I’m sure that, for the first few weeks of summer vacation at least, school will be the last thing on your mind. But did you ever consider that summer could provide a treasure-trove of free therapy materials that you can use throughout the school year?? Here are some ways to make therapy fun and functional, and relevant to the curriculum for all of your artic, language, fluency, and voice students:
- Tourist brochures – Hotels, rest stops, and tourist destinations always have racks upon racks of cards and brochures that promote all of the attractions in the area, and they are FREE. Help yourself! These provide interesting stimulus material for reading aloud, discussion, and writing activities.
- Our fourth grade studies Pennsylvania history, so brochures from historical sites in our state are very relevant to their classwork. And it’s always surprising (in a sad way) to learn how many students have never visited local historical sites. Maybe sparking their interest will lead to family day trips in the region.
- Brochures from outside the state offer the opportunity to talk about history, geography, distance, and observable differences in the photos compared to your immediate environment. What do you see? What do you think it’s like there? Does it remind you of any place you have already visited? How long would it take to get there? What would be the best way to travel there? What would you have to pack for that trip?
- Provide brochures from a variety of locations and have the students discuss the pros/cons of each from their point of view.
- Use brochures as a reference for writing activities, such as writing a letter or postcard to someone about an imaginary trip or writing an ad to promote a tourist destination. Video the students presenting their ad – lots of fun, great carryover for artic, and useful for self-monitoring via playback.
- Postcards – not free, but usually cheap. Use as above, and also as creative story starters about “my best” or “my worst” summer vacation. Sort by common features (location, type of attraction, etc.). Locate the places on a large wall map.
- Maps and regional travel books – free to members of AAA. Maps alone offer so many language opportunities! Older students will enjoy learning how to look up tourist destinations and then plot them on the map to create an interesting itinerary. Read the hotel and restaurant listings, comparing amenities and price. Create math word problems related to these materials for students who struggle with that language. And don’t forget the maps that are often provided in amusement parks, zoos, historic villages, etc. With just a little thought, I’m sure you can come up with all kinds of storytelling, describing, categorizing, auditory memory, and sequencing activities that the students would really enjoy.
- Menus – lots of restaurants have take-out menus so, again, help yourself! With your artic, language, social skills and life skills students, use menus for:
- artic practice with multisyllabic words
- discussion of likes/dislikes and healthy vs. not so healthy choices
- role play ordering and taking orders in a restaurant – good for social skills, auditory memory (can the waiter repeat and/or write down what the customers ordered?)
- Bus and train schedules – available at all stations and depots. These provide practice with functional life skills, in addition to artic and language. Can they locate the quickest route to their destination? How much will it cost? How long will it take?
- “This Week in (vacation location)” booklets — use for planning a daily or weekly itinerary, comparing/contrasting and expressing opinions about listed activities, writing and then verbally delivering “ads” to get folks interested in the various events. (My students love to do news, weather reports, and commercials on video — motivating speech and language practice that provides playback for self-monitoring).
- Photographs of your travels — use for labeling, describing, writing captions.
Students love using these unconventional materials in therapy. Beyond the activities I create to support their goals, these materials spur the students to share stories from their own travel experiences, giving me the opportunity to assess their conversational artic, vocabulary, grammar, and ability to tell a story in sequence and with sufficient detail.
So, while you are out and about this summer, be on the lookout for these materials and ask your friends and relatives to do the same. Then create a “travel agency” nook in your therapy room and enjoy using these materials throughout the year!