text to speech software for special education

• Personal Listen to your documents
• Commercial Create voiceovers for professional use
• EDU Group plans for personal use
• Mobile For Android and iOS
• Chrome Extension Listen to webpages directly
• AI Voices Realistic voices using deep learning and neural networks
• LLM Voices Next generation AI voices using large language models
• Voice Cloning Synthetic voice replication using LLM
• AskAI ChatGPT-powered assistant
• PDFAI Smart document filtering

How does Text-to-speech help students with learning differences?

Dyslexia and other reading-based learning disabilities are most common among students. NaturalReader text-to-speech makes learning more accessible by assisting with any reading, taking tests and promoting independence.

Students can have any text they need to read, read aloud to them so they can read along. Having the text provided both visually and auditory, allows the student to focus less on the act of reading, and more on the comprehension of the content. Other features like dyslexia font, flexible reading speeds, and highlighted text also ease the task of finishing readings.

For most students, learning does not stop when school ends. NaturalReader EDU enables students to be more independent and assists with learning at home. Whether they’re doing homework, reading at home, or just surfing the web, our Chrome Extension and Mobile Application are always available.

What are the differences between a Group and Site License?

A NaturalReader EDU Site License provides text-to-speech applications for the entire school. Under a site license, the school must register with their school email domain, to give every student with an email address access. Site License pricing is structured around total student enrolment in that school year and is best suited for a user base of 1000+.

A NaturalReader EDU Group License is built to provide smaller groups of students access to our applications. Most Group Licenses are for special education groups and individual classes. Group Licenses can be for any number of students (minimum 5), and offer flexible pricing that is able to fit into most schools' budgets.

How does a NaturalReader EDU Subscription work?

A NaturalReader EDU Subscription is managed and purchased by the school to give access to their students. The administrator in charge of the EDU account is responsible for managing what students have access to the EDU account.

Students will have a personal email-based account through which they can access our Online Reader, Chrome Extension and Mobile Application. One personal account connects all applications and creates a library of recordings. Students can listen to uploaded text and documents with the apps and listen to websites directly with the extension using our high-quality text-to-speech voices.

Does NaturalReader store or use any data related to the student?

No! NaturalReader only requires an email address and password for account registration and no user data is used for AI voice training or saved in ChatGPT.

The only data Administrators of the EDU account will have access to, is the last access time of students.

What are the differences between a Plus and Premium Subscription?

Both our Plus and Premium Subscriptions feature all of our paid features (MP3 Download, Camera Scanner for physical text, Ask.AI and AI Text Filtering).

The only difference between the two subscription options is the AI voice quality. Plus Subscriptions allow students to listen with our most natural-sounding Plus AI Voices, as well as our new multilingual LLM voices. Our Premium Subscription allows users to use all of our Premium non-AI voices.

Because differences are our greatest strength

What is text-to-speech technology (TTS)?

By The Understood Team

Expert reviewed by Jamie Martin

At a glance

Text-to-speech (TTS) technology reads aloud digital text — the words on computers, smartphones, and tablets.

TTS can help people who struggle with reading.

There are TTS tools available for nearly every digital device.

Text-to-speech (TTS) is a type of assistive technology that reads digital text aloud. It’s sometimes called “read aloud” technology.

With a click of a button or the touch of a finger, TTS can take words on a computer or other digital device and convert them into audio. TTS is very helpful for kids and adults who struggle with reading. But it can also help with writing and editing, and even with focusing.

TTS works with nearly every personal digital device, including computers, smartphones, and tablets. All kinds of text files can be read aloud, including Word and Pages documents. Even online web pages can be read aloud.

Dive deeper

How does text-to-speech work.

The voice in TTS is computer-generated, and reading speed can usually be sped up or slowed down. 

Many TTS tools highlight words as they are read aloud. This allows the user to see text and hear it at the same time.

Some TTS tools can also read text aloud from images. For example, a user could take a photo of a street sign on their phone and have the words on the sign turned into audio.

Learn about the different types of TTS built into mobile devices.

The connection to audiobooks

You might be wondering what the connection is between TTS and audiobooks.

