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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.
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