I benefited greatly from researching the assigned websites this week, because I hope to have the opportunity to use most of this technology as an educator of students with special needs. Of particular interest to me are the speech generating devices (SGD) and Alternative and Augmentative Communications (AAC). This technology allows students to communicate in alternative means when they are unable to communicate effectively through traditional methods. For example, a student with autism may be unable to verbally communicate their thoughts and needs. With the help of AAC, students with autism are able to use symbols and pictures in lieu of written or spoken words. ACC programs and applications are readily accessible and can be added to iPhones, iPads and other handheld devices, making them affordable and portable. “These AAC apps come with pre-installed symbols with messages and allow the user to add pictures and messages. Some use text to speech and others use recorded audio” (Wikipedia, 2011).
A student with a hearing impairment would benefit from the use of speech-to-text software. As the teacher speaks aloud, the speech is translated into text and can be read by the student. Again, there are programs/applications available on iPhones, iPads, and other eReaders that make this technology portable and accessible.
A student with low vision would benefit from the use of two technologies: the E-reader, and Digital Accessible Information Systems (DAISY). An E-reader has several functions that can aid a student with visual impairments, including adjustable text sizes and grayscale and text-to-speech. However, the user is limited in that these accessibility features do not extend to the menu functions (Wikipedia, 2011). DAISY books, or talking books, are suitable for students with more severe visual impairments because not only does the text-to-speech function allow them to read, they are also capable of navigating menu functions. Also, an added benefit to DAISY books is that any Microsoft user can save their files in a DAISY-compatible format.
If a child has a physical disability that limits the use of the hands or arms (such as a broken arm), Speech Recognition Software can be helpful in producing typed materials, managing software programs, and doing online research. The child is able to speak verbally, and the software will transcribe the words to text. A limitation of this software is that because the “nature of narrative dictation is highly interpretive [it] requires judgment that [must] be provided by a real human” (Wikipedia, 2011). In order for the transcription to be an accurate display of the spoken word, it must often be revised by another person. It is also a time-intensive process to train the software to recognize the tone and intonation of a particular person.
Overall, these technologies have impacts that are far-reaching, and are beneficial for use with students with disabilities.
Reference
Wikipedia. (2011). Assistive technology in education. Retrieved from http://en.wikibooks.org/wiki/Assistive_Technology_in_Education
Excellent post!
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