TTS is a tool that reads text aloud. An audiobook is a recording of a book read by a human voice (or created by TTS). Sometimes, people say TTS or audiobooks to mean the same thing.

Learn about how your child may be eligible for free audiobooks .

Types of text-to-speech tools

There are many different TTS tools:

Built-in text-to-speech: Many devices have built-in TTS tools . This includes desktop and laptop computers, smartphones, digital tablets, and Chromebooks. 

Web-based tools: Some websites have TTS tools on-site. 

Text-to-speech apps: Users can download TTS apps on smartphones and digital tablets. There are also TTS tools that can be added to web browsers, like Chrome .

Text-to-speech software programs: Many literacy software programs for desktop and laptop computers have TTS.

Find a list of free online assistive technology tools .

How text-to-speech can help kids

Print materials in school — like books and handouts — can create barriers for kids with reading challenges. That’s because some kids struggle with decoding and understanding words on the page. Using digital text with TTS can help.

Since TTS lets kids both see and hear text when reading, it creates a multisensory reading experience. And like audiobooks, TTS won’t slow down the development of kids’ reading skills.

Learn more about how TTS and audiobooks can help with learning to read .

Explore related topics

Parent Portal

Extracurriculars

How Text-to-Speech Apps Can Help Special Needs Students

In today's increasingly digital world, technology plays a vital role in education, and it has opened up new avenues for students with special needs to access educational resources and materials. 

Text-to-speech apps, also referred to as TTS, have emerged as powerful tools that can significantly benefit special needs students by providing them with a means to overcome various learning challenges. 

In this article, we’ll explore how TTS apps can be a game-changer for students with special needs, empowering them to succeed in their educational journey.

What is Text-to-Speech? 

Text-to-speech apps are software applications that convert written text into spoken words. These apps utilise advanced algorithms and natural language processing to read aloud digital content, making it accessible to students who may struggle with traditional reading methods. 

Here's how TTS apps typically work:

• Input : users input text into the TTS app, which can be sourced from digital textbooks, websites, or documents.
• Processing : the app processes the text, breaking it down into individual words, sentences, and paragraphs.
• Speech generation : the app then generates spoken audio based on the processed text. These apps will often have an option where users can choose from a number of different voices and speech settings.
• Playback : users can listen to the generated audio in real-time or at their preferred pace, adjusting settings to meet their specific needs.

Who Would Find Text-to-Speech Beneficial?

While anyone can utilise TTS apps, they can be particularly beneficial for students with special needs. The special needs students that will find this technology beneficial encompass a diverse group with a wide range of disabilities, including but not limited to:

• Dyslexia : students with dyslexia struggle with a reading disorder that is characterised by difficulty in decoding words, which can impede reading fluency and comprehension.
• Visual impairments : students with visual impairments, including blindness, require alternative methods to access written content.
• ADHD : students with ADHD (Attention Deficit Hyperactivity Disorder), may struggle with focusing and maintaining attention, making it challenging to read and comprehend text.
• ASD : Autism Spectrum Disorder (ASD) can affect communication skills and social interactions, making it beneficial to provide alternative methods for accessing educational materials.
• Speech and language disorders : some students may have difficulty speaking or understanding spoken language, which can impact their reading and writing abilities.

The Benefits of Text-to-Speech Apps

Text-to-speech (TTS) apps offer a range of benefits for special needs students. Firstly, they can significantly improve reading comprehension, particularly for students with dyslexia, by providing auditory support and enhancing retention through spoken text. 

Additionally, TTS apps play a crucial role in accessibility, serving as a lifeline for students with visual impairments. They ensure that educational materials are accessible through audio, promoting equal participation in lessons. 

For students with ADHD, these apps assist in maintaining focus and concentration by presenting text in spoken form and reducing distractions. Furthermore, TTS apps aid students with speech and language disorders by facilitating vocabulary acquisition and pronunciation improvement through auditory cues. 

Ultimately, these apps are able to promote a multisensory learning experience, benefiting students with various special needs by enhancing memory and understanding. They also tend to foster independence, allowing students to access learning materials without constant assistance, thereby boosting self-reliance and confidence. 

