Label

Tanya Pivcevic

As an experienced specialised literacy tutor and paediatric occupational therapist, I support children with literacy difficulties.
australia, new-south-wales, sydney
educator, occupational-therapist
literacy
dysgraphia, dyslexia, dyspraxia

Summary

I graduated from University of Sydney with a Bachelor of Applied Science (OT) in 2002. After working for several years in the corporate sector supporting injured workers back into the workforce, I transitioned to my lifelong love of working with children as a Paediatric Occupational Therapist in private practice. My specialty area was providing therapy to students with difficulties in handwriting, written expression, fine and gross motor skills and self-care. When my son was diagnosed with Speech and Language Disorder, my passion for literacy was truly ignited. After realising the lack of local specialist literacy support for children struggling to acquire literacy skills, I delved deeply into the world of literacy and learning difficulties. I worked closely with a MSL educator to support my own son, and I was truly excited by the progress made when using a structured systematic phonics approach for literacy intervention. After participating in several professional development activities and training, I now combine my occupational therapy qualification together with evidence based literacy intervention to support and advocate for students and their families with dyslexia, dysgraphia, ADHD and other learning differences. I have a strong commitment in tailoring evidence based literacy instruction to bring a comprehensive and individualised approach to each child to support their learning needs.

Qualifications

Education

  • Bachelor of Applied Sciences (Occupational Therapy) | University of Sydney, Australia [2002]

Certifications

  • The Writing Revolution [April 2021]
  • Sounds Write Practitioner [November 2020]

Training & Professional Development

  • The Hochman Method: Advanced thinking through writing - 2021
  • Sounds-Write Practitioner Training - 2020
  • Syntax Intensive – William Van Cleave – 2020
  • Talk 4 Writing for High School Students - 2019
  • Handwriting without Tears – approach to teaching pencil grip, letter formation and literacy skills that are needed for handwriting.
  • Traffic Jam in my Brain – a sensory processing approach to challenges associated with ASD, ADHD, Learning and Behavioural Differences.
PROFESSIONAL DEVELOPMENT
  • February – April 2021 - The Writing Revolution – Advanced Thinking Through Writing I for Grades 3-12
  • October – November 2020 - Sounds Write Practitioner Training
  • September 2020 – Developing Foundational Paragraph Skills with William Van Cleave
  • August 2020 – Syntax Matters with William Van Cleave
  • May 2020 – The Pen is Mightier than the Sword with Lyn Stone
  • October 2019 – Dysgraphia with Kate Broderick
  • July 2019 – Inclusive Teaching and Learning with Carol Allen
  • May 2019 – Talk 4 Writing for High School Students – Pie Corbett
  • March 2019 – Ensuring equity and access for students with Specific Learning Difficulties – Marina Laing (NESA)
  • July 2018 – Vocabulary Instruction with Dr Mary Dahlgren
  • April 2018 – Teaching Kids to Read: Incorporating the latest insights from research to help kids thrive with Dr Bartek Rajkowski
  • March 2017 - Auditory Processing and Attentional Difficulties in Learning Disorders.
  • March 2015 - Understanding and Overcoming Working Memory Problems in the Classroom – Professor Susan Gathercole
  • September 2016 – Handwriting without tears
  • May 2016 – Handwriting – Getting it Write.
  • April 2016 – Traffic Jam in my brain with Genevieve Jereb
  • March 2013 – Hypermobility in Children: Identification and Management
  • November 2006- WorkCover Accredited Advanced RTW Coordinator Course
  • October 2006- WorkCover Accredited RTW Coordinator Course
  • July - December 2005 MILE Program – Management and Leadership, Working Strategically/Problem Solving/Decision Making, Change Management, Prioritising and Delegating, Communication, Financial Awareness, MBTI and Stress/Time Management.
  • October 2005- Legal vetting training.
  • September 2005- Understanding Type- enhancing self-awareness.
  • July 2005- Whole person impairment training
  • August 2003: Australian Association of Occupational Therapists- Medico Legal Assessments
  • March 2003: WorkHab FCE Systems – Functional Capacity Evaluation training

Professional Memberships/ Associations

  • Specific Educational Learning Difficulties (SPELD) NSW Professional Member
  • Current registration with the Occupational Therapy Board of Australia (00928439)
  • Current registration with AHPRA (OCC0001809018).
  • Holds a Medicare Provider Number (4656542Y)
  • Current Working with Children Check (WWC1052949E)

Professional Experience

SPECIALIST LITERACY EDUCATOR  |  Hills Literacy and Learning, Sydney [July 2018 - Present]

Providing multisensory structured language (MSL) and a variety of other evidence based literacy interventions to children and young adults experiencing considerable and consistent difficulty in reading, spelling and writing, including those with dyslexia and dysgraphia.

