Speech to Text Programs

Student Needs	IPRC Exceptionalities	Diagnosed Conditions
Aggression Management Anger/Frustration Management Anxiety Management Articulation Skills Attendance Strategies Attention Skills Assistive Technology Skills Blind/Vision Impaired Bullying Management Skills Central Auditory Processing Deafness Depression/Sadness Management Disengagement/Motivation Strategies Eating Disorder Strategies Emotional Regulation English Language Skills Executive Function Fine Motor Skills Gambling Disorder Grief Management Gross Motor Skills Hearing Intellectual Ability – High Intellectual Ability – Low Listening Comprehension Skills Low Vision Memory Skills Mental Health Strategies Metacognitive Skills Mobility Skills Non-Verbal Reasoning Organizational Skills Personal Care Personal Safety Phonological Processing Processing Speed Self-Advocacy Skills Self-Esteem Self-Harm/Suicide Management Self-Regulatory Skills Sensory Integration Skills Sequencing Skills Social Skills Substance Abuse Strategies Task Initiation Time Management Skills Transition Skills Verbal Ability Visual-Motor Skills Visual-Spatial Processing	Autism Spectrum Disorder (ASD) Behaviour Blind and Low Vision Deaf and Hard of Hearing Developmental Disability (DD) Giftedness Language Impairment Learning Disabilities (LD) Mild Intellectual Disabilities Multiple Exceptionalities Physical Disability Speech Impairment	Acquired Brain Injury Alcohol-Related Neuro-developmental Disorder (ARND) Angelman Syndrome Anxiety Disorders Attention Deficit Hyperactivity Disorder (ADHD) Auditory Processing Disorder (Central) Autism Spectrum Disorder (ASD) Bipolar Disorder Blind/Vision Impaired Brain Injury Cerebral Palsy (CP) Conduct Disorder (CD) Concussions Cystic Fibrosis (CF) Deafness Depression Disorders Down Syndrome Eating Disorders Epilepsy Fetal Alcohol Syndrome/Fetal Alcohol Effects (FAS/FAE) Fragile X Syndrome Gambling Disorder Intellectual Disabilities Klinefelter's Syndrome Learning Disabilities/Specific Learning Disorders Muscular Dystrophy (MD) Neurological Disabilities Oppositional Defiant Disorder (ODD) Obsessive-Compulsive Disorder (OCD) Post-Traumatic Stress Disorder (PTS) Prader-Willi Syndrome Reactive Attachment Disorder (RAD) Seizure Disorders Selective Mutism Spina Bifida Tourette Syndrome Turner Syndrome (TS) Usher Syndrome William's Syndrome

Key Special Education Practices
Accommodations Alternative Programming Assistive Technology Board Special Education Plans Community Resources Differentiated Instruction Create an Inclusive & Positive Class Climate Identification Placement and Review Committee (IPRC) Individual Education Plan (IEP) Ministry of Education Resources Modified Programming Non-teacher Professional Assessments Teacher Assessments Safety/Emergency/Crisis Response Plan Professional Development Reporting on IEP Progress Tracking/Documenting Transition Plans

Characteristics notebook pencil

Using a computer, laptop, tablet or cell phone, speech to text (STT) programs convert what the user says, using an external microphone or one built into the devise, into written text, without the use of a keyboard. STT is easy to use and are designed to respond to a wide range of voices, while voice recognition programs may programs require the user to train the program to recognize their voice. This is started when the user first accesses the program and during the initial few times of using the SST with the user correcting errors that the program may make. With increased usage, voice recognition errors are minimal. SST is a common accommodation on IEPs, replacing the need for scribing of oral answers and an allowed accommodation for EQAO testing.

What it is

Speech to text (STT) software is a type of assistive technology program that converts words that are spoken aloud to electronic written text to support increased demonstration of learning and independence. SST can also be referred to as dictation or Speech Recognition Programs.

Strategies

• Directly instruct students on how to use available STT programs.

• Model effective strategies for learning, as teachers learn new programs along with students.

• Demonstrate STT regularly as part of whole class instructional lessons for various subjects, using a projector.

• Consider developing or providing basic instructions on how to access and get started on using the programs.

• Regularly require the use of STT programs for all students in various subject areas.

• Ensure use of STT for students with it listed as an accommodation in their IEP, for all reading tasks.

• Conference with small groups on the use of STT.

• Select student leaders to mentor other students on STT.

• Consider doing a trial of testing students’ written communication without STT and then with STT.

• Provide students with free down load information for home use of STT.

• Inform parents of STT programs and their benefits.

• Access school and board supports for additional resources and training on TTS.

Resources

• Chrome – Instructions and video on how to use	• Dragon Mobile Assistant video for speech recognition
• Dragon Naturally Speaking – Video on how to use	• Google Read and Write
• Microsoft Speech to Text	• Microsoft Speech to Text for computer commands demo video
• Speech to Text Program List and Downloads	• Voice Recognition (Speech to Text) Overview by Ontario’s SNOW – Overview and resources for Windows, Mac and free downloads

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Speech to Text Programs