Caring speech and language therapist with strong interpersonal skills and proficiency in patient assessment, time management and therapy-programme design and delivered. Enthusiastic and dedicated to achieving greater client outcomes while participating as a member of a multidisciplinary case-management team. Practiced speech and language therapy professional with 17 years of clinical experience in paediatric and adult services. I have extensiveknowledge of swallowing and communication disorders withadult/paediatric caseload. I have experience in helping clients use alternative forms of communication (AAC). I have excellent communication skills and have an open andhelpful attitude. I am a non-biased, non-judgmental person and always give my clients and their relatives my bestattention and care. I am a part of an MDT and I believe I have excellent interpersonal and people management skills as well as excellent verbal and written communication skills I am registered with the HCPC/RCSLT.
• Effective communication skills
• Able to adapt to my environment
• Paediatric knowledge within the classroom setting
• Working with children who have additional needs etc. ASD, ADHD, CP, CAS, developmental/global delay/disorder etc
• Skilled in delivering communication groups for SEN children, meeting individual’s targets
• Dysarthria familiarity
• Articulation therapy
• Experience in eating and drinking difficulties
• Trained in diagnostic and prognostics
• Trained in voice banking
• Delivering training to professionals
• Skilled in-patient relations
• Focused on consistent, quality care
• Broad understanding of Neurology and child development
• Able to multi task and excellent at time management
• Bilingual in Urdu, Punjabi
• Dysphagia trained
• Able to deliver effective therapy using AAC (high tech /low tech)
• Able to work as a part of an MDT
• PECS trained
• PROMPT trained
• Hanen training programme
WORK HISTORY: SEN Assistant, 09/1998 -07/2000
Walsall Education department-Alumwell infant school– UK Worked with children who had specific IEP targets and who haddevelopmental delay. Assisted in carrying out their speech and language therapy targets. The role was to support thesechildren throughout the day, and to encourage parents to follow targets at home.
Speech and language therapist, 09/2000 -03/2018
Walsall N.H.S-community and acute - UK
Worked for Walsall NHS trust for the past 17 years, was an assistant for 10 years and then went on to complete my degree and continue working for the trust as a speech therapist. As an assistant, I worked with paediatric clients only and after graduating 5 years ago I started working across services, adult and paediatric. Worked in the community managing a complex caseload of neurological rehabilitation patients, patients with progressive conditions, e.g. MND, PSP, PD, MS, CVA Dementia and head and neck cancer. Worked in hospitals, clinics and outpatients. Speech and language therapist, 2013 -2018
Special Schools- UK
Worked in special schools and in mainstream schools. Had multiple opportunities to work withchildren with a variety of communication disorders such as working with diverse groups of students with ADHD, ASD, Asperger’s Syndrome, learning disabilities, global developmental delay, speech and language delay/disorder, speech impairments, and non-compliant behaviour etc. My skills in differentiated instruction, assistive technology, and multi-sensory lesson planning, allowed me to meet the needs of every student.Completed a post basic dysphagia course to enhance my knowledge further. My job role for the paediatric service was as follows:
• Worked with children in a mainstream school aged 3 -16 years old, who have speech, language and / or communication needs (SLCN)
• Carried out language intervention groups working very closely with the teaching staff, also attended review meetings and kept records of children's progress
• Made resources to be used in therapy e.g. visual timetables, symbols/picture
• Makaton trained
• Attended LAMP (Language Acquisition through Motor Programme) training for ASD children
• Received training in POD communication books for children with special needs/ASD
• Delivered therapy in mainstream schools for children with speech sound difficulties
• Worked with parents/carers, teaching assistants and teachers to provide support such as resources, reports.
• Kept records of children's progress.
• Organised my own appointments /diary
• Carried out regular observations of other SLTAs and SLTs and attended regular supervision meetings
• Provided training for teachers and assistants
• Able to usepicture exchange communication (PEC) and have had the relevant training for it
• Assessed the speech problems of patients with tests and observations and analysed or determined if cause is psychology or physiological.
• Developed personalized treatment plan for each patient diagnosed with speech problems.
• Attended seminars and symposia on latest developments and technological advancements in treating speech disorders
• Recommended alternative and augmentative speaking technologies including symbols to aid nonverbal patients
• Aware of the national curriculum and the SEN guidelines SLT/SEN Support, 04/2018 to Current
International British School – Jeddah, KSA currently working in a school in Saudi Arabia. I have been supporting SEN work and developing an SEN department within the school. I have thoroughly enjoyed this experience below are few examples of some of the tasks I am carrying out in the school:
• Assessing children who may have speech and language communication needs.
• Screening all children in nursery at point of entry, Midterm and final term using a popular UK screening tool.
• Collecting Data
• Planning, and delivering intervention groups
• Developing IEP targets
• Work collaboratively with teaching staff to support children’s targets and IEP.
• Setting up pragmatic groups
• Drawing up therapy and providing adequate therapy.
• Provide pastoral care and support to children in order to provide a secure learning environment.
• Assist with the development of a child's personal, social, language and physical coordination abilities.
• Develop and produce visual aids and teaching resources.
• Encourage mathematical and creative development through stories, songs, games, drawing and imaginative play.
• Work with others, including teaching assistants and nursery nurses as well as volunteer helpers, to plan and coordinate work both indoors and outdoors.
• Share knowledge gained with other practitioners and builds and maintains relationships with parents.
• Observe, assess and record each child's progress.
• Ensure the health and safety of children and staff is maintained during all activities.
• Keep up to date with changes in the curriculum and developments in best practice. EDUCATION
Bachelor of Science: Human communication speech and language therapy 2014 DE-Montfort University-Leicester UK
Associate of Science: access to higher education 2010 City College-Small Heath Birmingham
Associate of Science: National Diploma in childhood studies 1999 Walsall College of arts and technology–Walsall
Joseph Leckie School–Walsall
References will be provided on requests.