Susan Berkowitz

United States - California - san diego
Susan Berkowitz
4,138 votes
All kids can communicate. All kids can learn to read.
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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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Help students build receptive language and language processing skills with Describe it to Me. In Listening to Directions students use their language processing skills to identify objects and people given descriptive clues. There are a variety of
54 ratings
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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
38 ratings
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Bring informational texrt to your students with special needs. Learn about U.S. geography; including major landmarks, geographical locations, and famous places which are covered with great visuals and easy to understand text. in this adapted and
50 ratings
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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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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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This resource provides lots of fun activities for following directions skills. This resource gives your students practice with following simple and complex directions. It now also includes more directions cards and added community helpers to put in
27 ratings
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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
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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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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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Prepare your students for community-based social language skills. Teach them to think about situations and find the right thing to do or say. This is a set of 96 game or task cards for verbal problem solving; an important life and language skill
26 ratings
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Meet the need for more informational texts for special education with this book about Living and Nonliving Things. This resource is packed with language-based activities for learning vocabulary, sequencing, describing, comparing, and more. This
23 ratings
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Barrier games are often used by speech-language pathologists to increase receptive and expressive language skills, for giving and following directions, as well as comparing and contrasting and describing. They are a fun way for students to work
19 ratings
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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Do you struggle with providing the 200 opportunities per day AAC users need? AAC users don't always get enough practice with producing sentences in every day use. Here is another great resource for practicing sentences using communication
18 ratings
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This resource provides you with file folder activities and games for: * matching items with their location, function, and associated items, sorting where things are used (includes home vs. school, and bedroom, bathroom, garage, dining room, things
12 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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Improve students' oral language, narrative development and storytelling skills with this collections of story elements pictures, visual cues, and how-to information. These materials offer lots and lots of practice for students at all levels of
8 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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