Zaina Kathrada

A compassionate and multilingual newly qualified speech and language therapist with a solid foundation in SLCN, gained through university training and diverse clinical placements. Fluent in Gujarati and Urdu, I excel in building rapport and connecting with individuals from diverse backgrounds. Skilled in independent and collaborative work, I am committed to reflective practice and delivering impactful interventions. Having the opportunity to explore different countries and cities, often by road, due to my long-standing passion for travelling, has pushed me out of my comfort zone and helped me develop a flexible and resilient mindset, qualities I will bring to supporting children in achieving their communication goals.

SLC and Behaviour management in high school (Dec 2021):

A school based placement focused on supporting young adults with SLCN in an academic environment.

• Supported students with speech, language and communication difficulties during GCSE level English and Maths lessons.
• Observed communication challenges and liaised with teaching staff to highlight the impact of SLCN on academic performance.
• Advocated for the importance of 1:1 interventions to complement classroom learning and support progress
• Managed behavioural challenges using appropriate strategies, contributing to a supportive learning environment.
• Developed and spoke about the awareness of the role of the SLT in promoting inclusive eduction and supporting functional communication in secondary settings.

NHS Acute service Pinderfields (March 2022)

Gained experience working with adult patients presenting with a range of communication and swallowing needs in a medical setting.

• Worked with individuals with dysphagia, stroke, Parkinson's disease and aphasia.
• Participated in MDT caseload meetings, contributing to holistic care4 planning
• Conducted bedside swallow assessments and formal aphasia assessments under SLT supervision.
• Completed clinical documentation including writing up SOAP notes and conducting initial assessments.
• Built strong rapport with patients, enabling the delivery of individualised therapy interventions in collaboration with my SLT educator.

The speech therapy clinic (Dec 2022)

An acute clinical placement focused on voice therapy and digital service delivery for adults with neurological conditions.

• Led individual voice therapy sessions, including delivering Lee Silverman Voice Treatment (LSVT) for clients with Parkinson's disease.
• Gained experience in clinical documentation, care planning and outcome monitoring with fast-paced healthcare settings.
• Delivered remote assessments and therapy via telehealth, adapting intervention strategies to maintain client engagement and therapy effectiveness.
• Developed confidence using digital platforms and emerging technologies, supporting accessible, modern care delivery in line with evolving NHS service models.

Fieldheaad court care home (March 2023)

A placement focused on communication and swallowing needs in an adult residential care setting, providing experience in functional assessment and person-centred support.

• Observed and informally assessed residents during meal times to identify potential communication and swallowing difficulties in real-life context.
• Communicated with individuals with dementia and other neurological conditions, developing interpersonal, observational and adaptability skills.
• Built strong rapport with a resident and worked collaboratively with care staff to develop a personalised communication passport, supporting consistency across care providers.
• Contributed to person-centred care planning, promoting resident autonomy, engagement and well-being through tailored communication strategies.

MYHT Project Search (Dec 2023)

This was a specialist placement working with neurodiverse young adults in a supported internship programme, focusing on developing functional communication, social interaction and self-advocacy skills in real-life.

• Supported young adults with autism, ADHD and learning disabilities in their workplace environments, addressing communication and emotional regulation challenges.
• Adapted the Project Search application form into an easy-read format, enhancing accessibility and enabling the young adults to independently understand and fill out the application.
• Co-led group therapy sessions designed to develop social skills such as friendship building, managing social anxiety and understanding unwritten social rules through practical activities we had planned.
• Panned and delivered individualised 1:1 therapy sessions, including personalised social stories and tailored interventions targeting communication goals and emotional regulation.
• Created introductory communication cards to support the young adults self-advocacy and ease social interactions during their hospital placements.
• Represented the SLT role at a public engagement event, collaborating with local services and education teams to raise awareness of speech and language support for young adults with communication needs.

Calderdale Paediatric Clinic (March – April 2024)

This placement was based in a paediatric SLT clinic and involved community visits at homes and schools. I took a proactive role in planning, leading and delivering a wide range of speech and language assessments and interventions.

• Conducted initial assessment appointments independently, which included gathering detailed case histories and selecting appropriate standardized tools based on individual client needs.
• Frequently used the CLEAR phonology assessment to evaluate children's phonological development in a structured and engaging manner.
• Delivered interventions tailored to speech, language and communication needs and participated in staff training programmes aimed at supporting wider communication environments.
• Had the opportunity to conduct a case history in Urdu, which facilitated the collection of important background information as well as helping to bridge language barriers, strengthening rapport and trust with the parent.

This experience enhanced my clinical autonomy, assessment skills, cultural competence and ability to adapt communication strategies across diverse settings.

Assessments and interventions I used are as followed:

Assessments:

• Case history, ACE, RAPT, CLEAR, TALC & TALC 2, TOMS for stammering, DEAP, DLS, CELF 5 / Preschool CELF

Intervention:

• Speech sound interventions, Building early sentences therapy programme, Speech sound minimal pairs games, Informal play with children, Two step instructions, Modelling intensive interactions for teachers, Modelling the use of communication boards for parents and teachers

Other tasks:

Writing up SOAP notes, Observations in school classroom, Observations in the playground, Session planning, Feeding back observations to children's key worker, Involved in EHCP amendment, Conducting own pre-reading and independent learning, Attended training days - DLD, Audit meetings