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Meet Our Speech Therapists
Eva Cooper-Waldby
Eva has Masters Degrees in Speech Pathology and Public Health and a Bachelor’s in Nursing.
She works solely in the school setting, providing services to a number of schools across Perth. She also supervises volunteer speech pathology students.
This background helps her to understand the human biology and psychology behind speech and language as well as the transdisciplinary nature of the work we do - how speech and language affects all areas of living.Eva has a particular interest in the science behind language acquisition and stuttering, having completed her Masters project in Stuttering and the variables that are linked to the development of dysfluency. She is also passionate about literacy and loves using Sounds-Write to teach children of all ages to read and spell.
She works solely in the school setting, providing services to a number of schools across Perth. She also supervises volunteer speech pathology students.
This background helps her to understand the human biology and psychology behind speech and language as well as the transdisciplinary nature of the work we do - how speech and language affects all areas of living.Eva has a particular interest in the science behind language acquisition and stuttering, having completed her Masters project in Stuttering and the variables that are linked to the development of dysfluency. She is also passionate about literacy and loves using Sounds-Write to teach children of all ages to read and spell.
Rebecca Wade
Rebecca Wade graduated from Curtin University after completing her final year placement at the clinic; she joined the team following her exemplary performance.
Rebecca brings years of experience working at a Language Development Centre to her role at FSPS. Rebecca is passionate about teaching children of all ages ‘How-words-work’ and believes in using the “Science of Reading“ approach to strengthen their literacy skills. She has a particular interest in working with older children to analyse texts and construct essays. She currently works at the clinic on Saturdays.
Rebecca brings years of experience working at a Language Development Centre to her role at FSPS. Rebecca is passionate about teaching children of all ages ‘How-words-work’ and believes in using the “Science of Reading“ approach to strengthen their literacy skills. She has a particular interest in working with older children to analyse texts and construct essays. She currently works at the clinic on Saturdays.
Fiona Carmody
Fiona is continuing her studies in Melbourne and currently sees clients via telehealth.
She has a particular interest in the theory underpinning literacy development, and in providing explicit and structured intervention to develop reading, writing and spelling skills.
Fiona is trained in the Lidcombe program for treating young children who stutter. She has completed the Sounds Write, Colourful Semantics and Talk for Writing courses for supporting students with their literacy and language goals. She also holds a keen passion for helping high school students to understand, deconstruct, evaluate and compose textual information.
She has a particular interest in the theory underpinning literacy development, and in providing explicit and structured intervention to develop reading, writing and spelling skills.
Fiona is trained in the Lidcombe program for treating young children who stutter. She has completed the Sounds Write, Colourful Semantics and Talk for Writing courses for supporting students with their literacy and language goals. She also holds a keen passion for helping high school students to understand, deconstruct, evaluate and compose textual information.
Rachel Comer
Rachel is currently on maternity leave.
She has a wealth of experience in the teaching of spelling from the earliest stages of sound to letter representation right through to more complex rules governing complex multisyllabic words.
Rachel is trained in Sounds Write and has also worked with many students to develop their reading skills using a systematic synthetic phonics approach; she believes that when teaching is “tailor-made” to suit the student’s individual profile, successful learning can take place.
Rachel enjoys teaching children how to correctly
articulate their speech sounds, and has experience correcting a range of speech sound errors.
She has a wealth of experience in the teaching of spelling from the earliest stages of sound to letter representation right through to more complex rules governing complex multisyllabic words.
Rachel is trained in Sounds Write and has also worked with many students to develop their reading skills using a systematic synthetic phonics approach; she believes that when teaching is “tailor-made” to suit the student’s individual profile, successful learning can take place.
Rachel enjoys teaching children how to correctly
articulate their speech sounds, and has experience correcting a range of speech sound errors.
Rose Croasdale
In addition to her clinical work, she was also a Clinical Educator – training final year speech pathology students and has experience working in a variety of school contexts, delivering speech pathology services.
