Susan Berkowitz

United States - California - san diego
Susan Berkowitz
4,132 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 parents
140 ratings
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If you need to support AAC users but have not had much training in AAC implementation, then this resource will provide you with up to a full year's worth of implementation materials and activities. This resource provides a variety of teaching
171 ratings
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Try this helpful resource for students to learn the meanings of signs they see in the community and on the street. Not only do students need to recognize the signs; they need to comprehend what each sign means and what it means they should do/not
79 ratings
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Are you stuck with core words implementation? This resource will help you work AAC implementation into your curriculum. With an explanation of core words, and interactive books for teaching, this is a great place to start. Research tells us to focus
103 ratings
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If you are implementing Core Word teaching for your AAC users, here are activities to teach AAC users to use core vocabulary effectively. The words used are from the PrAACticalAAC blog's Year of Core Words. • There is some background discussion of
84 ratings
Digital Download PDF (97.88 MB)
Many students learn language first through the repetition of life routines. The advantages of language that is predictable in scope and sequence and repeated frequently means many opportunities for learning. This categorizing life skills activity
77 ratings
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Do you need differentiation strategies for your classroom? Do you have students included in your classroom that you need to support? This guide is meant to help general education teachers adapt their instruction, materials, assessments, assignments
62 ratings
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If you are supporting students with poor executive function skills for organizing what they need for a task and getting organized, this resource will help for those routine, daily living tasks. Making associations between tasks and objects needed is
42 ratings
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Teach core vocabulary use in speech therapy or special education to AAC users with 4 more therapist written interactive books illustrating 12 more of the early core vocabulary words. Give your emerging communicators more practice with core words
55 ratings
Digital Download PDF (110.99 MB)
This collection of social situations and problems will help you move your students through understanding of social cues, social language, and social interaction skills. For students who have difficulty knowing what to say in social situations, this
34 ratings
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Support emerging communicators with these core vocabulary based communication boards of different sizes and complexity. This is a set of core vocabulary based communication board displays for beginning AAC communicators with 8, 15, 20, 28, and core
41 ratings
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Do your students need help choosing the right clothes for the occasion? We might laugh at toddlers who are noted for their desire to wear boots in the summer and party dresses to the playground, but many children and adults with various
29 ratings
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This resource is for you if you are working to improve students' personal narratives, stories, and story retells. This resource contains several differently organized visual cues for telling and retelling stories and developing narratives for
27 ratings
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While activity-based communication boards should never be a student's primary AAC system, they can be useful in specific areas or activities in classrooms. In this resource you will find 13 communication boards for your aac users. These are
36 ratings
Digital Download PDF (5.00 MB)
For students who are severely physically impaired, use of eye gaze may be the only way to access AAC. Eye Gaze responses are sometimes the only mode of communication for significantly disabled students who can't move any other part of their body.
30 ratings
Digital Download PDF (0.81 MB)
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
Digital Download PDF (31.18 MB)
While we know that teaching AAC in natural contexts is most important, we also know that often our students need additional structured practice. Don't know what to do in therapy sessions? Here is a solution for you to give students more
42 ratings
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This describing bundle covers descriptions and definitions, words for showing about and telling about with use of visual cues, and is flexible enough to work with a variety of students with multiple targets. Describe, Compare, Contrast: click
26 ratings
If you are trying to teach students with communication disorders what they can and what they should not say when in the community, this resource has been used for both teens and adults with developmental disabilities to keep them safe and socially
25 ratings
Digital Download PDF (5.88 MB)
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
Digital Download PDF (20.34 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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