Readying Students with Speech, Language, Communication Needs for Success in the Workplace: An Irish School’s Experience with Talk for Work

Background:

Talk for Work is an evidenced-informed, targeted intervention used in post-primary schools, designed to support students aged 14 to 18 with Speech, Language, Communication Needs (SLCN) to prepare for the workplace.

The National Council for Special Education (NCSE) in Ireland employ Speech and Language Therapists (SLTs) as part of the Education Therapy Support Service (ETSS). Therapists implement an educationally focused, multi-tiered model of sustained, in-school therapy support and a collaborative partnership approach to building capacity in schools. As such, NCSE SLTs play an active role in both the training of teachers to deliver interventions, like Talk for Work, and co-facilitating implementation of these interventions.

Aims: This case study reports on the process and impact of Talk for Work as a teacher-led, targeted intervention, in an Irish, co-educational, post-primary school, where training and implementation support was provided by NCSE SLTs.

Methods: Two NCSE SLTs collaborated with two teachers to implement Talk for Work with a group of eight students, all preparing to sit a vocation-focused, end of school examination. Teachers were supported to gather student data using the Talk for Work Profile (pre and post). Stakeholder feedback was also gathered using a teacher survey, an employer survey, and Talking Mats TM for students. All data was analysed by NCSE SLTs.

Results: Outcome data illustrated an improvement in every student’s communication abilities. For example, 100% of students scored higher in two out of three communication areas (understanding, talking and interaction with others). Collective analysis of post-intervention stakeholder feedback also highlighted qualitative outcomes for students associated with ‘engagement and attendance’ and ‘happiness and well-being’, which closely align with the inclusive education outcomes (2014) of the NCSE.

Conclusions: This case study illustrates that Talk for Work can be delivered by teachers with support from SLTs within the Irish educational post-primary context. Co-delivery can achieve positive communication and educational outcomes. It should be considered as an intervention to support overall ‘end of school’ outcomes as well as the promotion of student’s life skills, participation, and enjoyment in school life.

Keywords: Communication Intervention; Workplace; Education; Life Skills; Inclusion.