Speech-Language Materials: General Education or Special Education Supplements (K-4)

The majority of the students in my special education program over the 4 years that I taught had speech-language goals. Some of the students with autism struggled with comprehension and sequencing. Other students had language processing disorders. The latter group of student often needed lot of repetition with language and speech patterns, new vocabulary, and word sequences before they were able to use their skills independently.

The speech-language pathologist and I worked together on a regular basis to develop materials that my students could use outside of their speech pull out time. These materials significantly increase the students' progress. Typically I used the materials during my time with the students. They are also appropriate for the general education setting. Most of the material sets can be completed in 5 minutes or less. Thus, it's very easy for a teacher or aide in the general education setting to use them with a student for a quick 1:1 session or during down time between lessons. These materials are also appropriate for home use, particularly for children who are not yet in school or are in school part-time.

I've included four of the most common materials that I used with my students. I have included a few additional resources at the end of the hub, too. I used Boardmaker to create all of these materials. You can use clip art or other visuals for your pictures if you'd like. I did not laminate the cards in most of these pictures because the students I had with severe language processing disorders did not have overlapping skill deficiencies. If you think you'll be using the materials over and over again, I highly recommend laminating them.

Matching picture/word cards: I typically have one student match and say the words for me.  The cards in the photo also have the student work on sorting the words into two categories.  You don't have to include visuals.  The two students that I've had with severe language processing disorders were both very low readers so the visuals were essential.  The students must say all of the words after they complete the matches.  The cards in the photo have trisyllabic words, so we'd often tap the desk or table with the syllables.

Flashcards with visuals: Flashcards are not the most exciting teaching material, but they do provide an easy method for reviewing. I've created matching flashcards for words and visuals for some of my students' language skills, which has made the review more fun. The cards pictured are 1) trisyllabic, 2) initial /k/ sound, and 3) final /k/ sound. Again, you don't have to include visuals for your flashcards if your students don't need them.

Concentration and Bingo: I have discussed in other hubs how my students love concentration and bingo to a degree that I don't quite understand.  Both games are very easy to make and to teach the students to play independently.  The cards in the photo are vocabulary words for an A-Z reader, but the games work the same way for speech-language word sets.  It's essential that the students say the words after they make a match or read their winning bingo hits.

Sentence strips: Typically I work on commonly used sentences with my students.  These sentences are applicable in numerous social situations.  You can also create and practice sentence trips for specific situations such as games or classroom interactions.  When the students are comfortable with the sentences in isolation, you can have them start using them in context.

All photographs in this hub are copyrighted by me, Rose Clearfield. Please contact me if you would like permission to use any of them. Thank you!