Lastly, these apps often offer customisation options, enabling students to tailor reading speed, voice, and other settings to suit their individual preferences and needs.

Utilising the Text-to-Speech Chrome Extension

For those making use of a Microsoft-powered or Android device, they’ll want to try a text-to-speech Chrome extension. Utilising a TTS Chrome extension is very straightforward. Here is how to install and make use of this extension:

• Install the TTS extension : go to the Chrome Web Store. Search for the preferred TTS extension and click ‘Add to Chrome’.
• Activate the extension : look for the extension's icon in the Chrome toolbar (usually top-right) and click on it to activate it.
• Reading text aloud : to read selected text, highlight it, right-click, and choose the TTS option. To read an entire webpage, click the extension icon and select the ‘Read Page’ option.
• Customise settings : if the extension allows for it, adjust settings like reading speed and voice selection to personalise the experience.
• Pause or stop playback : while reading, use the extension's controls to pause or stop playback.
• Close the extension : when finished, close the extension by clicking its icon again or within its interface. 

Text-to-Speech for Mac

For those using a Mac, there is a built-in text-to-speech function that is easy to set up and utilise. Here is how to do so:

• Access ‘System Preferences’ : click on the Apple menu in the top-left corner of the screen. Select ‘System Preferences’ from the drop-down menu.
• Open the ‘Accessibility Preferences’ : in the system preferences window, find and click on the ‘Accessibility’ icon. It's represented by a blue and white icon with a person's silhouette.
• Navigate to the ‘Speech’ category : in the accessibility preferences, select ‘Speech’ from the list on the left-hand side.
• Enable ‘Speak Selected Text When the Key is Pressed’ : to use TTS to read selected text aloud, check the box next to ‘Speak Selected Text When the Key is Pressed’. It’s then possible to set a specific keyboard shortcut for this feature by clicking the ‘Change Key’ button and following the prompts.
• Customise TTS voice and rate : if desired, the voice used by the TTS feature and speaking rate can be customised and adjusted. Click the ‘Open VoiceOver Utility’ button to access voice options. In the VoiceOver utility, select different voices and adjust the speaking rate according to personal preferences.
• Use text-to-speech : with the ‘Speak Selected Text When the Key is Pressed’ option enabled and a keyboard shortcut set, Mac’s TTS can be used. To do so, highlight the text to be read aloud, then press the designated keyboard shortcut. The selected text will be read aloud by the chosen voice at the specified rate.

The Best Free Text-to-Speech Apps

While there are hundreds of text-to-speech apps available there are a few that stand out as being fantastic options for students. The best part is that these options are free!

Balabolka is a versatile TTS software for Windows users. It supports various text formats, including DOC, EPUB, PDF, and more. It allows students to customise voices, pronunciation, and speaking rates. Balabolka can also save spoken text as audio files.

Natural Reader

Natural Reader offers TTS services for both Windows and Mac users. It's known for its easy-to-use interface and natural-sounding voices. Students can paste or upload text, then adjust settings like voice, speed, and volume. Natural Reader also offers a browser extension for online reading.

eSpeak is an open-source TTS software compatible with Windows and Linux. It provides a range of voices in different languages and allows for fine-tuning of pronunciation and speech rate. eSpeak is particularly popular among users seeking multilingual TTS support.

In conclusion, these apps offer increased accessibility, enhanced comprehension, and a more inclusive learning environment. By recognising the potential of text-to-speech apps and ensuring their widespread adoption and customisation, we can empower special needs students to overcome their challenges and achieve academic success. 

Download the FREE Toolkit for Special Needs Online Schooling

Download our free toolkit that helps parents and educators understand how online schooling can assist special needs students.

Other articles

Tools for special education

Featured In

Table of contents, text to speech readers, graphic organizers, using fidgets, fm listening systems, sip-and-puff systems, introducing speechify – the tts reader for the classroom.

Special education teachers use a range of tools to help their learners. This article examines five of the most useful technologies designed for students with special needs.

Teachers working in special education face a host of challenges. These challenges range from a lack of support from their schools to increasing paperwork relating to students and their disabilities.

