Susan Berkowitz

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United States - California - san diego
Susan Berkowitz
4.0
4,138 votes
All kids can communicate. All kids can learn to read.
 
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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
$4.25
79 ratings
4.0
Digital Download PDF (26.42 MB)
Have your students use role playing to help prepare them for job interview questions, and answer questions about knowing what to do and what not to do, as well as a list of appropriate accommodations for persons with cognitive disabilities (and some
$3.00
32 ratings
3.9
Digital Download PDF (6.87 MB)
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
$4.00
42 ratings
4.0
Digital Download PDF (4.27 MB)
Life skills are those skills needed for independent living, and include a variety of daily living, job, and community living skills. Language is easily built through these routine tasks, where the vocabulary, sequence, and descriptions are
$4.00
45 ratings
4.0
Digital Download PDF (26.28 MB)
Build understanding of prepositional concepts, sequencing, phonological awareness, vocabulary, describing skills and more! This resource builds language and literacy skills with “The Napping House” by Audrey Wood. In this resource you will
$4.75
35 ratings
4.0
Digital Download PDF (16.85 MB)
This is a fun game-like activity for practicing giving and following directions. Students assemble sandwiches with the ingredients provided, placing items on top, under, between each other. Or create more complex directions. Use it 1:1, in
$2.75
32 ratings
3.9
Digital Download PDF (32.30 MB)
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
$4.75
29 ratings
4.0
Digital Download PDF (120.55 MB)
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
$3.50
31 ratings
3.9
Digital Download PDF (65.79 MB)
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
$3.00
27 ratings
4.0
Digital Download PDF (3.12 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
$4.00
42 ratings
4.0
Digital Download PDF (17.45 MB)
Do you need a language game that covers expressive language for pragmatics, semantics, story or event recall? This is a fun game to play during speech therapy time, language groups, social groups. There is: • a game board and a spinner to
$3.50
18 ratings
4.0
Digital Download PDF (2.31 MB)
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
$3.00
25 ratings
4.0
Digital Download PDF (5.88 MB)
Barrier games have long been used by speech-language pathologists for developing language skills. Having a pair of students take turns giving and following directions develops concise directing and describing skills in a fun activity. Students
$1.25
13 ratings
4.0
Digital Download PDF (12.28 MB)
Barrier games have long been used by speech-language pathologists for developing language skills for giving and following directions using spatial concepts and descriptive concepts. Having a pair of students take turns giving and following
$2.50
23 ratings
4.0
Digital Download PDF (9.43 MB)
For many students with language disorders, answering Wh-questions is difficult, as are making inferences and predictions. Predicting and infering are often much more difficult than basic Wh questions. This game is a good tool in your intervention
$3.00
20 ratings
4.0
Digital Download PDF (4.31 MB)
Barrier games have long been used by speech-language pathologists for developing language skills for giving and following directions using spatial concepts and descriptive concepts. Having a pair of students take turns giving and following
$2.50
22 ratings
3.9
Digital Download PDF (41.26 MB)
Barrier games have long been used by speech-language pathologists for developing language skills for giving and following directions using spatial concepts and descriptive concepts. Having a pair of students take turns giving and following
$1.75
15 ratings
4.0
Digital Download PDF (19.99 MB)
Do your students have difficulty knowing the right thing to say? Do they have trouble connecting what people are saying to their facial expressions and body language? Can they read the mis-match between one person’s speech and another’s expression?
$4.50
16 ratings
4.0
Digital Download PDF (48.76 MB)
Using describing words - and more complex language - is a familiar objective when working with students with language disorders. Give students practice formulating adjective + object phrases with communication symbols. This will help both verbal and
$4.00
26 ratings
4.0
Digital Download PDF (3.79 MB)
If you are teaching life skills to students or older clients, setting the table is one of the chores you will want to address. There are a variety of different placemats with communication symbols/visual cues at a wide range of complexity. There are
$3.25
12 ratings
4.0
Digital Download PDF (12.53 MB)
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TEACHING EXPERIENCE

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.

MY TEACHING STYLE

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.

HONORS/AWARDS/SHINING TEACHER MOMENT

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.

MY OWN EDUCATIONAL HISTORY

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.

ADDITIONAL BIOGRAPHICAL INFORMATION

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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