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
139 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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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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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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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
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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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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
45 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
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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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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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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
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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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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
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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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
23 ratings
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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
20 ratings
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
15 ratings
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?
16 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
Digital Download PDF (47.25 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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