Add to this the need to manage a wide range of conditions, and the problem can stack up quickly. For example, students with autism have different educational needs from those with other impairments, such as dyslexia or ADHD .

With so many challenges, teachers and learners benefit significantly from using assistive technology. This article examines five tools that aid in developing the life skills that those with learning disabilities need.

The assistive technology that aids special education

The tools presented in this list aren’t normally used in general education. Instead, they’re often used as part of individual education plans (IEPs) taught in special education classrooms. Let’s look at some special education learning tools.

On the surface,  text to speech  ( TTS ) software is pretty simple. A student copies text into a textbox. The software then reads the text aloud to the student.

The tool meets the student’s needs by reading the text in plain English language. Naturally, this helps special education students who have issues with reading comprehension. For example, a student with dyslexia is more likely to understand the contents of worksheets if fed through TTS tools.

On the more advanced level, text to speech can help students in each grade level with their language skills. These technology tools often come with multiple language options, making them ideal for teaching foreign languages.

Finally, text to speech is a valuable piece of edtech for those with a visual impairment . Instead of struggling to read text, those with visual problems can have it read to them. This reading allows them to focus on their work instead of wasting time on a difficult task.

A graphic organizer is a visual thinking tool commonly used in special education programs. They work by allowing people in special ed classes to make pictures of what they’re thinking. 

Visual learners, such as dyslexic students, can benefit from using pictures in their graphic organizers. You can download free vector icons - which look like little pictures on a computer screen - and use them to visualize relationships between facts or ideas. Or you can use clip art that comes with Microsoft Office (it's called "Picture Tool") and has already been created for you by other people. Think of them as maps that lead the learner toward what they need to understand.

Many who have learning disabilities understand information better when it’s presented visually rather than in pure text form. Graphic organizers create the visual learning environment these students need. Use these tools in any public school that has special education classrooms.

There are several types of graphic organizers you may use in the classroom:

• Venn diagrams
• Concept maps
• Flow charts

Fidgeting is often a habit that teachers try to drum out of their students. However, fidgets can be a valuable part of a special education teacher’s toolkit.

The brain needs to stay alert during lessons. This alertness is a challenge for many students with special needs. Their brains may become alert but then struggle to sustain that alertness.

Movement can help with this problem.

Fidgets keep the brain engaged while keeping the student calm. Little fidgets with the hands and legs, such as tapping feet or doodling, ensures the brain keeps sending signals to the body. As a result, the brain stays alert.

Simply put, allow children with special needs to fidget. Of course, there are limits. Fidgeting should not get in the way of learning. Remember that a little fidget often helps somebody with special needs stay engaged in a lesson.

Frequency modulation (FM) listening systems are adaptive tools created for people who have auditory processing issues. They reduce background noise in the classroom. Many also amplify the teacher’s voice.

The effect is that the teacher’s voice becomes front and center. Students pay more attention because the voice is all they can hear.

The concept is simple.

Teachers wear small microphones that broadcast their speech. Students often wear personal receivers that pipe the teacher’s speaking directly to their ears. Concentration improves as the student can focus on the teacher’s words.

This assistive technology is handy for teaching those with hearing impairments, language issues, and students on the autism spectrum.

Many students in special education have mobility challenges. Some struggle with fine motor skills, while others may have limb paralysis.

Sip-and-puff systems help these students to communicate and work using their mouths.

For example, a student can use their mouth to move a controller in any direction on a computer. They can also use sips and puffs to click on navigational icons. Some versions of these systems also allow students to use mobile devices like smartphones and tablets.

As switch devices, sip-and-puff systems are replacements for a keyboard and mouse. The student’s sips and puffs replace the movement and clicking of the mouse. Similar devices include buttons and any other object a student can push, pull, or interact with to use a computer.

With text to speech apps being so valuable in helping students with speech-language challenges, you naturally want to start your search for one. Though there are many on the market, Speechify offers the features required for special education classes.

The app is available on several platforms, including  iOS ,  macOS , and  Android . It’s also available as a  Google Chrome extension.

