Assistive Tool 1

 Reflection on Speech-to-text Tools for inclusive classroom

Inclusive education aims to create a learning environment where all students can succeed, regardless of their gender, class and individual abilities. One of the most important assistive technologies that helps in creating inclusive learning is the speech-to-text software. Text-to-speech is the process of converting spoken words into written text (Hu & Downie, 2024). This assistive tool is especially helpful for individuals who have physical disabilities, learning difference like dyslexia, or those who have difficulties with writing in traditional writing methods. In this reflection, I am going to explore the benefits, limitation, and the suitability of speech-to-text software for inclusive classrooms.

There are many tools under speech-to-text technology including, Dragon NaturallySpeaking, Google Voice Typing, and Microsoft Dictate which allows learners to share their ideas without the physical and cognitive barriers that is associated with writing. The software uses automatic speech recognition (ASR) which converts spoken language into written text, often used as a command (Rella, 2022). With advancement of speech-to-text technology, it has led to the inclusion of continuous speech recognition, allowing users to speak naturally like dictating to a scribe while maintaining control and autonomy over their writing (Higgins & Raskind, 2000 as stated in Huag, 2016). Huag (2016) has also mentioned in his research paper that speech-to-text software, unlike depending on a human scribe, enables learners to view and edit their texts as they speak.

One of the main benefits of speech-to-text software is its ability to promote student’s independence and enhance self-expression. For learners having disabilities like dyslexia, who often face difficulties with spelling and grammar, speech-to-text will help them overcome this challenge and help them communicate their ideas more clearly (Mosseige et al., 2023). Moreover, this technology also supports students who find it difficult to begin writing and forget their thoughts before they could record them, as the tools captures thoughts quickly through speech without the need to write them and reduces the pressure of traditional writing tasks (Smith, 2021).

Despite its benefits, speech-to-text software comes with several challenges. While automatic speech recognition is a key feature, the accuracy of speech will be limited by the difference in pronunciation, background noises or speech impairments, which may cause frustration and result in incorrect transcriptions for users (AXIMQ, 2024). Additionally, variation in accents can also affect accuracy. Moreover, to use the tool effectively, both learners and teachers may need time, training, and continuously use the tool to become comfortable and get used with the tool.

Overall, speech-to-text software is a suitable assistive tool for inclusive classrooms because it helps in reduce barriers to written communication and supports a wide range of learners. Speech-to-text tool also known as voice or speech recognition technology, automatically transcribed spoken language into text, offering an alternative way for learners to express their ideas other that writing (Levine et al, 2023). Research suggests that students using the speech-to-text tools often help learners produce longer texts with fewer spelling errors and sometimes produce complex sentences compared to their peers who rely solely on traditional writing methods (Levine et al., 2023). The benefits that are offered by the speech-to-text tools have been observed among learners with physical and learning disabilities, multilingual students and those students who are in both general and special education settings. However, to ensure balanced development of skills, speech-to-text tool should complement the traditional writing practices rather than replacing it. With a combined approach, it will help learners strengthen both their oral and written communication skills (Levine et al., 2023).

To sum up, speech-to-text technology is a very important tool used for fostering inclusive learning environment, offering students an alternative way to communicate and express their ideas, especially those individuals who faces difficulties while following the traditional writing methods. It promotes students’ independence and can improve the quality and quantity of their written work. Although it has some limitations, such as need for training and accuracy, it remains a highly useful tool if when used properly. By integrating traditional writing practices alongside speech-to-text tools can help cater to varied learners need and create an accessible and supportive learning environment.

[Picture of Dragon NaturallySpeaking software: the software is asking the user to read a sample paragraph aloud, allowing the program to learn their voice and speech patterns for accurate speech-to-text conversion]

References:

Mossige, M., Almgren Bäck, G., Svensson, I., Gøttsche, N. B., Rønneberg, V., Dolmer, G., Selenius, H., Fälth, L., & Svendsen, H. B. (2023). Text Performers—Using speech-to-text technology to support students with dyslexia during text production. Nordic Journal of Literacy Research, 9(2), 99–123.

Smith, C. (2021, June 9). The benefits of speech-to-text technology in all classrooms. KQED MindShift. https://www.kqed.org/mindshift/57786/the-benefits-of-speech-to-text-technology-in-all-classrooms

Levine, S., Hsieh, H., Southerton, E., & Silverman, R. (2023). How high school students used speech-to-text as a composition tool. Computers and Composition, 68, 102775. https://doi.org/10.1016/j.compcom.2023.102775

AxiomQ. (2024, June 6). What are the advantages and disadvantages of speech recognition? AxiomQ Blog. https://axiomq.com/blog/what-are-the-advantages-and-disadvantages-of-speech-recognition/

Haug, Katrina N., "The Effect of Speech-to-Text Software on Learning a New Writing Strategy" (2016). Electronic Thesis and Dissertation Repository. 4089. https://ir.lib.uwo.ca/etd/4089