About

Holistic Speech Pathology - About - Rachel Kelly - Principle Speech Pathologist - Profile Image
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Rachel Kelly

Principal Speech Pathologist

Rachel Kelly is an experienced paediatric speech pathologist and the founder of Holistic Speech Pathology. With more than two decades of clinical experience across government and private sectors, she has worked in health, education, aged-care, regional and remote service settings, bringing broad and thoughtful perspective to her clinical practice.

Rachel holds degrees in Human Biology and Speech Pathology (Masters) and is a Certified Practising Member of Speech Pathology Australia. Her practice is informed by a long-standing commitment to human rights and communication rights, strengthened by extensive work with individuals with complex communication needs.

Rachel now dedicates her practice to supporting children and adolescents to access early, quality intervention so that they can thrive in the places they learn, live and play. She is committed to delivering evidence-based, culturally responsive and family-centred services that uphold the dignity and autonomy of every young person.

As a mum, Rachel understands the everyday challenges parents navigate and is committed to providing compassionate, respectful and truly supportive care.

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Our Practice

Holistic Speech Pathology is a paediatric speech pathology practice based in North Perth, providing assessment and therapy for children and adolescents from birth to 18 years. We have a special interest in speech sound disorders, stuttering, early language development, Developmental Language Disorder and literacy difficulties.

Our practice is built on the belief that effective therapy begins with understanding the whole child – their strengths, goals, and the environments where they live, learn, and connect. We provide structured, evidence-based care designed to support meaningful progress.

  • Holistic Speech Pathology - About - Practice Consulting Room
Holistic Speech Pathology - About - Holistic and evidence based speech pathology practice approach

Our Approach

We consider, the whole person, their family and community.

  • Person-centred: We focus on your child’s unique needs, goals, values, and preferences. We recognise their strengths and ensure they are actively involved in decisions about their care.
  • Family-centred: We acknowledge the vital role of family in a child’s development and wellbeing. Family members are involved in planning, goal-setting, and therapy activities, and we respect your priorities, cultural values, and routines to make therapy meaningful and practical.
  • Community-centred: We consider the broader environment where your child lives, learns, and socialises. We work to build supportive networks within schools, childcare settings, and community groups, promoting inclusion and participation in everyday life.

Our Values

Everything we do is driven by:

We offer services within the scope of our clinical expertise. When alternative skills or equipment are needed to meet your child’s support needs, we assist you in finding appropriate services elsewhere.

We combine the best available research evidence with your values, beliefs, and preferences to design assessments, goals, and therapy plans.

We deliver services that honour neurodiversity, cultural diversity, and verbal diversity. We help each child achieve their communication goals in a way that supports a positive identity and a supportive environment.

We remain current with developments in research and clinical practice to provide effective, relevant care.

We support children, families, and communities to grow environments where confident communication can flourish.

We build meaningful relationships to achieve positive outcomes together.

Holistic Speech Pathology - About - Inclusive family centred and evidence based practice values
Holistic Speech Pathology - About - Practice Consulting Room - Undertaking a structured episode of care

Structured Episodes Of Care

We provide clear pathways at each stage of care. Our structured episode-of-care model means you always know what we are doing, how we are doing it, and why. This includes:

  • An option for screening to determine if a comprehensive assessment is required
  • Comprehensive assessment with differential diagnosis
  • Verbal and written summary of findings and recommendations
  • Collaborative goal setting and therapy planning
  • Therapy delivered in defined blocks or dynamic formats, depending on clinical needs
  • Outcomes measurement, progress reviews, and clear discharge and re-entry pathways

Frequently Asked Questions

These are the common questions we receive. If you have any further questions not covered here, please contact us.

We have a special interest in delivering evidence-based services for speech, stuttering, language and literacy. We prioritise quality services above all else. Our services are clear, easy to access and meaningful.

Our practice is built on the belief that positive outcomes are achieved by understanding the whole child, the world that supports them and their perspective of their world. The whole child is more than just their challenges – it includes their strengths, interests, unique qualities, goals, and the people who are important to them. Engagement with other key people is always done with your consent and involvement.

Evidence-based practice means we combine the best available research evidence with your values, beliefs, and preferences to design assessments, goals, and therapy plans. We use therapy approaches that have been shown to be effective through rigorous research.

Yes, we provide telehealth options where distance, illness or other unexpected challenges prevent in-person appointments from taking place. We can also provide information to you about the types of services that are clinically appropriate for online delivery.

Yes, we take a community-centred approach and work to build supportive networks within schools, childcare settings, and community groups. We offer school and home visits where clinically appropriate and can provide classroom-friendly strategies for educators. School-based screening services are also available.

An episode of care is a structured period of service with a clear beginning, middle, and end. It includes assessment, goal setting, therapy (delivered in defined blocks or dynamic formats), progress reviews, and discharge with re-entry pathways if needed. You always know what we are doing, how, and why.

Yes. We deliver services that honour cultural diversity and support bilingual and multilingual speakers. We use culturally safe and responsive assessment processes and recognise the importance of language development across all of a child’s languages.

Yes. Our services view each child through an individualised and trauma-informed lens. We celebrate diversity and honour the unique needs of every child and family. We create a safe and supportive environment that grows positive identities and we adapt assessments and therapy as required.

Have concerns about your child’s speech, language, literacy or fluency?

Start with a consultation to learn what the next steps are.

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