May is Better Speech-Language and Hearing Month and Pediatric Feeding Disorder (PFD) Awareness Month — two important observances that shine a spotlight on the critical role speech-language pathologists (SLPs) play in early childhood development. As we raise awareness about speech-language and feeding disorders, it is essential to recognize the challenges faced by families and professionals alike, particularly in the field of early intervention (EI). For many children with speech, language, and feeding difficulties, early intervention can make all the difference, yet access to timely care remains a pressing issue.
Margaryta Kuzmin, founder of KuzminSLP, is working to change the landscape of early intervention for children with speech, language, and feeding disorders. As an award-winning bilingual SLP with over a decade of experience, Kuzmin is addressing the pressing need for more trained professionals in EI services, especially in underserved communities. Through her work, she is striving to close the gap in the number of trained SLPs, ensuring that children receive the care they need at the most critical time in their development.
Kuzmin’s career began with a personal connection to the challenges faced by families seeking specialized care for their children. As a first-generation Ukrainian immigrant, she understood the struggles of navigating complex systems without sufficient support. Today, as the CEO of KuzminSLP, she uses her expertise in pediatric feeding, Augmentative and Alternative Communication (AAC), and bilingual therapy to support families and professionals in the early intervention space.
A Growing Concern in Early Intervention
While the shortage of trained SLPs in early intervention has been widely discussed among professionals and in academic circles, the true extent of the crisis is difficult to quantify. However, numerous reports and studies point to a significant gap in the availability of services, leading to long waitlists for families. According to sources like North Country Public Radio and The Children’s Agenda, many states report a shortage of EI providers, with some families facing months-long delays before receiving the therapy their children urgently need.
Kuzmin highlights the importance of addressing this issue. “The first three years of a child’s life are everything — and yet many children experience delays in receiving the therapy they need,” Kuzmin states. “The longer families wait, the harder it can be for children to reach critical developmental milestones, particularly when it comes to communication and feeding skills.”
Her own experiences working with children from birth to age three have motivated her to take action. Through KuzminSLP, she aims to empower more professionals to step into the field with confidence, ensuring that children get the timely care they deserve. Her work includes offering courses, tools, and resources that focus on specialized areas such as pediatric feeding, language delays, AAC, and bilingual therapy.
Meeting the Need Through Training and Resources
As an ASHA CEU (American Speech-Language-Hearing Association Continuing Education Units) Approved Provider, Kuzmin has developed accredited courses tailored to SLPs working in early intervention. These courses cover essential topics such as proper assessment of speech-language skills, functional therapy planning, parent training and involvement, and working with children with feeding challenges. These training programs are designed to equip professionals with the skills and knowledge they need to work effectively with children in the early intervention space.
“My goal has always been to create training that is not only informative but also practical,” Kuzmin says. “I want professionals to walk away feeling empowered, with clear tools that they can apply immediately in their sessions.”
In addition to her courses, Margaryta Kuzmin has been actively advocating for the growing challenges in early education, including the need for speech-language pathologists (SLPs) due to the rise in diagnoses such as autism, which now affects 1 in 31 children according to the CDC, pediatric feeding disorders (PFD), which now affects about 1 in 37 according to Goday et. al., consensus paper in 2019, and the increasing number of children saved in neonatal intensive care units (NICU). Approximately 94.5% of infants discharged from the NICU meet the eligibility criteria for early intervention (EI) services based on biomedical risk factors reported by Mirzaian et al., in their 2022 study. However, only about 40% of these eligible infants are actually connected to EI services. The prevalence of feeding and/or swallowing difficulties in children with disabilities ranges from 40% to 80%, with higher rates observed in children who are premature, have failure to thrive, or have conditions like autism or various genetic syndromes. She highlights the critical need for competent SLPs with expertise in areas like augmentative and alternative communication (AAC), feeding/swallowing disorders, and other specialized therapies, as it is within their scope of practice.
“We (SLPs) are often absent during the most critical moments in a child’s development, especially when early intervention in feeding and communication could make all the difference in shaping children’s future.” Kuzmin has been sharing her insights through speaking engagements at local early intervention agencies, as well as state, national, and international levels to address these pressing issues.
Building Confidence in a Tough Field
In addition to advocating for more trained professionals, Kuzmin is also focused on addressing the challenges faced by SLPs working in early intervention. Many therapists experience burnout due to the emotional and physical demands of the work, lack of salary growth, and the administrative challenges that come with managing therapy plans and paperwork.
“When you give an SLP the right training and support, you’re not just helping one child — you’re creating ripple effects across families, schools, and communities,” Kuzmin explains. “It’s essential that early intervention programs are properly funded in all the states and provide professionals with the tools they need to feel confident in their work, so they can do their best for the children they serve.”
Kuzmin has used her own experiences in the field to create resources that support both professional development and well-being. Her courses and tools are designed not only to improve therapists’ skills but also to help them manage the emotional and logistical challenges of working in early intervention.
The Road Ahead for Early Intervention
The road to improving early intervention services is long, but Kuzmin remains committed to creating change. Through her work with KuzminSLP, she is helping to address the shortage of trained SLPs in early intervention and advocating for more resources and support for both professionals and families.
“The real change happens when we stop waiting for the system to catch up and start creating solutions,” Kuzmin says. “It’s about equipping professionals with the tools they need now, supporting families, and ultimately, ensuring that children receive the care they deserve.”
Kuzmin’s dedication to early intervention and her advocacy for more trained professionals are helping to shift the conversation around early childhood development. “Early intervention is more than just support during first steps in a child’s development; it’s the necessary foundation for a lifetime of growth, opportunities, and success.” By focusing on training, empowerment, and culturally responsive care, she is making a tangible difference in the lives of children and families across the United States.
For more information about Margaryta Kuzmin and KuzminSLP, visit KuzminSLP.com or KuzminSLP Instagram.
To read more about the early intervention crisis, check out North Country Public Radio, The Children’s Agenda, and Science Direct.
Additional insights are available at SAGE Journals.
Goday, P. S., Huh, S. Y., Silverman, A., Lukens, C. T., Dodrill, P., Cohen, S. S., Delaney, A. L., Feuling, M. B., Noel, R. J., Gisel, E., Kenzer, A., Kessler, D. B., Kraus de Camargo, O., Browne, J., & Phalen, J. A. (2019). Pediatric Feeding Disorder: Consensus Definition and Conceptual Framework. Journal of pediatric gastroenterology and nutrition, 68(1), 124–129. https://doi.org/10.1097/MPG.0000000000002188
Centers for Disease Control and Prevention (CDC). (2022). Prevalence and early identification of autism spectrum disorder among children aged 4 and 8 years. Morbidity and Mortality Weekly Report, 74(2), 1–12. https://www.cdc.gov/mmwr/volumes/74/ss/ss7402a1.htm
Mirzaian, C. B., Ghadiali, T., Vestal, N., Song, A., Vanderbilt, D., & Lakshmanan, A. (2022). Rates of connection to early intervention from the neonatal intensive care unit in a high-risk infant follow-up program. Journal of Perinatology, 42(10), 1412–1414. https://doi.org/10.1038/s41372-022-01408-3