Susan Berkowitz

United States - California - san diego
Susan Berkowitz
4,048 votes
All kids can communicate. All kids can learn to read.
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Rules are important in all classrooms and especially in classrooms where students have difficulty with understanding and following them.Help students learn the rules with this resource that uses the David Shannon books to reinforce what's
37 ratings
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Give your students language-rich materials for use with the book, "The Tiny Seed." The materials have been designed with special needs students in mind; such as, students who need visual cues, language scaffolding, and/or picture based
40 ratings
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Address CCSS for Language, Speaking and Listening with this resource that addresses answering Wh-Questions in paragraphs, sequencing actions and events, and building or completing simple sentences. There are 36 simple paragraphs (3-4 sentences)
35 ratings
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Storybooks are used a lot in Speech-Language therapy to increase language skills and help student learn about story structure and narratives. You will find in this resource activities for at least 5 sessions to go with the book for: 1. vocabulary
26 ratings
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This is a language building resource for vocabulary and sequences associated with Spring for speech therapy and special education. Newly revised 6-2016 You will find: In this language building resource you will find: 26 Vocabulary picture cards
13 ratings
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Storybooks are a great way to work on language skills; sespecially vocabulary and story grammar. The sequencing style of books (i.e. There was an old lady who...") are great for sequencing, talking abut fact v. fiction, and describing. This
9 ratings
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Do you have students who have difficulty with listening skills and sequencing skills? Many students with language disorders have difficulty with both of these skills. Learning the order of things is essential to many further language skills;
18 ratings
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Using storybooks in speech therapy and early education provides students with knowledge about story structure and offers multiple language targets; including vocabulary, describing, sequencing and re-telling. This resource is lots of language-based
8 ratings
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Incorporate shared reading and literacy instruction into your groups of special education students with the materials for The Little Red Hen; covering vocabulary, sequencing, comprehension, retelling, grammar, reading & writing & word work,
6 ratings
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Aunt Isabel Tells a Good One by Kate Duke is the best book ever for showing students how a story is put together and what story elements are needed. This exciting book walks students through the process of creating each story element. Absolutely
5 ratings
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Incorporate guided and shared reading and literacy instruction into your group of special education students with the materials for The Three Little Pigs, covering vocabulary, sequencing, comprehension, retelling, grammar, reading &; writing
7 ratings
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Book companions are used widely by speech pathologists to build language skills through literature. Here are some activities you can do with your students to extend the learning with the book Bill and Pete by Tomie de Paola. There is a lot of fun
4 ratings
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In this resource for IBIS A True Whale Story you will find materials to hit target CCSS and specific language skills: *lesson plan ideas for 5 days and comprehension questions per Bloom’s taxonomy *12 vocabulary cards and 3 animal fact cards, plus
4 ratings
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Some of the best times to build receptive and expressive language skills are during routines and every day activities. These are times that are familiar to the students, that happen frequently, and that proceed in the same sequence with the same
4 ratings
This is an adapted science resource about the water cycle meant for differentiated learning, speech-language therapy, and special education. This resource stresses the vocabulary used to describe the process and the cause-effect(s) and sequence(s)
5 ratings
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Do you have students working on multiple targets or a group with differing objectives? Do you like to use story books in speech therapy to provide interest, context, and structure? Language Fun with the book There Was an Odd Princess Who Swallowed
2 ratings
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Life skills often need direct, explicit instruction in order for students to know how to participate in them, talk about them, and understand the vocabulary of them. This highly interactive unit for eating out at both fast food restaurants and nicer
1 rating
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Working with students who need to build vocabulary for colors? Students have fun following Bear through the forest seeing all the colors. On each color spread, help children find and name the colors. ☀ Answer the Wh questions in the 10 page
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Are you working on building language and literacy skills with your special needs students, but struggling with hitting all the bases? Then this group of resources is for you. Incorporate shared reading and literacy instruction into your group of
4 ratings
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Incorporate guided and shared reading and literacy instruction into your group of special education students with the materials for Goldilocks and the 3 Bears, covering vocabulary, sequencing, comprehension, retelling, grammar, reading and writing
4 ratings
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I have been a speech-language pathologist for 40 years, before which I worked with kids with autism. I have been in the classroom, therapy room, and worked as an administrator. I have worked in public and nonpublic schools. I currently specialize in alternative-augmentative communication for nonverbal students and in training staff to implement aac in their classrooms. I teach workshops locally and nationally on augmentative communication and on teaching literacy skills to students with complex communication needs, and have written CEU on-line courses for SLPs about AAC. I have published research articles in peer reviewed journals, and spent considerable time working on translating research into practice.


Working with students with significant special needs has taught me to do whatever works - which can be different for every student in the group. While I have a strong background in applied behavior analysis from working with kids with autism, I utilize a wide variety of strategies and styles! I want to teach teachers and SLPs to consider all options for teaching students with Complex Communication Needs because we need to presume competence for ALL kids. I feel strongly that if a child doesn't learn HE has not failed. WE have.


I have had research papers published in peer review professional journals, and have presented at numerous national and international conferences and on webinars. I have also written more than 16 professional CEU hour courses for an on-line university program for SLPs about AAC. And have recently written a book about AAC implementation for parents, teachers, and SLPs. My blog has been named one of the top 5 AAC blogs, one of the top100 Language blogs and top 100 speech therapy blogs.


I have a B.A. in Psychology, M.S. in Speech-Language Pathology, M. Ed. in School Administration, and extensive graduate level classes in Special Education (enough for a whole other Master's degree - but why?). I believe this varied background has given me a deeper understanding of what these kids - and their teachers - need.


I have 2 (grown) children, 1 husband, and 2 cats. I spend as much spare time as I can in my art studio, creating unique jewelry and mixed media assemblage art dolls, or just stealing time for a quick sketch.

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