Rose has experience working in rural and remote settings as well as in local metropolitan schools. She has an excellent understanding of how schools operate and recognises the requirements of the National and State Curriculums. She is experienced in providing client-centred and evidence-based intervention with children and adolescents in the areas of language, literacy, speech and stuttering. Rose has trained in Sounds Write, Talk for Writing and Hanen ‘It Takes Two to Talk’.
Rose has experience working in rural and remote settings as well as in local metropolitan schools. She has an excellent understanding of how schools operate and recognises the requirements of the National and State Curriculums. She is experienced in providing client-centred and evidence-based intervention with children and adolescents in the areas of language, literacy, speech and stuttering. Rose has trained in Sounds Write, Talk for Writing and Hanen ‘It Takes Two to Talk’.
Joanne Gordon
Joanne graduated from Curtin University with a Bachelor of Science (Speech Pathology Honours) with First Class Honours and is a Certified Practicing member of Speech Pathology Australia.
Jo is experienced in teaching essay writing and narrative structures to high school students; she has also coordinated many group sessions where students learn how to structure written texts.
Joanne is trained in Sounds-Write (an evidence-based phonics program), the Lidcombe program, and PROMPT. She works at the clinic on Fridays.
Jo is experienced in teaching essay writing and narrative structures to high school students; she has also coordinated many group sessions where students learn how to structure written texts.
Joanne is trained in Sounds-Write (an evidence-based phonics program), the Lidcombe program, and PROMPT. She works at the clinic on Fridays.
Juliet Palethorpe
Juliet works from Monday to Friday with students at a local primary school.
She graduated from Curtin University in 2001 with a first class Honours degree in Human Communication Science and completed a Graduate Certificate in Education at the University of Tasmania.
Since graduating, Juliet has acquired extensive experience in assessing and treating school -aged speech, language and literacy difficulties in private clinics as well as a variety of school settings.
She has a special interest in literacy difficulties and has completed training in Sounds-Write and The Writing Revolution. Juliet is passionate about using the best evidence available to help students learn.
She graduated from Curtin University in 2001 with a first class Honours degree in Human Communication Science and completed a Graduate Certificate in Education at the University of Tasmania.
Since graduating, Juliet has acquired extensive experience in assessing and treating school -aged speech, language and literacy difficulties in private clinics as well as a variety of school settings.
She has a special interest in literacy difficulties and has completed training in Sounds-Write and The Writing Revolution. Juliet is passionate about using the best evidence available to help students learn.
Vandana Vinod
Vandana works at the clinic on Wednesdays, Thursdays and Saturdays; and is at a local metropolitan primary school on Tuesdays.
She enjoys working with children of all ages, helping to develop their literacy, language and speech skills.
Vandana had experience administering the Sounds-Write Program, a structured synthetic phonics program, and is trained in Basic Key Word Sign.
Her primary interest lies in developing the literacy skills of primary school aged students, particularly in the areas of phonics, spelling, reading, and written expression. She has previous experience assisting children with literacy, speech and language delays and disorders across both individual and group settings. Vandana strives to collaborate with parents and teachers to maximise client learning and participation, and ensures evidence-based practice is provided to all of her clients.
She enjoys working with children of all ages, helping to develop their literacy, language and speech skills.
Vandana had experience administering the Sounds-Write Program, a structured synthetic phonics program, and is trained in Basic Key Word Sign.
Her primary interest lies in developing the literacy skills of primary school aged students, particularly in the areas of phonics, spelling, reading, and written expression. She has previous experience assisting children with literacy, speech and language delays and disorders across both individual and group settings. Vandana strives to collaborate with parents and teachers to maximise client learning and participation, and ensures evidence-based practice is provided to all of her clients.
Jenny Baker
Jenny enjoys working with older secondary school students, particularly when the focus is on text analysis and essay writing.
She provides workshops to students and teachers on essay writing across the secondary school years. She works from Tuesday through to Thursday at the clinic.
She provides workshops to students and teachers on essay writing across the secondary school years. She works from Tuesday through to Thursday at the clinic.
