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Kathryn Thorburn holds dual qualifications in Speech Pathology & Teaching (Primary and Special Education). She has been a certified practicing speech pathologist and member of Speech Pathology Australia since January 1998 and teacher since 2002.
Kathryn holds proficient teacher accreditation with NSW. In 2021, she was employed on the English Writers team for the K-2 and 3 – 6 NSW English Syllabus curriculum reform project. Kathryn is a consultant teacher with Learning Difficulties Australia and Tutor for SPELDNSW.
Kathryn has Speech Pathology experience in both NSW Health (adult and paediatric rehabilitation teams) and Private Practice. She has a particular interest and practical experience in the education and support of students who would be considered educationally at risk due to a neurological condition, traumatic brain injury, rare disease, oncology treatment or complex medical history. Kathryn has extensive experience with assistive technology for supporting learning with a focus on student function and independence.
Within the education sector Kathryn has worked across the NSW Department of Education and Training, Catholic and Independent school sectors in NSW for over 20 years. In addition, Kathryn piloted a Rehabilitation Education Liaison Role within HNE Kids Rehab supporting students with mild-moderate traumatic brain injury back to their mainstream school environment.
Kathryn has practical experience as a classroom teacher, co-ordinator, member of a school leadership team / school executive and consultant for schools within a regional team. Kathryn has extensive experience managing and implementing whole school change in a K-12 setting in the areas of Literacy, Numeracy and Inclusive Education.
Kathryn provides clinical education to Speech Pathology students (4th year & Masters programs) from both the University of Newcastle and Sydney University within a Preschool – Year 12 setting and provides an annual guest lecture to Speech Pathology students on the topic of Reading & Spelling – Assessment & Intervention.
Kathryn believes in supporting others to be the best they can be whether it is the students she works with or the professionals she supports. Kathryn believes all students can learn however as professionals we need to work smarter not harder because of the ever-changing demands of the students in our educational and therapeutic care.
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