Chatty Cat Speech Pathology

Our books are currently open for Plan Managed and Self Managed NDIS clients in Kingborough, The Chanel and Huon areas

About chatty cat

Who is Chatty Cat?

Chatty Cat Speech Pathology is owned and operated by Speech Pathologist Zola Lawry (she/her), who manages the practice as a solo mobile clinician. Zola is a dedicated and knowledgeable professional with expertise in neurodiversity-affirming practice, emergent communication, Augmentative and Alternative Communication (AAC), and a broad range of speech and language supports. Her commitment to evidence-based, client-centred practice guides all aspects of her work.

Outside of therapy you'll find Zola hanging with her family and pets, hyperfocusing on crafts such as needle felting, painting rocks, and making making magical mini things; or collecting random shells and cool rocks at the dog beach.

Experience:

Zola has over 12 years experience as a Speech Pathologist working in mainstream and special education, Mental health, and private practice. Experience working with clients from 18 months to adults, with a wide range of neurodevelopmental conditions including Intellectual Disability, Down Syndrome, Autism, Cerebral Palsy, ADHD, FASD.

Zola has run professional development programs for the Department of Education Victoria both in mainstream and special education settings, as well as presented as a guest speaker for events including the Deakin University Youth Summit, and EdConnect.

Zola has experience as a Clinical Supervisor for La Trobe University and University of Tasmania, providing training, supervision and mentoring to university students undertaking their Masters of Speech Pathology.

Qualifications:

Bachelor of Health Science- La Trobe University (2011)
Masters of Speech Pathology-La Trobe University (2013)

Additional certifications and professional development:

Hanen Program ‘More that Words’ certification
LAMP Words for Life AAC training
Berry Street Trauma Informed Education
Cultural Safety Training
AAC training with Cerebral Palsy Education Centre
Learn to Play Therapy
Refugee Action Centre
LGBTIQA+ Affirming practice in Healthcare
Key Word Sign

Memberships:

Speech Pathology Australia
Neurodiveristy Affirming Therapists Network
Equality Tasmania

Our Values:

Communication is a fundamental human right

I support communication in all forms- sometimes while we are learning it’s loud or disorganised or messy- and that’s ok!

Client Centred Practice

I believe that the client’s interests, values, goals and needs should be forefront in therapeutic decision making, focusing on functional communication and social connection as foundations for therapy.

Celebrate cultural diversity

I encourage families to communicate with and support their child to develop skills in their home language.

I am experienced working with clients from culturally and linguistically diverse backgrounds, working with interpreters, and conducting ‘dual language’ therapy (clinician trains parent/caregiver in methods in English, therapy is delivered in child’s home language).

I have a deep commitment to learning and supporting clients’ and family’s cultural communication differences and appreciation and sensitivity towards cultural needs such as altering therapy schedules to accommodate fasting periods, sorry days and significant cultural events.

Trauma Informed practicE

Working through a trauma informed lens I understand that trauma has overarching impacts child development, communication, social participation, learning, mental health and wellbeing. I work on building a trusting and safe therapeutic environment for clients and families.

We learn better when we are engaged and having fun

It’s a fact that we learn best when we are enjoying ourselves! Therapy should be positive, engaging and fun!

Neurodiversity affirming practice

As a neurodivergent clinician, I believe strongly in supporting neurodivergent children to be their authentic selves. Our work on social pragmatics (“social skills”) involves learning about their own brains, working out what things help them to focus and learn, what barriers there are to learning and participating, and what their own social goals are. We work on understanding situational language, learning about unwritten “social rules” and discovering their own strengths and regulation techniques.

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