and concluded that difference refers to a variance or deviation from a norm or
definition: but that these definitions and norms are constructed from personal perspectives, selfconcepts, and contexts. In addition to traditions and culture, the institutions of a society – including
educational and medical systems - have the power to give authority to these definitions of normal, and
to set performance expectations and standards of achievement.
As individuals weave and unweave their own tapestries, there is another, broader process going
on: we could say that society is attempting to weave its own grand tapestry – and in doing so is trying
to connect our many loose ends and various strands. One approach to this complexity, is to demand
coherence and uniformity from all the patches of the quilt. One of the problems with this approach is
the unanswerable question of what institutions should have the power and authority to affect the design
of this ultimate tapestry? Which common threads have the most pull? Critical theorists argue against
this template approach and against “normal intelligence” as a pregiven quality of the universe. (Davis,
2009). John Taylor Gatto and Paulo Friere offer us critical discourses around the power structures,
hidden curriculum, and (often economic) motivations behind the development of templates and
standardized expectations, and their proliferation in schools.
Normal Success?
Societies construct templates of expectations from pre-conceived, inherited notions of success,
and constructed notions of what is “normal”. But fitting a template is not always what is best for an
individual, and can hinder true creative and innate potential. In his video entitled “Do Schools Kill
Creativity?”, Ken Robinson tells the story of an eight-year-old girl having difficulty concentrating in
class. Her parents take her to a doctor after being told by the school that they think she has a learning
disorder. Ken Robinson jokes that since ADHD had not been invented yet, she was not diagnosed.
Instead, the doctor tells the parents that “Gillian isn't sick, she's a dancer. Take her to a dance school.”
(Robinson, 1996). This girl – Gillian Lynne - goes on to graduate from the Royal Ballet School, dance
in the New York city ballet, found her own dance company, marry Andrew Lloyd Weber and to
choreograph some of the most successful musical productions including Cats and Phantom of the
Opera, bringing pleasure to millions and becoming a multi-millionaire. Robinson notes that “Somebody
else might have put her on medication, and told her to calm down.”
This is just one example of success despite and outside of a traditional template thanks to care
and attention. In many cases we have created a template which fits for some students but not for all:
perhaps the 212,000 Canadian students who dropped out of school in 2004/2005 (Statistics Canada)
somehow did not fit into a template.
Difference in Public Schools: Opportunities for Enrichment
The beauty of public education is the richness in learning opportunities that
result from bringing together students with different needs, backgrounds and
abilities.
OCDSB, 2010
As in life, differences are the default in the public school system. Students have a diverse range
of needs, backgrounds, and abilities. This diversity offers an opportunity for rich learning opportunities
that homogeneity can not provide. According to Davis (2009), diversity is one of four conditions that
must be met for complex learning to emerge. In learning to live with and embrace differences, we can
learn from each other: gain new perspectives, empathy and resilience. In Flaton (2006), Anna reflects
on her lived experience growing up with Danny, her sibling with down syndrome. The author
summarizes: “She chose to make Daniel part of her life, not because it was demanded by her parents
but because she felt enriched by the relationship.” With an understanding that differences exist as
default, and have the potential to enrich our experiences, what does this mean for educators?
Implications for Education
As educators, we must adopt a worldview of difference as default similar to that of the tapestry
metaphor. In acknowledging difference as default, we must differentiate our teaching by offering
learning in multiple formats, and allowing choice and open-ended options for different expressions of
learning for assessment. The arts and arts-based-learning can provide many of these types of
differentiated opportunities for learning and expression. In their article Career development among
young disabled artists, (2009) Boeltzig et al. Report: “one theme that emerged was that art making
helped young people, particularly disabled young people, overcome barriers in learning,
communicating and socializing”.
As educators we must be risk-takers and challenge notions of normal, be cognitive of social
constructions of norms, and encourage our students to think critically about the power structures and
attitudes that perpetuate the constructions. We can expose students to different people with different
goals and successes. For example, in the video Autism is a World (Wurzburg, 2004) we are introduced
to Sue Rubin who has autism, and is attending college, speaking at conferences, beginning an advocacy
role, and has a goal to write for a newspaper. Another success story worth sharing is that of Taylor
Crowe who has autism and at one time his goal was to be independent. He has since exceeded that goal
by graduating from one of the best arts schools in the United States, sharing his story with thousands
through his art, website, documentaries and speeches. These types of stories can empower students to
set their own goals, and to not be limited by labels. We can adopt a student-centered approach, building
on student's individual strengths and emphasizing self-directed and project-based learning; and
encourage individuals to set their own goals, progress at their pace, and to strive to attain personal bests
and personal success.
We can create supportive environments and foster a culture of empathy by providing
opportunities for perspective-taking with authentic, compelling, and diverse texts that provide insight
from another point of view. Suggested texts include: The Curious Incident of the Dog in the Night-time,
by Mark Haddon (for autism); My Brother's Signs of Courage, by Wesley James Orth (for Aspergers);
Tales of a Fourth Grade Nothing by Judy Blume (for sibling rivalry); My Name is Bilal by Asma
Mobin-Uddin (for foreign language anxiety).
Finally, we can plan and build classroom environments where design and best practices that
have been developed for one need are available to everyone because they may benefit many. This is in
keeping with the concept of universal design: where for example, in designing a building, wheelchair
ramps would be included to serve people in wheelchairs, but also benefit others like families with
strollers. Similarly we can incorporate visuals into our teaching (for example) not only because we
have a child who is hearing impaired, but because this will benefit children having difficulty with
reading, will reinforce understanding for students who are not struggling with reading, and because
most students will benefit from a visual learning style for one reason or another. In other words we can
take innovative best practices and share them because we understand that everyone has differences, and
that differences enrich our lives.
As educators, we have the privilege of taking part in the weaving process. We must respect and
appreciate each individual tapestry of difference, and see the common threads among us all.
The secret in education lies in respecting the student.
Ralph Waldo Emerson
References
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young disabled artists. Disability & Society. 24(6) 753-769. New York: Routledge.
Crowe, Taylor. (2010). retrieved December 2010 from www.taylorcrowe.com
Davis, Brent. (2004). Inventions of Teaching: A Genealogy. New York: Routledge.
Flaton, Robin. (2006). “Who Would I Be Without Danny?” Phenomenological Case Study of an
Adult Sibling. American Association on Mental Retardation. 44(2) :135-144.
Gardner, Howard. (1998). A Multiplicity of Intelligences: In tribute to Professor Luigi. Scientific
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