Jess Hart
Jess Hart has experience working with children of all ages across the areas of speech, early language, literacy and stuttering. Her major interest lies in working with students with speech sound difficulties, as well as developing the literacy skills of primary school aged students.
Jess frequently undertakes professional development and is trained in Sounds-Write (a structured synthetic phonics program), Talk 4 Writing (an approach for developing written expression skills), the Lidcombe program (for stuttering) and is PROMPT trained. Jess has also completed additional training to support clients with Selective Mutism and Childhood Apraxia of Speech.
Jess provides explicit instruction in her sessions and aims to always collaborate with families to enhance the communication, learning and participation of clients.
She works in the clinic Monday-Friday and, in addition to her clinical duties, Jess is also the FSPS Clinical Administrator
Jess frequently undertakes professional development and is trained in Sounds-Write (a structured synthetic phonics program), Talk 4 Writing (an approach for developing written expression skills), the Lidcombe program (for stuttering) and is PROMPT trained. Jess has also completed additional training to support clients with Selective Mutism and Childhood Apraxia of Speech.
Jess provides explicit instruction in her sessions and aims to always collaborate with families to enhance the communication, learning and participation of clients.
She works in the clinic Monday-Friday and, in addition to her clinical duties, Jess is also the FSPS Clinical Administrator
Nikki Chesson
Nikki has worked in several schools within the Perth metropolitan area to provide speech and language services to individual children as well as establish support mechanisms for parents and teachers.
Nikki also worked at Dyslexia SPELD Foundation where she used numerous evidenced based programs such as Sounds Write to assist students with reading and spelling development. She has considerable experience in Literacy/Learning difficulties and is working in the practice on Mondays, Wednesdays and Fridays of each week.
Nikki also worked at Dyslexia SPELD Foundation where she used numerous evidenced based programs such as Sounds Write to assist students with reading and spelling development. She has considerable experience in Literacy/Learning difficulties and is working in the practice on Mondays, Wednesdays and Fridays of each week.
Verity Sassella-Otely
Verity has a strong interest in the science behind literacy development and a strong desire to support children who are struggling with the acquisition of reading, writing and spelling.
She is trained in Talk for Writing and has run small group sessions for middle year students to develop narrative skills at Perth metropolitan schools. Verity also has a keen interest in the early development of speech and language skills and has experience working with children as young as 18 months.
She is Sounds-Write, Hanen and DIR/Floortime© trained and has completed extra professional development into identifying and treating Childhood Apraxia of Speech.
She works with FSPS on Tuesdays and in a Language Development Center throughout the week.
She is trained in Talk for Writing and has run small group sessions for middle year students to develop narrative skills at Perth metropolitan schools. Verity also has a keen interest in the early development of speech and language skills and has experience working with children as young as 18 months.
She is Sounds-Write, Hanen and DIR/Floortime© trained and has completed extra professional development into identifying and treating Childhood Apraxia of Speech.
She works with FSPS on Tuesdays and in a Language Development Center throughout the week.
Veronica McShane
Veronica works at the clinic Wednesday through Saturday with students of all ages. She is passionate about delivering evidence-based programs in order to support children who may have speech, language or literacy difficulties.
Veronica particularly enjoys working with school-aged children and teens with difficulties in written expression ranging from spelling to the complexities of ATAR essay writing. She is 'Sounds~Write' and 'Talk 4 Writing' trained and uses these programs effectively in the process of investigating and treating potential Specific Learning Disorders.
Veronica particularly enjoys working with school-aged children and teens with difficulties in written expression ranging from spelling to the complexities of ATAR essay writing. She is 'Sounds~Write' and 'Talk 4 Writing' trained and uses these programs effectively in the process of investigating and treating potential Specific Learning Disorders.
Kate Robinson
Kate has qualifications in
Psychology/Linguistics as well as Speech Pathology and has experience in both transdisciplinary and consultative models of service delivery.
