I regard myself as a tolerant person, accepting all manner of difference; however, I was once told “There is no intolerance like those who are tolerant towards the intolerant." This person was correct; although I regard myself as a 'tolerant' person, I am incredibly intolerant of those whom I regard as intolerant … so am I as tolerant as I think I am? Perhaps not.
One of my favourite maxims is: “One's perception is one's reality." What one sees is what one believes to be occurring. Likewise, what one perceives (maybe via another sense, including cognition) is what one regards as reality. Feelings are not to be judged; feelings just are. How one feels about something influences how one perceives it is.
Equity is important – providing different provisions according to what each individual needs rather than everyone being provided with the same … or being treated equally. When referring to equity, I often mention a quote which has been attributed to Thomas Jefferson: “There is nothing so unequal as the equal treatment of unequal individuals."
There is currently so much difference geopolitically, socially and in terms of dis/abilities between individuals that we should be aware of, and those who have a range of differences present a complex context within which to provide appropriate support.
I also regularly refer to comorbidities and what I describe as 'cocktail kids'. The latter exist when the criteria associated with a specific diagnosis (as listed in the Diagnostic Statistical Manual – known as the DSM) are not met, but there are several issues which occur, and it is the combination and interaction of these issues (like the various types of alcohol included in a cocktail) that create difficulties for the individual.
When individuals have more than one exceptionality (e.g., giftedness and a disability), such individuals are known as Twice-exceptional (i.e., 2e) or Gifted, Learning Disabled (i.e., GLD) and both (perhaps all if there are more than two areas) areas of need must be addressed if the student is to achieve to their potential. It is critical that the student's area of strength is extended as well as the area of disability supported – otherwise the student is unlikely to achieve appropriately and in a manner that provides life-long personal satisfaction.
I may regard myself as a tolerant person, and I believe that I am generally tolerant … except of those whom I regard as intolerant. I can understand the reason people are intolerant – which is usually based upon ignorance of a situation or the impact of a situation – but I am aware that I find it hard to forgive a lack of interest in finding out what one doesn't know or a general disinterest in what might impact upon a student's achievement.
Maybe I am not as tolerant as I regard myself to be. This might be something I need to work on … or just accept it (unchanged) as a flaw in my character.
© Michele Juratowitch
michele@clearingskies.com.au