For Brianna Donley, communication is more than a skill. It’s the thread that connects people — to one another, to learning, and to the world. As a speech-language pathologist at MacArthur Early Childhood Center in Macomb, Brianna helps preschoolers find their voices, often in ways that transcend words.

“When I was in grad school at Eastern Illinois University, I interned here in Macomb,” she said. “I worked with older students at Edison, the junior high, and the high school. After I graduated, I was between two districts, traveling back and forth, and it was tough. When a position opened here at MacArthur, I wasn’t sure preschool was my thing — but it’s been such a rewarding challenge.”

Now in her second year with the district, Brianna’s work involves students across the communication spectrum — from those who need a little help articulating speech sounds to those who are entirely nonverbal. “I get a good mix,” she said. “Some students are working on simple sound production, while others use devices to communicate. Every day looks different.”

Her interest in speech pathology began in high school after a distant relative — a practicing speech-language pathologist — shared stories about her career. “She worked in all kinds of settings,” Brianna said. “Hospitals, schools, even with patients doing hippotherapy, where speech sessions take place on horseback. I was fascinated by the variety and by the impact she could make. I knew I wanted to work in schools, in smaller groups, really getting to know the kids. It felt like the right fit.”

While many people assume speech therapy is about helping children pronounce certain sounds, Brianna said that’s only a small part of what the field encompasses. “People will say, ‘Oh, you work with the kids who can’t say their R’s,’” she laughed. “Sometimes that’s true — but it’s so much more than that. We work on everything from speech sounds, and receptive and expressive language to functional communication on augmentative/alternative communication devices. The range is huge.”

For some students, that means using Augmentative and Alternative Communication (AAC) devices — specialized tools that allow children who cannot speak to express themselves. “It started with picture symbols,” she explained. “Students could hand someone a card to show what they wanted — like water or food. Now, we have speech-generating devices that can be programmed with vocabulary, voices, and pictures.”

The technology is impressive, but it still takes careful teaching. “We focus on what we call core vocabulary,” she said. “Words like more, eat, or help can be used across settings. That’s much more powerful than just labeling objects. We model those words, use them in different contexts, and show that communication can happen anytime, anywhere.”

Those lessons are taught hand in hand with empathy. “When a child who hasn’t been able to express themselves suddenly says more or go using their device — that’s a big deal,” Brianna said. “It’s like a window opens, and you realize how much they have to say. These kids have so much to say.”

She credits mentors in the district — Michelle Sargent, Melissa Henning, Colton Markey, and Morgan Hentzel — for helping her find her footing early on. “Melissa was my supervisor during my internship, and Morgan has been amazing,” Brianna said. “She really spearheaded getting more communication devices into students’ hands.Morgan has worked with our tech team to make sure we can load communication apps onto district iPads, so students can try out different tools before we refer them for an AAC Device Evaluation. It’s been a huge help.”

Brianna has also seen how powerful collaboration between staff and parents can be. “The students who make the most progress are the ones whose parents take the time to learn the device, too,” she said. “We’ll do a parent training when a student first gets their device, and the families who practice at home — who poke around on it, learn it — their kids thrive. It’s just like verbal language. Kids learn by hearing it used around them.”

The teachers at MacArthur have also embraced the challenge. “Even though it can feel overwhelming at first, they’ve really committed to learning the technology,” she said. “They use it in their classrooms every day, which is so important. I might see a child for 30 minutes twice a week, but their teachers are modeling language all day long.”

The work can be slow, she admits, but it’s deeply meaningful. “Progress takes time,” she said. “Sometimes you don’t see the payoff right away, but you know you’re planting seeds. You’re giving them tools they’ll use for the rest of their lives.”

Her calm energy and clear sense of purpose make it easy to see why she thrives in early childhood education. “I love this age,” she said. “You see so much growth. And when you help a child communicate — whether that’s through words, gestures, or a device — you’re giving them leverage in life. You’re helping them connect with others, advocate for themselves, and be part of their world.”

She paused for a moment, then added softly, “It’s not just about teaching them how to talk. It’s about helping them be heard.”