A Clear Purpose: Maya Klatsky’s Journey Through Speech-Language Pathology at Stony Brook Southampton

When Maya Klatsky began her graduate studies in speech-language pathology in the School of Health Professions at Stony Brook Southampton, she was motivated by a desire to help people find their voices. Now in her second and final year of the program, she is well on her way to turning that passion into a career that blends science, compassion and human connection. 

“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 interest in speech-language pathology developed gradually. Growing up, she enjoyed language, learning and working with people. It was during her undergraduate studies at the University of Vermont that the Shoreham, New York, native discovered speech-language pathology as a field that combined her love of science with her desire to make a difference in people’s lives.

“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.”

A child of two educators, she began shadowing practicing speech-language pathologists, observing both pediatric and adult settings, and saw how therapy could change a person’s confidence and ability to connect with the world.

When it came time to choose a graduate program, Klatsky was looking for strong academics, clinical training and a close-knit community where she could thrive. Stony Brook Southampton offered all three.

“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.”

The Southampton campus also offered a unique setting — with its close proximity to the water and natural beauty — that Klatsky has come to appreciate. “It’s a peaceful place to study, but it’s also deeply connected to the larger Stony Brook community,” she said. “We have access to the resources of a major research university while being part of a smaller, more personal learning environment. After a big exam, we take a break and walk to the beach and sit on the dock at the Southampton Marine Sciences Research Center. It is beautiful, peaceful, and grounding. That kind of physical environment helps with managing the stress of graduate school.”

Klatsky noted that the layout of the campus, with classrooms, labs and faculty offices so close to each other fosters collaboration and support. “You might have a class in the morning, then walk across the hall to a clinical lab or supervision meeting,” she said. “It’s an environment where learning and practice are very integrated.”

From her first year in the program, Klatsky began working directly with clients under the supervision of licensed speech-language pathologists. She learned to conduct diagnostic evaluations, administer standardized assessments, develop treatment plans and track client progress.

Life on the Southampton campus has also shaped Klatsky’s graduate school experience in other ways, with a close-knit and collaborative environment. “We really support each other,” she said. “If someone finds a great resource or has a new therapy idea, they share it with the group. We have a group chat and are constantly in contact. It feels like we are all in this together.”

“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.”

Through her externships, she quickly realized that therapy often requires flexibility and creativity. “Every client is different,” she said. “You have to figure out what motivates them, what their goals are, and how to make therapy engaging. It’s not a one-size-fits-all approach.”

This summer, Klatsky volunteered at Camp Dream.Speak.Live., a summer program for children who stutter that was offered at Stony Brook Southampton. The camp, run by faculty and students in the speech-language pathology program, encouraged students to accept and appreciate stuttering.

“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 and not worry about being judged was really powerful.”

She recalled an activity where campers shared personal stories about being teased or misunderstood because of their stutter. “It was emotional, but it also created such a strong sense of connection,” she said. “It reinforced for me how important it is to address not only the mechanics of speech but also the emotional side of communication disorders.”

Life on the Southampton campus has also shaped Klatsky’s graduate school experience in other ways, with a close-knit and collaborative environment. “We really support each other,” she said. “If someone finds a great resource or has a new therapy idea, they share it with the group. We have a group chat and are constantly in contact. It feels like we are all in this together.”

She has found that the faculty are deeply invested in and committed to student success, providing guidance and feedback. “They know you by name, they know your strengths, and they push you to grow,” she said.

Klatsky is considering several possible career paths. She is drawn to working in a medical setting, such as a hospital or rehabilitation center, where she can help patients with speech, language, cognitive and swallowing disorders following injury or illness, and is also interested in continuing to work with children.

Her summer externship placement was at the Long Island State Veterans Home, where she connected with residents, providing swallowing evaluations and working closely with the nutrition team regarding challenges with eating. This placement allowed her the opportunity to speak directly with family members for the first time.

“I had one wife at the end of my placement, who I had seen daily since my first day, and she said ‘I don’t think you realize how much of an impact you’ve made on him.’ He struggled with coughing during meals, and now they can get through a meal and talk, without him being stressed and anxious about coughing,” Klatsky explained. “The fact that I can help give them this time back, and be able to enjoy a meal together like they used to, is just an amazing feeling.”

Her fall placement will take her to an elementary school setting working with children. “I like the variety that comes with this field,” she said. “You can work with so many different populations and in so many different settings. It keeps things interesting.”

Her advice for prospective students is to seek out opportunities to observe or volunteer early on. “The more you can see what the field is really like, the better,” she said. “It’s one thing to read about it, but when you see the impact therapy can have, it’s incredibly motivating.”

She also emphasized the importance of developing strong interpersonal skills. “A big part of our work is listening, being patient and finding creative ways to connect with people,” she said. “Those are skills that can be valuable in any part of life.”

Klatsky’s experience has deepened her appreciation for the role speech-language pathologists play in advocacy and education. “Sometimes, part of the job is educating others,” she explained. “You might be explaining to a teacher how to support a student in the classroom, or talking to a family about how to carry over strategies at home. You’re not just treating the client, you’re building a whole support network around them.”

For Klatsky, the work is about more than improving speech. “At the end of the day, it’s about helping someone communicate in a way that lets them fully participate in their life,” she said. “That’s what keeps me motivated.”

— Beth Squire