Naturally Speaking Voice Recognition Software

Naturally Speaking Voice Recognition Software 

This product is great because if you struggle with spelling or even typing, the student can speak into the microphone and it will type for you.  Dragon NaturallySpeaking is a great product to use.  This product could be used in probably first grade and up.  As long as the student can speak clearly, the product does all of the work for the student.  

Here is a tutorial on the product.

I have learned that this is three times faster than typing and it is more accurate.

Talking Word Processor Software

Talking Word Processor Software

This software can be used for students that have learning disabilities and for someone that needs auditorial input.  The software provides speech feedback as the text is being typed.  Premier is a product that is being used to support the students.  This technology would probably be used for students in second grade and up because they would have to be capable of typing.

This video is to demonstrate how the product is used.

I have learned that this product reads the words back to you every time you hit the space key.

Word Prediction Software

Word Prediction Software

This software can be used for students that have learning disabilities.  It helps with spelling, grammar, and word choices.  WordQ is a product that we have discussed in class several times.  This technology would be for students that are capable of typing which mean it could be for students probably in second grade and up.

https://www.youtube.com/watch?v=LLZ9oZvlnLo This is a link to demonstrate how the product is used.

I have learned that this is a great tool for writing assignments for those students that have illegible handwriting and just need a boost with their spelling.

Modules

This is information that I have learned while reading and watching videos about three modules.

The first one was about AT Assessment Process in the School Environment.  I knew some of the information about this topic due to being part of the team for my daughter.  My daughter is currently using a picture exchange system also known as PECS.  I was hoping that she would get to use an AAC device or an app on her iPad but they thought she should start with handing a picture to an adult to show the request.  I knew that there was a team that came in to evaluate her skills to determine if she was going to be able to handle and AAC and the team believed that it is too advanced for her at the time.  The group of people that are working with her have to be very familiar with the language device to make sure that it is implemented as much as possible.  We have some PECS pictures at the house to help reinforce it at home.  They use actual pictures for my daughter instead of the board pictures because she does not make the connection between a generalized picture and the actual object. 


The second module was about assistive technology in IEPs.  Assistive technology can help in many aspects and not just for language like the AAC device that I was referring to earlier.  They can help with reading, writing, math, learning and studying, vision, hearing, communication, access to the environment, activities of daily living, and social behavior.  These modifications can be from low tech to high tech.  Assistive technology is not only for severely disabled students.  The low tech can be a binder that creates a slanted desk for a child to use to be able to write easier.  This assistive technology can be used on any students that require this as a modification to help them.  Not all students with IEPs require assistive technology either.

The third module was about automatic speech recognition (ASR).  There are products to help students that struggle with writing and spelling.  Dragon NaturallySpeaking is a product that helps by a person talking into the microphone and it types what you have said.  For those that struggle with reading and writing, WordQ and SpeakQ help the students.  They provide a combination of word prediction, speech output, and speech input to generate written work. Dragon mobile assistant can help students on the go with an Android. These are all great products that can help students get their written point across despite their disabilities.

Assistive Technology for Computer Access

Assistive Technology should be used in every classroom where necessary.  It can vary from low to high tech and doesn't have to be expensive.

"It doesn't matter what category a solution falls into-no-tech/low-tech, mid-tech, or high-tech-what does matter is that it is the right tool for the job, offering the least restrictions while providing a solution that words over the long haul for that child."  Christopher Bugaj

The assistive technology continuum is starting with the no-tech/low-tech tools first and then moving up to mid-tech then high-tech solutions if need be.  It's just important to find the right tool for each student.

Here is a video that explains it: https://www.youtube.com/watch?v=scq2NIT5Mn0

Alternative output devices primarily support visually impaired or blind people.  Screen magnifiers enlarge information that is displayed on the computer screen.  Screen readers will read what is on the screen for you.  There is even machines that provide braille output.  Even students that are visually impaired can use computers just like all of the other students.  Technology is so great!

Assistive Technology on Computers and iPhones/iPads

Did you know that computers and iPhones/iPads have assistive technology built right into them?  Here are two questions that discuss the assistive technology that is already provided for you.

1) What universal design features facilitate computer access for students with disabilities?  What are the characteristics of the students for whom the specific features may be appropriate?

Students may need specific features on the computer to help them learn. These features can include, subtitles on videos for students who are hard of hearing or ELL. Additionally struggling readers’ benefit from seeing and hearing at the same time. Increased font size also helps those students who are visually impaired. One that I use for all of my students is the zoom button.  When I display information from a website onto the smartboard, the students can't usually see it until I zoom in for them.  It is so fast and easy and makes the print easily read by all.

2) What additional operating system features are provided for users with disabilities, and what are the characteristics students for whom these specific features may be appropriate?

Apple products are equipped with switch controls that can benefit students who need accommodations. Additional attachments, like levels and buttons, can be added onto devices so students can select answers.  Button attachments benefit students that cannot speak.  They computer is set up to say a word or phrase when the button is pressed.  This give the students a sense of independence.

This is the button that helps guide you on your Apple Computer.  Under preferences you will see this button and it will take you to the different types of assistive technology that the computer provides.

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Assistive Technology to Enhance Communication

It is important to embrace assistive technology in the classroom to help out the students who need that extra support.

Let's first discuss augmentative communication.  Augmentative and alternative communication (AAC) is an umbrella term that encompasses the communication methods used to supplement or replace speech or writing for those with impairments in the production or comprehension of spoken or written language.  This is very important because there are students that cannot speak and they need a voice.  They need to express their wants and needs, communicate with the teacher and other students, and to participate in class.  An AAC helps them to speak by them picking a picture or word (depending on their mental ability) and the device says the word for them.  AACs can be iPads (they have apps) or an actual device.  My daughter is non-verbal and is currently working on PECS which is not a device because she is not mentally intelligent enough to use an AAC.  I am very much looking forward to the day when she will be able to use an AAC to communicate with me on a daily basis.
These are two different kinds of AACs.  The first one is an eye gazing one.  By the student gazing his eyes at the picture he choses, the device will know which picture and will speak the word that is associated with the picture.  The second one is a hand held device that a child pushes the correct buttons.


There are ways to help children who are hard of hearing as well.  There are assistive listening devices that the child wears a piece in their ear while the teacher wears their piece on their shirt.  The teacher's part has a microphone that they talk into and the sound comes out in the ear piece that the student has on.  I feel that this can help eliminate the obstacles that students could have like having trouble hearing the teacher.  The problems this could cause could be: missing directions for assignments, not being able to hear questions that are being asked of them and not being able to hear the instruction of the lesson.  It's great to know that there is a device to eliminate these problems.