She has a wealth of experience in identifying goals across a range of discipline areas (Speech Pathology, Occupational Therapy, and Psychology), and combining goals into functional programs and strategies. She also consults with parents, teachers, and other allied health to advocate for her clients.
Kate has experience working in the disability sector, especially with people with an Autism Spectrum Disorder diagnosis; she has trained in Sounds-Write, Hanen More Than Words, Talk for Writing, and Lidcombe.
You can find her in the clinic on Wednesdays.
Psychology/Linguistics as well as Speech Pathology and has experience in both transdisciplinary and consultative models of service delivery.
She has a wealth of experience in identifying goals across a range of discipline areas (Speech Pathology, Occupational Therapy, and Psychology), and combining goals into functional programs and strategies. She also consults with parents, teachers, and other allied health to advocate for her clients.
Kate has experience working in the disability sector, especially with people with an Autism Spectrum Disorder diagnosis; she has trained in Sounds-Write, Hanen More Than Words, Talk for Writing, and Lidcombe.
You can find her in the clinic on Wednesdays.
Annique Farrelly
Annique has extensive experience working with individuals and small groups in clinics as well as classroom settings. She has developed models of service delivery and school initiatives that best meet the specific needs of students from a range of culturally diverse backgrounds.
Annique has a keen interest in early intervention, stuttering and supporting students with numeracy difficulties. She is PROMPT trained and a certified Hanen More Than Words and It Takes Two To Talk therapist. She is also trained in Sounds-Write, Colourful Semantics and the Lidcombe Program.
Annique currently works a flexible 2 days a week supervising final year Speech Pathology students in local primary schools as well as undertaking various early speech, language, and literacy screening projects across the Perth metropolitan region.
Annique has a keen interest in early intervention, stuttering and supporting students with numeracy difficulties. She is PROMPT trained and a certified Hanen More Than Words and It Takes Two To Talk therapist. She is also trained in Sounds-Write, Colourful Semantics and the Lidcombe Program.
Annique currently works a flexible 2 days a week supervising final year Speech Pathology students in local primary schools as well as undertaking various early speech, language, and literacy screening projects across the Perth metropolitan region.
Judith Yeo
Judith has a keen interest in the science behind reading and spelling and gains immense satisfaction teaching children 'how words work".
Judith works at the clinic on Tuesdays and Saturdays primarily with kindy to year six students.
Across the other days of the week, Judith dedicates her time to schools in the community where she works with primary school students in the areas of phonics, spelling, written expression, language, and speech sounds. She also works closely with teachers to ensure her students are continuously receiving the best evidence-based therapy.
Judith works at the clinic on Tuesdays and Saturdays primarily with kindy to year six students.
Across the other days of the week, Judith dedicates her time to schools in the community where she works with primary school students in the areas of phonics, spelling, written expression, language, and speech sounds. She also works closely with teachers to ensure her students are continuously receiving the best evidence-based therapy.
Haley Halse
Hayley has several years of experience assessing and working with children with speech, literacy and language difficulties. Hayley is friendly and enjoys building positive bonds with her clients, parents and caregivers while providing evidence-based interventions to support areas of difficulty.
Hayley works with clients aged 3-18 years. She supports primary school aged children to improve speech, language and literacy skills, and high school students to improve reading comprehension and written expression such as essays and narratives.
With previous experience in the disability sector, Hayley is keen to liaise and implement strategies within a multidisciplinary team to support functional outcomes in language, communication and social skills in students with diagnoses.
She works Monday through Friday with a mix of in clinic and community based services.
Hayley works with clients aged 3-18 years. She supports primary school aged children to improve speech, language and literacy skills, and high school students to improve reading comprehension and written expression such as essays and narratives.
With previous experience in the disability sector, Hayley is keen to liaise and implement strategies within a multidisciplinary team to support functional outcomes in language, communication and social skills in students with diagnoses.
She works Monday through Friday with a mix of in clinic and community based services.
Orietta Mariano
Orietta works in the clinic on Tuesdays and Thursdays and also works in the school context, delivering speech
pathology services to children in a local metropolitan school on additional days.
