Speech Pathology is all about supporting people to communicate in ways that work best for them—whether that’s using speech, signs, pictures, devices, or a mix of everything! Speechies also help with things like understanding language, making friends, feeling confident to join in, and even making mealtimes easier and safer.

We know that everyone’s brain is different—and that’s a wonderful thing. Our job is to celebrate those differences while helping people build the skills they need to connect, express themselves, and thrive in their own way.

If communication or social connection feels tricky or frustrating, it’s always okay to reach out. You don’t need to wait for a diagnosis, a referral, or things to get “bad enough.” If something’s getting in the way of expressing ideas, understanding others, joining in, or building relationships, a Speechie like myself might be able to help.

Sometimes families just want a check-in or some guidance—and that’s totally valid, too. I’m here to support strengths, nurture new skills, and help communication feel a little easier and a lot more you.

(P.S. If you're looking for support with feeding or swallowing, I don’t offer that — but I’d be happy to help you find someone who does)

You can read more about my areas of interest in the About Me section, but in short, I support clients across a range of communication areas, including:

Speech – how clearly we say our sounds and words
Language – understanding and using words to express ourselves
Social Communication – how we connect, interact, and communicate with others
Literacy – reading, writing, and spelling skills
AAC (Augmentative and Alternative Communication) – tools and strategies that support communication beyond speech (like communication devices or picture boards)
Fluency – the smoothness and flow of speech (e.g. for people who stutter)
Voice – how our voice sounds, including pitch, volume, or vocal quality

I work with people of all ages, and tailor therapy to suit individual needs, communication styles, and goals.

I work across the lifespan from little tots through to teenagers and adults.

Medicare

Your General Practitioner (GP) can help you determine if you are eligible to access any rebates from Medicare for Speech Pathology services.

If you have been provided with a Medicare plan, you need to provide me with a copy of the plan so I can complete the required paperwork. You will need to pay the total Speech Pathology bill in full and submit a copy of the receipt I provide you to Medicare yourself as I do not have the facilities to do so on your behalf, and I am unfortunately unable to provide bulk-billing services, so there will be a gap that you will be left paying out of pocket for.

Private Health Insurance

Contact your Private Health insurer to investigate any rebates you may be eligible for. Please let me know if you are wishing to claim private health rebates. You will need to pay the Speech Pathology bill in full and submit to your private health insurer yourself as unfortunately I do not have the facilities to submit this on your behalf.

National Disability Insurance Scheme (NDIS)

I am able to service NDIS Plan participants who are Plan-Managed or Self-Managed.

I am not NDIA registered, therefore cannot support Agency Managed participants (NDIA-Managed).

I am not NDIA registered, but I can receive payments from NDIS Plan participants who are Self-Managed or Plan-Managed.

Determining eligibility for NDIS funding can be complex, but here's a simplified overview:

Children Under 6 Years

No Formal Diagnosis Needed:
Children under 6 with developmental concerns can access support through the NDIS Early Childhood Approach without a formal diagnosis.
Developmental Delay Criteria:
Eligibility under developmental delay requires evidence that the child:
- Has a delay due to mental or physical impairments.
- Experiences a substantial reduction in functional capacity compared to peers.
- Needs support from multiple professionals over an extended period.

Children Aged 6 to 9 Years

Formal Diagnosis Required:
From age 6, children must meet the NDIS disability or early intervention requirements, typically necessitating a formal diagnosis of a permanent impairment.
Eligibility Criteria:
The child must have an impairment that is likely to be permanent and substantially reduces their functional capacity in areas such as communication, social interaction, learning, mobility, self-care, or self-management.

People Aged 9 to 65 Years

Eligibility Criteria:
Individuals may be eligible if they have a permanent and significant disability that affects their ability to participate in everyday activities.

For more detailed information, please refer to the NDIS website:

If you're uncertain about your or your child's eligibility, feel free to contact me for a discussion over the phone or in person.

As my business is brand new (as of June 2025), I do not currently have a waitlist for my Speech Pathology services if you or your child are requiring supports that I specialise in. See my About section for more information on what Speech Pathology needs I currently am able to support.

If you’d like to receive Speech Pathology services from me, simply fill in the Make a Referral form and I’ll get in touch with you shortly after you have submitted it.

You’re also very welcome to contact me via phone or email if you’d prefer to chat before submitting a formal referral.

Phone: 0451 777 591
Email: finley@hellospeechpathology.com.au

The duration of our Speech Pathology appointment will vary depending on a variety of factors such as:

Age
Attention span and regulation
Therapy goals
Type of therapy being used

Our appointment duration will be discussed and negotiated collaboratively with you.

Therapy Appointment Structure:

All appointments are structured with face-to-face time (the time that I spend with you in person) and non face-to-face time (the time I spend on my own documenting the session by writing clinical progress notes).

The breakdown of face-to-face versus non face-to-face time according to session duration is as follows:

1.5 hour appointments:
Face-to-face time: 1 hour and 15 mins
Non face-to-face time: 15 mins
1-hour appointments:
Face-to-face time: 50 mins
Non face-to-face time: 10 mins
45 minute appointments:
Face-to-face time: 35 mins
Non face-to-face time: 10 mins

Initial Consultation Structure:

An initial consultation (our very first appointment) runs for 1.5 hours.