  • Administer various tests to ascertain the strengths and deficits in a student’s literacy skills. Tests may the LeST (The Letter Sound Test) to test a person’s ability to sound out single letters and letter combinations, CC2 (Castles and Coltheart Test 2) to assess single word reading and whole word recognition ability, PAST (Phonological Awareness Screening Tool), and Sounds Write Phonics screening check as needed.
  • Addressing all aspects of the English language simultaneously including phonemes, graphemes, morphemes, semantics, syntax, discourse and pragmatics.
  • Provide one to one tuition to primary school aged children (4-12 years) based on explicit, structured and systematic instruction, using predominantly a MSL/OG approach to children who find reading, writing and spelling difficult.
  • Ensure effective and direct instruction in the areas of phonemic awareness, phonology, reading accuracy and fluency, vocabulary, comprehension, writing and spelling.
  • Using a variety of evidence based literacy interventions to ensure a comprehensive and wholistic approach is provided to each child.
  • Delivering a systematic and cumulative process of language instruction that follows the logical order of language.
  • Educating and training students and their families on assistive technology options available to access the curriculum.
  • Educating parents on accommodations and modifications that are reasonable and necessary for their child’s individual learning plans.
  • Providing flexible and individualised treatment based on the child’s abilities, strengths and weaknesses.
  • Continuously reviewing concepts to strengthen long term memory to reinforce content being taught.
  • Ensure a fluid process with instructions and interventions being constantly examined and evaluated.
  • Drawing on qualifications, clinical experience and training to improve all facets of a child’s handwriting to increase automaticity.

PAEDIATRIC OCCUPATIONAL THERAPIST (Self  Employed)  |  Making Connections Kids OT, Sydney [August 2018 - Present]

  • Direct therapy to children aged 3 years – 13 years of age.

PAEDIATRIC OCCUPATIONAL THERAPIST  |  Therapy and Learning Centre, Sydney [January 2013 - August 2018]

Provide direct therapy services to children aged 3-18 years of age who have been diagnosed with Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), Sensory Processing Disorder, Developmental Coordination Disorder
(DCD), Visual impairments, handwriting delays, fine and gross motor delays and other developmental, learning and behavioural difficulties.

  • Managed own client caseload and therapy schedule across different settings including clinic, home and school.
  • Responsible for evaluation of clients using a variety of standardised paediatric assessments (such as Beery VMI, DASH), family interviews and clinical observations.
  • Assisting preschool aged children with their school readiness in areas such as undecided hand preference, pencil grip, motor based tasks, core control, cutting skills, self-care skills, planning and organisational skills.
  • Assisting school aged children with poor handwriting quality, letter/number reversals, reduced handwriting speed, difficulty transitioning from print to cursive writing, restrictive/awkward pencil grip, difficulty using scissors, difficulty sitting still in class.
  • Established client centred treatment goals.
  • Provided services in the areas of fine motor skills, gross motor skills, visual perception, sensory processing skills, handwriting, self-care skills, pre academic skills, self-care, engagement and play.
  • Providing instruction and education to clients, families and caregivers relating to conditions, treatment options and home exercises.
  • Working collaboratively with teachers, childcare workers and other allied health professionals to achieve treatment goals.
  • Worked with both agent and self-managed clients under the National Disability Insurance Scheme (NDIS). Complying with reporting requirements as required by the agency.
  • Evaluating and reporting on clients using standardised and non-standardised assessments to help in determining what HSC provisions (if any) should be applied for in accordance with NESA guidelines.
  • Worked closely with a paediatric Physiotherapist to improve clients fine motor and gross motor skills to achieve clients’ goals.
  • Evaluating needs for multidisciplinary referrals.
  • Recording, maintaining and providing accurate, timely documentation of client treatment and progress.
  • Maintaining professional relationships with clients in adherence to legislative requirements and guidelines.

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