Her particular area of interest is working with school-aged children in the areas of phonics, spelling, written expression, reading fluency , language and speech. She enjoys working closely with teachers to ensure her students are continuously receiving the best evidence -based therapy.
Ori is also a teacher of English as an additional language and speaks Italian, so is often asked to work with young children who do not have English as their first language. She is experienced in providing client-centered and evidence-based intervention to children and adolescents in the areas of language, literacy and speech.
She has trained in the evidence-based programs Hanen- It Takes Two to Talk,Sounds-Write and Talk for Writing Remediation Course.
pathology services to children in a local metropolitan school on additional days.
Her particular area of interest is working with school-aged children in the areas of phonics, spelling, written expression, reading fluency , language and speech. She enjoys working closely with teachers to ensure her students are continuously receiving the best evidence -based therapy.
Ori is also a teacher of English as an additional language and speaks Italian, so is often asked to work with young children who do not have English as their first language. She is experienced in providing client-centered and evidence-based intervention to children and adolescents in the areas of language, literacy and speech.
She has trained in the evidence-based programs Hanen- It Takes Two to Talk,Sounds-Write and Talk for Writing Remediation Course.
Zeljka Danilcevic
Zeljka Danilcevic is an advocate for individuals who stutter. She is trained in the Lidcombe program and is passionate about providing high-quality therapy to help children be the best they can.
Zeljka also dedicates her free time to upskilling her knowledge and is trained in Sounds-Write, Talk-4-Writing, Colourful Semantics, Basic Key Word sign, and has undertaken professional development into identifying and treating Acquired Apraxia of Speech. She has a particular interest in working with young children with fluency or speech sound difficulties and works solely via telehealth.
Zeljka also dedicates her free time to upskilling her knowledge and is trained in Sounds-Write, Talk-4-Writing, Colourful Semantics, Basic Key Word sign, and has undertaken professional development into identifying and treating Acquired Apraxia of Speech. She has a particular interest in working with young children with fluency or speech sound difficulties and works solely via telehealth.
Jan Bottrell
Jan works in the clinic on Fridays and Saturdays; she is also contracted to provide services to an
independent school. Jan enjoys working with primary school aged children, helping to improve their language, literacy and speech skills.
Previously, Jan worked in early childhood classrooms for 10 years. She strongly believes in explicit teaching to provide children with a clear understanding of how literacy and language work. She believes that supporting parents and caregivers by providing the knowledge they need to help their children will greatly improve their child’s ability to progress through their education.
Jan has worked with the Letters and Sounds program in a school setting and has been trained in Sounds-Write and Talk for Writing. Jan also recently completed the Lidcombe program to assist children who stutter.
independent school. Jan enjoys working with primary school aged children, helping to improve their language, literacy and speech skills.
Previously, Jan worked in early childhood classrooms for 10 years. She strongly believes in explicit teaching to provide children with a clear understanding of how literacy and language work. She believes that supporting parents and caregivers by providing the knowledge they need to help their children will greatly improve their child’s ability to progress through their education.
Jan has worked with the Letters and Sounds program in a school setting and has been trained in Sounds-Write and Talk for Writing. Jan also recently completed the Lidcombe program to assist children who stutter.
Lauren Constantine
Lauren works in the clinic on Wednesdays, Thursdays and Fridays. She has extensive training in supporting clients to develop their social-cognitive skills from her time in the disability sector.
Lauren is passionate about working with older students, particularly in the areas of social cognition, essay writing and textual analysis. She also loves working with students to solidify their reading, writing and spelling skills. Lauren is experienced in working with students and learners with disability and additional learning needs.
Lauren is passionate about working with older students, particularly in the areas of social cognition, essay writing and textual analysis. She also loves working with students to solidify their reading, writing and spelling skills. Lauren is experienced in working with students and learners with disability and additional learning needs.
Vanessa Lee
Vanessa graduated with a Masters in Speech Pathology following her Bachelor of Science majoring in Anatomy and Human Biology as well as a Graduate Certificate in Sleep Science.
