Speech-to-Text (STT)

A program on an electronic device that recognizes speech and is able to convert it to print or from print to speech.

AT Category: Sensory
- Communication
- Environmental
- Vision
AT Category: Academic
- Writing
AT Category: Executive Functioning
- Study Aid

High Tech

Considerations

Take the following considerations into account when selecting and implementing AT to ensure that the chosen tools are well-suited to the student’s needs, align with their goals, and seamlessly integrate into their educational journey. By embracing a collaborative approach and considering the specific skills, tasks, and implementation context, educators can provide students with the necessary support to thrive academically and functionally, promoting inclusivity and fostering their overall success.

Make Learning Accessible Find potential contacts within your LEA and at your ESC for support.

Need Support

Find potential contacts within your LEA and at your ESC for support.

Teacher of Students with Visual Impairments (TVI): A TVI is a licensed teacher who has received specialized training and certification in meeting the educational needs of students who have visual impairments ages birth to 21 years. This role may involve adapting teaching methods and materials to accommodate the unique needs of students with varying degrees of vision loss. They are skilled in using and teaching students to use assistive technologies such as screen readers, braille displays, and audio books.
Speech-Language Pathologist (SLP): An SLP is a member of the multidisciplinary team that evaluates or reevaluates students suspected of having a speech impairment (SI) and participates as an Admission, Review, and Dismissal (ARD) committee member in writing the Present Levels of Academic Achievement and Functional Performance (PLAAFP), drafting annual goals, and recommending assistive technology services and/or the special education service of speech therapy. An SLP may provide services that are academic and/or functional in nature depending on the age or grade-level of the student's curriculum. Speech therapy in schools most often addresses communication skills in the areas of articulation, language, and fluency. SLP services can be provided 1:1, in a small group setting, or may involve the SLP providing inclusive support in a general education classroom. The SLP may be a member of the LEA assistive technology (AT) team.
Special Education (SpEd) Teacher: A SpEd teacher delivers specially designed instruction (SDI) to students with disabilities. The teacher may serve differing roles, including but not limited to, a co-teacher, provider of direct instruction, and/or provider of indirect services, including consultative services. This teacher is a required member of the Admission, Review, and Dismissal (ARD) committee who participates in writing the Present Levels of Academic Achievement and Functional Performance (PLAAFP). The teacher contributes to drafting annual goals, developing how student progress will be measured, and determining any needed modifications to the student's general education curriculum and accommodations. The teacher makes recommendations about supplementary aids and services which may include any needed assistive technology (AT) services. The special education teacher may be a member of the LEA assistive technology (AT) team.

Skills and Tasks What skills or tasks will the student utilize this tool for? What areas, functional or academic, does this tool support?

Note-taking
Writing
Language

Implementation Context In what activities, classes, or environments will the student utilize this tool?

STT, commonly known as "speech-to-text," "voice-to-text," "voice recognition," or "speech recognition," serves as a valuable aid for students facing challenges in writing. With STT, students can transcribe their spoken words into text, offering an alternative to traditional handwriting or keyboard typing. STT technology can be immensely beneficial for students in schools as assistive technology, especially for those with learning disabilities, physical disabilities, or language barriers. Here's how it can help:

Accessibility: Students with dyslexia or other learning disabilities can benefit from having spoken words converted to text, making it easier for them to comprehend and engage with written material.
Note-taking: Students who struggle with handwriting or typing can use speech-to-text software to take notes during lectures or discussions more efficiently. This can also benefit students with physical disabilities that affect their ability to write or type.
Improved writing skills: By dictating their thoughts aloud, students can focus more on the content of their writing rather than the mechanics of typing or handwriting. This can help them express themselves more effectively and develop stronger writing skills.
Language support: Students who are learning a second language can use speech-to-text technology to practice pronunciation and improve their language skills by speaking aloud and seeing the text transcribed.
Assessment accommodations: Some students may require accommodations for assessments, such as exams or quizzes. Speech-to-text technology can provide a means for these students to complete written assignments or exams more comfortably and effectively.