Levels of Support for Students – MTSS and RtI
AnthroMed Education
by Christina D'Arco
10M ago
Educational programs and supports are constantly evolving to support more individualized needs of students. One of the more recent initiatives within schools are MTSS and RtI. Responsiveness to Intervention (RtI) was developed as part of the reauthorization of the Individuals with Disabilities Act (IDEA) in 2004.  The model was developed as educators recognized that some struggling students might respond to some short-term intensive supports or services without the need for long-term special education services and accommodations.  Under RtI, teachers and other support ..read more
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May is Better Hearing and Speech Month!
AnthroMed Education
by Christina D'Arco
10M ago
A Spotlight on Hearing Health and Hearing Loss Many speech pathologists know that May is Better Hearing and Speech Month.  BHSM was started by ASHA in 1927 to raise awareness of hearing health as well as communication disorders.  So, what exactly is hearing health? First, a brief review of the anatomy and physiology of hearing: the inner ear is filled with tiny hair cells that detect sounds and transmit signals to the brain.  The body has a fixed number of these hair cells (around 16,000).  When the hair cells are exposed to a loud noise for short period ..read more
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Learning Language (and more) …Without Words? The Power and Beauty of Wordless Books
AnthroMed Education
by Christina D'Arco
10M ago
If you know me, you know that I am a huge fan of books.  Books have so many purposes for every age and stage of life: learning, parenting, teaching, relaxing, and creating can all be done through books. Research has shown that books provide innumerable benefits to developing children.  Books stimulate language, cognition, curiosity, and memory, and they are considered a significant factor in a child’s reading achievement and overall educational success. There is one category of books that may be overlooked or underappreciated, particularly when it comes to teaching and le ..read more
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English Language Learners (ELLs) in a School Environment (Part 1)
AnthroMed Education
by Christina D'Arco
10M ago
Its no secret that there is an increasing diversity in the population of the US.  The most recent data available from 2013 indicates that over 61 million people in the United States spoke a language other than English in their home, and approximately 40% of those people were considered Limited English Proficient (LEP).  In fact, only about 8% of that 61 million people felt that they spoke English “with no difficulty”. How does this relate to schools and special education? Language is a huge part of how we determine a student’s knowledge, their understanding of concepts, ho ..read more
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Creating a Language Rich Environment
AnthroMed Education
by Christina D'Arco
10M ago
How do children learn language?  This is truly a complex answer, but we can easily rule out some ways they do *not* learn language.  Generally speaking, infants and toddlers don’t learn words by looking at flashcards or by hearing the word in isolation.  Children learn words and their meanings by hearing them over multiple exposures, in a natural context, and within their environment.  “Look at that dog!  Oh, he’s such a cute doggy.  Do you want to pet the dog?”  Each time a child sees a new or different dog and hears the vo ..read more
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Keeping Students Engaged in a Remote Classroom
AnthroMed Education
by Christina D'Arco
10M ago
In many ways, we can and should approach teaching and therapy/intervention the same whether it is in-person or virtual.  We are still the same professionals with the same training.  However, there is at least one obvious difference between face-to-face and remote school – when teachers and students are remote, attention and engagement become much more crucial to success.  If a student is remote learning and not engaged in their learning, many of them know the technology well enough to hang up, shut down, and walk away.  So how can we keep students engaged?&n ..read more
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Individualized Education Plans – Beyond the Content
AnthroMed Education
by Christina D'Arco
10M ago
“Why do I need to include this accommodation in the IEP?  Its something I do anyway.  Its part of being a good therapist/teacher.”  These are all sentiments I have heard from special education professionals with regard to documenting, or rather not documenting, a particular service or accommodation in a child’s Individualized Education Plan, or IEP.  So, are there things that don’t need to be included in an IEP, that are a “given”?  Let’s consider the purpose of an IEP. As special education professionals, we know that an IEP serves as an outl ..read more
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The Importance of Collaboration and Treating the “Whole Child”
AnthroMed Education
by Christina D'Arco
10M ago
Each of us, as special education professionals, are considered experts in our field.  Speech pathologists (SLP) know communication, occupational therapists (OT) understand fine motor control, social workers (SW) treat social emotional challenges, and so on.  However, there are so many aspects of development and academic skill building that require multiple systems; rarely is a skill isolated to only speech or only cognition.  For example, the skill of reading aloud in class requires knowledge of the content (teacher), language comprehension and reading fluency (SL ..read more
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Tips to Navigate Telepractice and Remote Learning
AnthroMed Education
by Christina D'Arco
10M ago
Tips to Navigate Telepractice and Remote Learning Greetings and welcome to AnthroMed Education’s blog.  First, let me briefly introduce myself.  I am Christina D’Arco, a bilingual speech pathologist and the new Director of Clinical Support for AnthroMed.  I have been an SLP for about 12 years with a passion for early childhood and ESL.  I have worked in schools as well as private practice and Early Intervention.  What I’d like to cover in our blog this year is topics related to speech ..read more
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Levels of Support for Students – MTSS and RtI
AnthroMed Education
by Christina D'Arco
3y ago
Educational programs and supports are constantly evolving to support more individualized needs of students. One of the more recent initiatives within schools are MTSS and RtI. Responsiveness to Intervention (RtI) was developed as part of the reauthorization of the Individuals with Disabilities Act (IDEA) in 2004.  The model was developed as educators recognized that some struggling students might respond to some short-term intensive supports or services without the need for long-term special education services and accommodations.  Under RtI, teachers and other support ..read more
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