Module 2: Audio 2.2
All of my students are important. I really try to know each of them very well, including their needs, preferences, and learning styles, and I believe that this makes me a better teacher.
We might look to Emma's special education teacher, Danielle, as an example. We saw Danielle talking to Emma to learn more about Emma's classroom experiences. Using this information, Danielle and other members of the IEP team will make better decisions about appropriate accommodations.
But sometimes I have more information than I really need to make good decisions. For example, I may have taught a student's older brother or sister, or had previous interactions with the student's parents or family members and know quite a bit of personal information about the student's family and background.
Although at times challenging, it's important to focus only [emphasis added] on that information relevant to the students' educational goals. Irrelevant information can sometimes 'get in the way,' and result in decisions that are not in the best interest of the student.