She enjoys working with primary school aged children, working on language, literacy, and speech goals.
Her previous experience as an Adult and Paediatric Sleep Scientist provided her with excellent skills in providing client-centred care to families. Vanessa is dedicated to upskilling and providing evidence-based practice. She is completing her Hanen ‘It Takes Two to Talk’ training and has also completed training in Sounds-Write and Basic Key Word sign.
Vanessa works at the clinic on Mondays and Tuesdays. On her alternate days, Vanessa works in a Child Development Centre.
She enjoys working with primary school aged children, working on language, literacy, and speech goals.
Her previous experience as an Adult and Paediatric Sleep Scientist provided her with excellent skills in providing client-centred care to families. Vanessa is dedicated to upskilling and providing evidence-based practice. She is completing her Hanen ‘It Takes Two to Talk’ training and has also completed training in Sounds-Write and Basic Key Word sign.
Vanessa works at the clinic on Mondays and Tuesdays. On her alternate days, Vanessa works in a Child Development Centre.
Elish Lau
Elish is passionate about supporting children in the areas of speech, language, and literacy. She has a strong interest in the science behind reading and spelling and is trained in evidence-based programs such as Sounds-Write and Talk for Writing.
Elish works at the clinic on Mondays, Wednesdays and Saturdays with Kindy to Year 9 students. During the other days of the week, Elish devotes her time to schools in the local community where she provides therapy and conducts assessments for primary school students.
Elish works at the clinic on Mondays, Wednesdays and Saturdays with Kindy to Year 9 students. During the other days of the week, Elish devotes her time to schools in the local community where she provides therapy and conducts assessments for primary school students.
Sorcha Patchell
Sorcha graduated from Curtin University with a Bachelor of Science (Speech Pathology). She has returned to Fremantle Speech Pathology Services with an enthusiastic interest in providing client centered care and evoking positive outcomes for clients and their families.
She has a strong interest in spelling and reading development, preliteracy skills, stuttering, early intervention, and a passion for speech sound therapy.
Sorcha works at the clinic Tuesdays and Saturdays, and a local community primary school on Wednesdays and Thursdays, with students from kindy through to year 6. She ensures that there is a strong working relationship with teachers and parents, to maximise positive outcomes, communicative transparency, and the effectiveness of therapy.
She is trained in Key Word Sign and has experience administering the Sounds-Write phonics program.
She has a strong interest in spelling and reading development, preliteracy skills, stuttering, early intervention, and a passion for speech sound therapy.
Sorcha works at the clinic Tuesdays and Saturdays, and a local community primary school on Wednesdays and Thursdays, with students from kindy through to year 6. She ensures that there is a strong working relationship with teachers and parents, to maximise positive outcomes, communicative transparency, and the effectiveness of therapy.
She is trained in Key Word Sign and has experience administering the Sounds-Write phonics program.
Ildi Bruz
Ildi works in the practice Monday - Friday with children from 15 months to year 10; she is also a Clinical Educator for fourth year University students.
Ildi has degrees in both Psychology and Counselling, and Speech Pathology; this is an excellent combination of skill areas as it allows her to focus on the emotional and social consequences students experience when faced with having a Specific Learning disorder. She uses a systematic rule-based approach to illustrate “How Words Work" and is trained in PROMPT, Sounds-Write, Lidcombe, and Talk 4 Writing. Ildi also enjoys working in early intervention to help children find their first words and has completed Hanen "It Takes Two to Talk" training.
Ildi has degrees in both Psychology and Counselling, and Speech Pathology; this is an excellent combination of skill areas as it allows her to focus on the emotional and social consequences students experience when faced with having a Specific Learning disorder. She uses a systematic rule-based approach to illustrate “How Words Work" and is trained in PROMPT, Sounds-Write, Lidcombe, and Talk 4 Writing. Ildi also enjoys working in early intervention to help children find their first words and has completed Hanen "It Takes Two to Talk" training.
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