Maya Klatsky, a graduate student in speech-language pathology at Stony Brook Southampton, is preparing to enter her final year of the program. Her decision to pursue this field was driven by an interest in helping people express themselves and overcome barriers to communication.
“I have always been drawn to helping people express themselves,” Klatsky said. “Communication is such an essential part of who we are, and when someone is unable to communicate effectively, it can be incredibly isolating. Being able to help in that process feels like meaningful work.”
Klatsky’s path toward speech-language pathology began during her undergraduate studies at the University of Vermont. She discovered the profession as a way to combine her interests in science and working with others. “It really clicked for me when I realized how many different populations speech pathologists can work with,” she said. “From children with developmental delays to adults recovering from strokes, the scope of the field is huge.”
After shadowing professionals in both pediatric and adult settings, Klatsky saw firsthand how therapy could affect confidence and social connection. When choosing a graduate program, she sought strong academics and clinical training within a close-knit community—a combination she found at Stony Brook Southampton.
“I liked the idea of a smaller campus and cohort size,” she explained. “It means more one-on-one time with faculty and supervisors, and it creates a supportive, tight-knit environment. Everyone really gets to know each other, which is so valuable in a program that’s as intensive as this one.”
She also highlighted the unique setting of the Southampton campus for its natural beauty and access to university resources while maintaining a personal learning environment. “We have access to the resources of a major research university while being part of a smaller, more personal learning environment... That kind of physical environment helps with managing the stress of graduate school.”
The campus layout encourages collaboration among students and faculty by placing classrooms, labs, and offices near each other. According to Klatsky: “You might have a class in the morning, then walk across the hall to a clinical lab or supervision meeting... It’s an environment where learning and practice are very integrated.”
Klatsky gained practical experience early on through direct client work under licensed supervisors—conducting evaluations, developing treatment plans, and tracking progress. “The hands-on experience has been invaluable,” she said. “You can read about techniques in a textbook, but it is completely different when you are in a room with a client and adapting in the moment.”
Her externships revealed that therapy requires flexibility since every client has different motivations and goals: “Every client is different... You have to figure out what motivates them... It’s not a one-size-fits-all approach.”
This summer Klatsky volunteered at Camp Dream.Speak.Live., hosted at Stony Brook Southampton for children who stutter—a program run by faculty and students from her department that aims to foster acceptance among participants.
“It was amazing to see how the kids supported each other,” Klatsky said. “Some of them had never met another person who stuttered before... To be in an environment where they could just be themselves... was really powerful.” She described activities where campers shared personal stories about being teased or misunderstood due to their stutter: “It was emotional... It reinforced for me how important it is to address not only the mechanics of speech but also the emotional side of communication disorders.”
Klatsky credits her supportive cohort for sharing resources and ideas throughout their studies: “We really support each other... We have a group chat... It feels like we are all in this together.” Faculty investment has also played an important role: “They know you by name... they push you to grow,” she said.
Looking ahead, Klatsky remains open regarding career paths—considering roles within medical settings or continuing work with children after completing placements such as her recent externship at Long Island State Veterans Home.
“I had one wife at the end of my placement... say ‘I don’t think you realize how much of an impact you’ve made on him.’ He struggled with coughing during meals... now they can get through a meal ... without him being stressed...” Klatsky explained.
Her next placement will involve working with elementary school students—a change she welcomes given her appreciation for variety within speech-language pathology: “You can work with so many different populations ... It keeps things interesting.”
For those considering similar careers, Klatsky recommends early observation or volunteering opportunities along with developing interpersonal skills such as patience and creativity: “A big part of our work is listening ... Those are skills that can be valuable in any part of life.”
She believes advocacy remains central for practitioners: educating teachers or families about supporting clients outside therapy sessions forms part of building comprehensive support networks.
“For Klatsky, the work is about more than improving speech,” Beth Squire wrote. As Klatsky herself put it: "At the end of the day, it’s about helping someone communicate in a way that lets them fully participate in their life… That’s what keeps me motivated."