Speechify offers many narrator voices , allowing students to pick the voice with which they’re most comfortable. It can also read text in 14 languages, including English, Spanish, French, and Portuguese.

With Speechify, you add valuable software to your special education toolkit. Best of all, you can  try it for free  on the Speechify website to see if it’s suitable for your classroom.

What tools are used in the classroom?

Many tools are used in classrooms, ranging from traditional whiteboards to tools created for special education. This article presents a list of five designed for students with special needs.

What technology is used in special education?

Beyond the tools in the article, many other technologies are used in special education. Examples include math simulators and proofreaders.

What are educational tools?

An educational tool is anything a teacher uses to help learners.

The 5 best text to speech Chrome extensions

Read Aloud: Transforming the Way We Experience Text

Cliff Weitzman

Cliff Weitzman is a dyslexia advocate and the CEO and founder of Speechify, the #1 text-to-speech app in the world, totaling over 100,000 5-star reviews and ranking first place in the App Store for the News & Magazines category. In 2017, Weitzman was named to the Forbes 30 under 30 list for his work making the internet more accessible to people with learning disabilities. Cliff Weitzman has been featured in EdSurge, Inc., PC Mag, Entrepreneur, Mashable, among other leading outlets.

15 Assistive Technology Tools & Resources For Students With Disabilities

Ranging in sophistication from tools to apps, assistive technology tools can help students with certain disabilities learn more effectively.

15   Assistive Technology Tools & Resources For Students With Disabilities

contributed by  Brian Neese , Alvernia University

Assistive technology tools are among the least ‘celebrated’ but most crucial tools in K-12 education today.

According to the National Education Association (NEA), the number of U.S. students enrolled in special education programs has risen 30 percent over the past 10 years. Additionally, the NEA reports that nearly every general education classroom in the country includes students with disabilities, as three out of every four students with disabilities spend part or all of their school day in a general education classroom.

One tool to help students with disabilities even in the face of a special education teacher shortage is assistive technology. Today, assistive technology tools can help students with certain disabilities learn more effectively. Ranging in sophistication from ‘low’ technologies such as a graphic organizer worksheet to ‘high’ technologies including cutting-edge software and smartphone apps, assistive technology is a growing and dynamic field. Several areas of assistive technology and sample products may be found in any given classroom, making a difference in how students of all abilities learn.

See also 30 Examples Of Assistive Technology In The Classroom

Background On Assistive Needs & Supporting Technology 

Assistive Technology Module

This isn’t a tech tool but a short kind of ‘course’ that offers an overview of assistive technology (AT) and explores ways to expand students’ access to it in the classroom

Assistive Technology Act (AT Act )

A summary of the Assistive Technology Act and its consequences for educators.

AEM Student Summary Worksheet

A resource that, for example, helps teachers  “think about whether the student 1) can gain information from print-based educational materials used across the curriculum by all students, 2) needs materials in a specialized format, or 3) needs modified content or alternative materials.”

Text-To-Speech Assistive Tools

As an assistive technology, text-to-speech (TTS) software is designed to help children who have difficulties reading standard print. Common print disabilities can include blindness, dyslexia or any type of visual impairment, learning disability or other physical condition that impedes the ability to read. However, other students can benefit from TTS technology, such as children that have autism, attention deficit hyperactivity disorder (ADHD) or an intellectual disability.

The technology works by scanning and then reading the words to the student in a synthesized voice, using a large number of speech sounds that make up words in any given context. With the advances in speech synthesis, TTS technology is more accurate and lifelike than ever.

Tech Matrix

Search a database of nearly 400 products using extensive criteria tailored to assistive and educational technologies.

Kurzweil 3000

The Kurzweil 3000 is a leader in TTS software for individuals that struggle with literacy. In addition to a range of TTS features, the full-featured software program integrates abilities that can help students in other areas, potentially appealing to those who may have a non-print disability or those who may not typically consider a TTS program. Some of the features include:

• Multiple TTS voices

• Support for 18 languages and dialects

• Talking spell-checker

• Picture dictionary graphics for more than 40,000 words

• Text magnification

• Tools for test taking, essay writing, note-taking, reference and more

The Kurzweil 3000 strives to provide students with a multi-sensory approach to literacy learning. It is available for Windows and Macintosh.