I allow the extended time of 1.5 hours so we can take the time to explore a detailed case history and really get to know your (or your child’s) background. This longer session helps me gain a rich, holistic understanding of development, strengths, challenges, and your goals—so that any assessments or therapy plans moving forward are well-informed, tailored, and meaningful.

Adults

1.5 hours
Interview with yourself conducted in person face-to-face
Can be conducted online (video call) or phone call if preferred

Children

1.5 hours
Interview with parent/guardian typically online (video call) or phone call if preferred
Can be held in person face-to-face if preferred
Your child does not need to be present - this gives us the best chance to have an open, detailed conversation—without interruptions—about your child’s development, history, and your current concerns or goals. It allows us to cover important information thoroughly, and helps me plan the most appropriate support for your child moving forward.
It’s also a great opportunity for you to ask questions and feel heard, without needing to juggle your attention between the conversation and your child’s needs in the room.

Absolutely! I am happy to administer speech and language assessments and write a report for you, without any expectations of offering therapy. This can be discussed with me and we can formulate a plan as to how long the assessment may take and how long the report may take to write. Please don’t hesitate to call or email me to discuss:

Phone: 0451 777 591
Email: finley@hellospeechpathology.com.au

All report requests require a detailed discussion with myself so that I can quote you an accurate figure of the time it will take to complete. Some reports may only take an hour to write; some may take up to three or four hours - it all depends upon your needs, the amount of assessment data or progress material being interpreted/reported upon, the complexity of the results, and the level of detail required depending on who the report is going to be read by. Reports are charged at the usual hourly rate of my services (which is the NDIS rate of $193.99 per hour).

Yes, I charge travel to the appointment location of your choosing at the NDIS rate of $193.99 per hour. For example, 10 mins travel time = $32.33.

I have chosen not to charge for KMs travelled, and not to charge for return travel back to my home office for the last client of the day.

My home office is based in Ivanhoe, but travel charges are calculated from the location of my last appointment, not always from my home office.

For example, if I’m already at another client’s home and travel directly from there to you, you’ll only be charged for the time and distance it takes me to travel from that client’s location to yours — not from my office. This way, you’re only ever charged for the actual travel time and cost related to your appointment.

All travel charges are in line with current NDIS guidelines and will always be clearly itemised on your invoice.

Telehealth sessions are conducted online using secure video conferencing. You’ll receive a link before your session, and we’ll connect face-to-face via a screen — just like a video call. I guide the session much like I would in person, using games, visuals, screen sharing, discussion, and interactive tools. Depending on the situation, I may ask for your help — for example, helping a child stay on screen, locating materials at home, or supporting engagement.

There is strong research evidence showing that Telehealth can be just as effective as in-person sessions for many Speech Pathology goals — including those focused on language development, social communication, stuttering, literacy, voice therapy, and more. This is true for both adults and children, provided the format suits the individual’s needs and preferences.

For children, Telehealth often works well when:

They are comfortable engaging with screens
A parent or caregiver is available to support the session
The therapy goals are suited to visual/verbal interaction

For adults, Telehealth offers flexibility and convenience — especially for those managing work schedules, health conditions, transport barriers, or simply preferring the privacy of home.

That said, Telehealth isn’t the best fit for everyone. If attention, sensory needs, communication styles, or goals make online sessions challenging, we can discuss alternative options or adapt the approach together.

My priority is always to deliver therapy in a way that works well for you or your child — and I’m happy to talk through whether Telehealth is the right fit.

Yes — therapy in your own home can be just as effective as sessions in a clinic!

I bring along many of the same tools and resources I would use in a clinic setting (such as games, visuals, therapy materials), and I also make use of what’s already available in your home. This can help make therapy more natural and meaningful, and makes it easier to carry strategies into daily life between sessions.

For children, this might mean using their favourite toys or everyday routines to support learning. For adults, we might work in a quiet space using real-life materials, technology, or conversational tools that suit your goals and environment.

We’ll work together to ensure there’s a safe and comfortable space to focus — ideally one that’s free from too many distractions. If needed, I can provide suggestions for how to adapt the space so that it works well for therapy.

One of the big advantages of home-based therapy is that it takes place in your (or your child’s) familiar environment, which often supports confidence, comfort, and real-world application of new skills.

Yes — I’m happy to provide therapy at your child’s school, kinder, or childcare, as long as the centre supports it.

Before we consider this option, I ask that you check with the centre to make sure they’re happy to accommodate an external provider. Every school or early learning centre has its own policies and procedures, and some may require written consent, formal approval, or specific scheduling arrangements.

If the centre is on board, I can work with you and the educators to find a time that fits smoothly into your child’s day. Therapy might take place in a quiet room or a less busy area of the classroom, and I’ll always aim to minimise disruption while making sure your child is supported in the most effective way.

