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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This is the best way to teach how to answer Wh-questions that you will find, because of its unique process of beginning not with lists of questions to answer, but with teaching what kind of word answers which kind of question. After years of
134 ratings
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Students with language disorders often have difficulty with both answering and asking Wh- questions. Help your students learn and practice how to ask Wh- questions. This resource gives students practice in answering Who, What, When, and Where
29 ratings
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Learning about how our country started is a must in every class curriculum. But many of the concepts are abstract for special learners. This resource contains language-based materials to use with the book: "…if you lived in Colonial Times" by Ann
24 ratings
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Answering Wh-questions is a very difficult skill for many children with significant language disorders and complex communication needs to master. While I am a firm believer in my “Program to Teach Wh-Questions” resource found here, some children
33 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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If you're supporting augmentative communicators in your speech therapy or special ed classroom groups and are not sure where and how to begin to support nonverbal or minimally verbal students: Then this AAC Starter Kit resource is for
18 ratings
Answering Wh-questions is particularly difficult for some students with language disorders. Often the confusion comes with not knowing which kind of word answers what type of questions. This is the focus of my Wh-Question Program here and my
10 ratings
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Help meet the Common Core State Standards with your speech-language therapy or special education students with the newly revised (10-15) and I'm proved Interactive Notebook for Language Skills. This resource contains the materials and activities
21 ratings
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This resource is for teaching and practicing understanding of feelings, motivation, action through awareness of environmental and facial cues by using a wordless picture book. Wordless picture books are often used in speech therapy for developing
14 ratings
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Many students with language disorders have difficulty answering Wh- Questions. This resource contains a variety of different Bingo-style cards to use for practice with answering Wh-questions. There are: • 5 different green Bingo cards for (39) What
8 ratings
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If you are working on Wh-questions with your students, here are some fun, themed scenes for practice. A lot of children with language disorders have difficulty answering Wh-questions, and many SLPs spend a great deal of therapy time working to teach
9 ratings
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Predicting what will happen is a difficult skill for some of our more concrete learners. Answering What if questions can be particularly difficult; much more so than the standard Wh-questions. Understanding of cause and effect even with fairly
9 ratings
Do you work with students at early stages of language development? Do you work with mixed groups? This resource can really help you give students practice with talking about vocabulary; with naming items and people, answering Wh-questions about
7 ratings
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If you've been working with students with language disorders, you know Wh- questions can be difficult for many kids to answer. Some get confused by which question is asking for what type of word. I solved that problem for many students with my Wh-
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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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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Are you looking for adapted materials for helping teach concepts to students with language disorders? This resource provides picture and text based learning for the vocabulary and language of the shapes, spatial/locative/quantitative/qualitative
5 ratings
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Game cards for speech therapy or special education that work on student skills in describing, defining, comparing, contrasting, and more This is a collection of Spring vocabulary words on 52 (revised 7-16) game cards. You can also use them as task
4 ratings
Digital Download PDF (10.53 MB)
This is a summer-themed language pack containing materials for vocabulary, giving and following directions, describing and formulating other expressive language, sequencing, phonological awareness, categorizing, counting and subtracting. ** It has
4 ratings
Digital Download PDF (33.35 MB)
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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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