Graphic organizers can be effective in helping students to organize their thoughts during the writing process. As an assistive technology, graphic organizers can be a strong choice for students with dysgraphia or disorders of written expressions — particularly the conceptual aspects of writing.

Graphic organizers work by helping the student map out a course of action. Depending on the type of writing, the graphic organizer can prompt the writer to describe an object, chart out a course of events or perform some other task that can help in planning the piece. Graphic organizers vary by type and technological sophistication.

See also 5 Ways To Support Students With Sensory Processing Disorders

Low-Tech Handouts

Graphic organizers do not need to be technologically advanced; in fact, they can exist in simple handout form.

Sample handouts can be found at the Houghton Mifflin Harcourt Company. The sandwich chart can assist students with paragraph writing. The sequence chart can help with narrative writing and the ordering of events. The sense chart is designed for descriptive writing, where writers are prompted for terms that characterize and express an item. Dozens of other sample charts exist and can help students with virtually any type of writing.

Draft:Builder

Draft:Builder  is a writing tool that integrates outlining, note taking and draft writing functions to break down the writing process into three steps. Using a graphical organizer, the program helps the student visualize the project and insert information into the appropriate place without having to conceptualize the whole process. It then automates the process of creating the paper, where the student can drag and drop what is written in each note to the rough draft.

Other features include a talking spell checker that uses TTS technology, a bibliography tool, a dictionary and the ability for teachers to add locked text into the program for further guidance. Draft:Builder is available for Windows and Macintosh.

Assistive Listening Systems

A variety of assistive listening systems, or hearing assistive technology, can help students who are deaf or hard of hearing, as well as those with other auditory and learning problems. According to the National Association for the Deaf , assistive listening systems can be used to enhance the reach and effectiveness of hearing aids and cochlear implants, or by children who do not need those tools but still need help hearing. Assistive listening systems use a microphone, a type of transmission technology and a device for capturing and bringing the sound to the ear. The specific transmission technology used in the system is typically what contrasts one type of assistive listening system from another.

According to the American Speech-Language-Hearing Association (ASHA), FM systems are the best choice for children with sensorineural hearing loss. The most common type of hearing loss for all ages, sensorineural hearing loss occurs when the inner ear (cochlea) or nerve pathways from the inner ear to the brain are damaged.

FM systems work using radio broadcast technology. With a transmitter microphone and a receiver, the teacher and student can maintain a consistent sound level regardless of distance and background noise. Additionally, ASHA notes that the hearing aid microphone can be turned off, so the student can concentrate on the teacher alone.

Sound-Field Systems

Sound-field systems are a strong choice for classrooms that need to assist listening for all children in the class. ASHA notes that these systems benefit not only children that have hearing loss, but those that have other auditory and learning problems, such as language delays, central auditory processing disorder, articulation disorders and development delays. Additionally, sound-field systems can be used for students who are learning English as a second language.

Sound-field systems use a microphone that projects sound through mounted speakers around the classroom. In classrooms that have good acoustics, sound is able to travel evenly throughout space, eliminating problems of distance between the speaker and each listener.

Sip-and-Puff Systems

Sip-and-puff systems are used by students who have mobility challenges, such as paralysis and fine motor skill disabilities. These systems allow for control of a computer, mobile device or some other technological application by the child moving the device with his or her mouth. Similar to a joystick, the child can move the controller in any direction and click on various navigational tools using either a sip or a puff. An on-screen keyboard allows the child to type using the same movements.

Sip-and-puff systems are a type of switch device, which refers to the technology used to replace a computer keyboard or mouse. Other switch devices include buttons or other objects that a student can touch, push, pull, kick or perform some other simple action that can then control the device.

The Jouse3 is a sip-and-puff system that allows children to control a device using any part of the mouth, cheek, chin or tongue. Due to its accuracy and quick response, home users can use it for drawing or computer games. It can mount to the desktop, a bedframe or any other type of structure; it does not require a headpiece or placement on the body of the user.

