Heather Andersen Email & Phone Number

Portland, Or, Us

Portland, Oregon, United States

Portland, Oregon

Our mission is to help adults with brain injuries return to meaningful employment through supported vocational experiences making and selling organic cupcakes and cookies at our brick and mortar shop in the heart of Multnomah Village. All helpers and clients are volunteers, and include many professionals with backgrounds in Speech-Language Pathology, Occupational Therapy, Vocational Rehabilitation, and Higher Education.

Beaverton, Oregon

Specializing in HS Science, HS Math, and Students with Special Needs. Certified Speech-Language Pathologist.

Portland, Oregon Area

Grant High School: Grades 9-12. Student population: a large comprehensive urban high school with a diversity of racial and socioeconomic student backgrounds, including low income. School contains 1500 students including general education, resource rooms, 2 levels of self-contained special education classrooms, and one classroom of medically-fragile students from Providence Child Center.*Assessment and delivery of speech therapy, language therapy, organizational skills development, social/pragmatic language therapy. *Converted traditional pull-out model of therapy to a mostly push-in model, focusing heavily on developing student relationships, teacher relationships, classroom observations, team-teaching, real-time therapeutic intervention, consultation to teachers, staff and administrators.*Collaboration with SLP peers in other PPS secondary buildings on the value of transitioning to this new service model. *Training staff in levels of support, and training teachers in differentiation of accommodations vs. modifications. Supervising and utilizing Graduate Student Interns and CFY students. *Identifying student executive function difficulties occurring in the educational environment. *Generating relevant and measurable IEP goals. *Support and education of parents. Advocacy for families navigating district processes, supports and services. *In conjunction with one special education teacher, developed a curriculum for students in two Autism support classes.

Portland, Oregon Area

Itinerant SLP.Camas High School. Hayes Freedom Alternative High School: Grades 9-12. Liberty Middle School. Skyridge Middle School: Grades 6-8Lacamas Heights Elementary School: Grades pk-5Transition Program: ages 18-21Student population: a medium suburban/rural district with a diverse socioeconomicprofile, including low income students. District contains 7500 students including general education, resource rooms, and a variety of self-contained special education classrooms.*Assessment and delivery of speech therapy, language therapy, organizational skills development, social/pragmatic language therapy. *Converted traditional pull-out model of therapy to a mostly push-in model, focusing heavily on developing student relationships, teacher relationships, classroom observations, team-teaching, real-time therapeutic intervention, consultation to teachers, staff and administrators.*Collaboration with SLP peers in other PPS secondary buildings on the value of transitioning to this new service model. *Training staff in levels of support, and training teachers in differentiation of accommodations vs. modifications. Supervising and utilizing Graduate Student Interns. *Identifying student executive function difficulties occurring in the educational environment. *Generating relevant and measurable IEP goals. *Support and education of parents. Advocacy for families navigating district processes, supports and services.

Newport, Or

Itinerant SLP. Grades pK-12, 18-21, Alternative School, Juvenile Corrections Facility. Student population: a small rural, coastal district with a large population of low income and Native American students. *Assessment and delivery of speech therapy, language therapy, organizational skills development, social/pragmatic language therapy. *Converted traditional pull-out model of therapy to a mostly push-in model, focusing heavily on developing student relationships, teacher relationships, classroom observations, real-time therapeutic intervention, consultation to teachers, staff and administrators.*Generating relevant and measurable IEP goals. *Support and education of parents. Advocacy for families navigating district processes, supports and services.

Lincoln City, Or

Inpatient, Outpatient, Home Health, Hospice Speech-Language Pathology.

Las Vegas, Nevada Area

Contract Itinerant Speech-Language Pathologist. Grades pk-5Student population: 2 year-round elementary schools serving low-income, bilingual and Spanish-speaking students and families. District contained 250K students. Families relied on these neighborhood schools for both education and connections to community services. Caseload 125. *Assessment (bilingual with the aid of interpretors) and delivery of speech therapy, language therapy. *Generating relevant and measurable IEP goals. *Support and education of parents. Advocacy for families navigating district processes, supports and services.

Bachelor Of Science (Bs), Biology/Biological Sciences, General, 3.4

Activities and Societies: Office of Student Development, Student Housing, Varsity Crew Team, Student Recruitment Activities @ Admissions.

Speech-Language Pathology/Pathologist, 3.8

Successfully completed a full year of post-bac work in Special Education and Speech-Language Pathology, in order to apply to an SLP.

Master Of Science (Ms), Speech-Language Pathology/Pathologist, 3.5

Successful completion of Master's level coursework, internships, and requirements for admission to the national certifying professional.

Professional Continuing Education, Spanish 1, 3.75

Participated in Immersion Spanish during summer session in order to better serve my 125 mostly bilingual Spanish/English students.