I’m also mindful of your child’s privacy — I won’t share any details about their therapy with centre staff unless you’ve given permission. If appropriate, I can collaborate with educators to support consistency between therapy strategies and the learning environment, helping your child make progress across settings.

Not necessarily — but in many cases, it’s highly recommended.

Whenever possible, I prefer for parents or caregivers to be present during sessions, especially for younger children. This allows you to see how therapy is delivered, observe the strategies being used, and feel confident in supporting your child with practice between sessions. Speech Pathology isn’t a “magic fix” — real progress happens with regular home practice, and your involvement makes a huge difference.

That said, there are some situations where therapy may work better without a parent in the room. Some children may become distracted, shut down, rely on a parent to speak for them, or engage in behaviours that make therapy less effective. In these cases, we’ll make a collaborative decision together about what’s best for your child.

If your child attends sessions without you present, it's essential that you are available for the final 10–15 minutes of the appointment. This time is built into the face-to-face time of the session (not added on at the end) so that we can have a proper debrief — I’ll walk you through what we worked on, answer questions, and provide guidance for home practice. This part of the session is key to ensuring therapy remains consistent and effective outside of appointments.

Being a neurodiversity-affirming therapist means I respect and celebrate the natural diversity of how brains work, communicate, and experience the world. I don’t see neurodivergent ways of thinking or communicating (such as those associated with Autism, ADHD, or other neurodevelopmental differences) as problems to be “fixed.” Instead, I see them as valid and valuable ways of being.

In practice, this means I aim to:

Focus on building connection, confidence, and communication in ways that are meaningful to the individual
Avoid approaches that push people to mask or hide who they are to fit in
Support clients in understanding and embracing their identity
Work in partnership with each person (and their family) to create goals that align with their needs, values, and preferences — not just what’s “typical” or expected
Challenge harmful stereotypes and outdated therapy models that place the burden of change solely on the neurodivergent person

My goal is not to change who someone is, but to support them in navigating the world while staying true to themselves.

For me, being non-binary means I don’t identify (see myself, or feel) as male or being a man at all, but I don’t identify with being fully female either, so my gender doesn’t fit into either of those boxes. This does not mean I am against the idea of traditional gender and people identifying as either “man” or “woman” — it’s simply a different way of expressing who I am and what I am experiencing.

Because of this, I use they/them pronouns. A pronoun is a word we use instead of someone’s name, like “he,” “she,” or “they.” Using they/them pronouns feels the most true to me and gives others a way to refer to me without putting me in a category that doesn’t fit and makes me feel uncomfortable.

I know using “they” for one person might feel strange if you’re not used to it, but it’s actually something we do all the time in English. For example: “Someone left their jacket behind. I hope they come back for it. I wonder if I could get it to them somehow.”

Using the right pronouns is just like using someone’s correct name — a small but meaningful way to show respect and have the person feel ‘seen’.

I understand it may take a bit of practice to get used to, and that’s totally okay. If you make a mistake, a quick correction is enough — I really appreciate the effort! ☺

Here are some useful links if you feel like reading any further information on these sorts of issues:

I Just Came Out as Non-Binary and Here’s What it Means

Non-Binary People PDF

What are Pronouns and Why Are They Important?

Gender/Identity/Pronouns Expression Guide

I use they/them pronouns because I’m non-binary — which means I don’t identify as a man or a woman in the traditional sense. Using “they” is how people can reflect who I truly am — not as a man who doesn’t like being called “he,” but as someone with a different gender identity altogether.

I understand that for some children — especially those who have language delays, or cognitive or developmental differences — the idea of using “they” for one person might be new or hard to grasp. That’s okay. I don’t expect children to get it perfect. I meet each child where they’re at, and gently model this language over time.

That said, I do need parents and caregivers to use and model my correct pronouns. They’re what’s accurate and essential to my identity, and I trust the people around me to honour that and not view using them as optional. Children take their cues from the adults around them, and your modelling plays a key role in creating a respectful and affirming environment.

My aim is always to create a space where everyone — including myself — feels safe, seen, and respected. I truly appreciate your effort and care in helping make that happen. And in return, I offer the same grace and safety to you and your child — a space where learning is welcome, and mistakes are okay. I know it can take time to adjust to new language, and I’m here to support that learning with kindness and patience. ☺

No — as a Speech Pathologist, my role is to help your child develop their communication skills, language, play, and social connection. I don’t deliver “lessons” about gender or try to convince children to think a certain way about it. That said, I am a non-binary therapist who uses they/them pronouns, so your child may naturally become curious or ask questions about why I don’t use “he” or “she.” If that happens, I respond simply and age-appropriately, explaining that some people don’t feel like a boy or a girl, and that “they” is just the word I use instead of “he” or “she.”

So I am not about teaching ideology — I’m only interested in answering a child’s question truthfully and modelling that respecting differences is part of how we treat people kindly.

My practice is gender-affirming, which means I aim to make every person — including children who are transgender, non-binary, or gender-divergent — feel safe and respected. I don’t teach children what to believe, but I do show them how to treat others (and themselves) with care, inclusion, and dignity.