The product supports Windows, Macintosh, Linux and Unix based computers, in addition to Android and iOS mobile devices. It can support one or two external switches, and has two types of mouthpieces.

Sip-and-Puff Systems From Origin Instruments

Origin Instruments offers a range of sip-and-puff products that students can use to control an electronic device. Using a head mounted or gooseneck user interface, or available tubing for a custom solution, the child can control a mouse, joystick or keyboard with ease. The primary system is powered using USB technology.

The product supports Windows, Macintosh and Linux based computers. Two pressure switches connect the system to the user interface solution for use on electronic devices.

Proofreading Software

Proofreading software is a branch of assistive technology that goes above and beyond the typical proofreading features found in a word processing system, such as correcting words frequently misspelled by students with dyslexia. A number of other features offered within this category can help students work on his or her English skill set to become a more effective and accurate writer.

Although primarily geared towards individuals with dyslexia, proofreading software can be helpful to those with any type of learning disorder that makes writing and reading challenging.

Ginger offers several features that can help students with dyslexia and other learning disorders with writing. It is also designed for speakers of languages other than English. Some of the features include:

• Grammar checker that analyzes context to determine any errors or misspellings. For instance, Ginger can recognize whether ‘there,’ ‘their’ or ‘they’re’ should be used in a sentence, which is a common mistake in writing.

• Word prediction and sentence rephrasing tools that can be helpful for students learning how to construct sentences properly.

• TTS functionality so students can hear what they’ve written.

• A personal trainer that provides practice sessions based on past mistakes made by the student.

Ginger is available for Windows and Mac, as well as iOS and Android mobile devices.

Ghotit is specifically designed for students with dyslexia and other learning disorders who have difficulties with writing. The name is inspired by the word “Ghoti,” which is a constructed term that illustrates irregularities in the English language. And since many spellings are counterintuitive — especially for those with dyslexia — Ghotit dedicates itself to assisting children and adults who struggle with writing accurately.

It features the ability to learn from the user’s past mistakes, personalizing suggestions for spelling and grammatical errors. Ghotit can predict words, check passages of text contextually, read text aloud using TTS technology and recognize split and merged words. It also includes an integrated dictionary for students to quickly look up a word.

A range of technology and tools can help students that have trouble with math, most commonly found in a learning disability called dyscalculia. Dyscalculia makes it difficult to grasp numbers and it is characterized by a general lack of understanding in the field of math.

Assistive technology in math is not just for those with dyscalculia. It can also help students with blindness, fine motor skill disabilities or some other type of disability that makes it difficult to perform math-related work.

MathTalk is a speech recognition software program for math that can help students with a range of disabilities. From prealgebra to Ph.D. level mathematics, students can perform math problems by speaking into a microphone on their computer. The program works with Dragon NaturallySpeaking programs for voice-to-text functionality, making it ideal for students who have fine motor skill disabilities. Students with blindness or vision disabilities can use the integrated braille translator.

In addition to these audiences, MathTalk also appeals to students with dyscalculia. The program functions as an electronic math worksheet, allowing the child to organize, align and work through problems on the screen, making it helpful for students who have difficulties performing math problems on paper.

Math Simulations

Math simulations can help students with dyscalculia visualize math problems and concepts. As a result, students can better understand the application of a particular type of problem, since many students struggle with the conceptual aspects of math.

Examples can be found at the NASA website. From video to animated simulations, teachers and students can visually see how a math concept or problem would work. And with some math simulations, students can work through the problem and then see the result play out in the simulation.

Thanks to the rapid advances in assistive technology tools, students, parents, and teachers have a seemingly limitless number of tools at their disposal.

As these tools start to appear in the home and in the classroom, parents and teachers can utilize them for students’ academic and personal growth. But technology alone is not enough – to successfully use these tools, it’s critical to develop a plan for their use and have regular check-ins to ensure the student is gaining the most value possible and not becoming overly reliant on these tools.

But while assistive tools have become plentiful, the same cannot be said for special education instructors. As previously mentioned, the vast majority of states have reported a need for teachers in special education. And many general education classrooms instruct children with special needs.

