Kathryn draws on her practical experience gained from over 25 years as a Speech Pathologist and 20 years as a mainstream classroom teacher, Director of Learning Engagement (Learning Support, Literacy, Numeracy & GATS K-12) and member of the school leadership team to share research, resources for assessment, and progress monitoring and practical instructional tools and methods. These online courses can be easily implemented into both therapy and classroom practice.
Kathryn understands the time and resource demands placed on school and health staff and strives to support her course participants to work smarter not harder, with a focus on time efficiency and collaborative support.
Training is provided online to support access to learning for all. Customised training packages for individual schools or speech pathology clinics can be arranged.
Please get in touch if you would like to discuss your individual needs with Kathryn.
The terminology used to describe difficulties with learning varies according to the country in which the diagnosis is made.
Dyslexia* is viewed as a reading impairment (DSM 5/ICD 10), a learning ‘difficulty’ (UK) or a specific learning disability (USA). The latest edition of the Diagnostic Statistical Manual 5th edition (DSM 5) uses the terminology Specific Learning Disorder in Reading, Writing or Mathematics. These are the conditions that have also been referred to as Dyslexia, Dysgraphia and Dyscalculia.
According to AUSPELD It is conservatively estimated that well over 20% of Australian children are currently struggling with learning difficulties and 3% to 5% of students are known to have a developmental learning disorder. Of those students identified with a learning disorder, four out of every five are assessed as having a reading disorder (or SLD with impairment in reading), commonly known as dyslexia*.
A learning disorder can co-exist with difficulties related to attention, working memory, developmental language disorder or other disabilities such as hearing impairment, autism spectrum disorders, dyspraxia or a traumatic brain injury.
Each educational sector has a different approach to providing support in schools. For students with disabilities, the Nationally Consistent Collection of Data Census occurs annually and based on this information funding is allocated. In NSW DET and Catholic Schools, the funding is shared to schools via regional office. Whereas in independent schools, it is forwarded directly to the school.
With the shift towards data and research driven practice for early years reading instruction (science of reading), high quality instruction in the classroom with effective progress monitoring and use of decodable readers, many students are achieving good success and the need for additional small group or individual intervention is reduced.
Schools can be tricky to navigate due to a wide range of competing demands on staff. The first step in accessing support would be to contact the classroom teacher or alternatively, the school principal. Kathryn has extensive experience navigating the school pathway as a speech therapist, classroom teacher and parent of students with disabilities. She is always happy to be contacted to assist with navigation of support at school for both students, families and teaching staff.
Want to Make an Enquiry?
Fill out this form and we’ll be in touch
Select your desired option below to share a direct link to this page.
Your friends or family will thank you later.