Our Telehealth services are provided via Zoom. There are many benefits of Telehealth and remote speech therapy to the student and family which include a reduction in travel time, and the improved flexibility with the family’s teaching schedule.
Sessions have the ability to be conducted with secondary students as part of their evening homework routine rather than clutter the family’s weekend schedule.
Kathryn provides weekend sessions on one Saturday each fortnight within school terms and midweek sessions can occur either weekly or fortnightly during term time.
Please get in touch to discuss the individual needs of your child.
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.
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