Certification is a faster way for current teachers to qualify to teach this growing population. At Alvernia University Online, teachers can pursue a special education certification for grades PreK-8 or 7-12 to help make a difference for children with special needs. They will also improve their marketability in the process, gaining additional opportunities for their career.

Overall, more teachers are needed in this area. Although the advancement of technology in special education is promising, the same increase is needed for the number of special education instructors. Certification offers one solution to quickly meet this need. Learn more about Alvernia’s program today.

15 Assistive Technology Tools & Resources For Students With Disabilities

TeachThought is an organization dedicated to innovation in education through the growth of outstanding teachers.

• STUDENT LOGIN

• How Special Needs Students Can Leverage Text-to-Speech Apps

Text-to-speech apps are becoming increasingly popular among special needs students as they are game changers. These apps, which function as adaptive learning tools, can provide learning support to students with disabilities to focus on the content instead of concentrating on the act of reading.

In this article, we will explore how text-to-speech apps can help special needs students and provide a list of some of the best text-to-speech apps available. If you’re a parent or teacher of a special needs student, this article is a must-read

What Are Text-to-Speech Apps?

Speech synthesis, or text-to-speech apps are innovative tools and assistive software that convert written text into spoken words. They bridge the gap between written content and auditory comprehension, making information more accessible to a wide range of users. 

Also referred to as TTS, these apps can be used on various devices such as computers, smartphones and tablets. They offer a lifeline to individuals with diverse needs. Speech synthesis tools can help provide a safe and positive environment for learning at home or school for special needs students.

In educational settings, text-to-speech apps have become essential for special needs students as they offer assistance with reading assignments, textbooks, and educational resources. These apps not only facilitate reading but also enhance comprehension and fluency. Thanks to the rise of EduTech , speech synthesis tools are helping special needs students get the individualized learning they need.

Beyond education, they are valuable for individuals in the workforce, those learning a new language, and anyone seeking more accessible digital content. Text-to-speech apps are an empowering tool that makes information available to everyone, regardless of their unique needs or circumstances.

Text-to-speech apps are communication support tools that play various roles such as reading assistance and language development among others.

How do text-to-speech apps work? While they may differ in their approach, they usually follow four basic steps. Here they are:

• Input – Users input text into the app, which then converts it into spoken words. The text can come from different sources such as books, magazines, articles, documents, etc.
• Processing – speech synthesis apps use advanced algorithms to process written text
• Speech generation – this is the main focus of the TTS apps. The app identifies individual words and their pronunciation. It analyzes sentence structure and grammar to create natural-sounding speech
• Output or playback – Users can choose from different synthesized voices, making the experience more personalised.

Text-to-speech technology allows for increased accessibility, aiding those with visual impairments, learning disabilities, and language difficulties. 

Can Text-to-Speech Apps Help Special Needs Students

  Yes, speech-to-text apps can be incredibly beneficial for special needs students. These apps convert spoken language into written text, making communication and learning more accessible for students with various needs.

Speech synthesis is beneficial to the following neurodiverse students with several disabilities such as:

• Visual Impairments : Students with visual impairments or blindness can access written content through text-to-speech apps, enhancing their educational experience.
• Dyslexia : Text-to-speech can help students with dyslexia by providing auditory reinforcement, making it easier to comprehend and retain information.
• ADHD : Students with attention challenges may benefit from text-to-speech apps to maintain focus and comprehension during reading assignments.
• Autism Spectrum Disorder s: Some students with autism may find text-to-speech helpful for communication and language development.
• Physical Disabilities : Individuals with physical disabilities that affect typing or writing can use text-to-speech for easier content creation.
• Language Disorders : Students with language difficulties can improve their language and reading skills with the auditory reinforcement provided by text-to-speech apps.
• Learning Disabilities : Text-to-speech technology can assist students with various learning disabilities, making it easier to access and understand educational materials.
• Cognitive Disabilities: Students with cognitive challenges may find text-to-speech beneficial for both learning and communication purposes.

To accommodate students with learning disabilities, Wingu Academy is unveiling its Online Special Education Needs Unit in 2024. To learn more about this important development, book a free consultation with one of our friendly consultants . 

The unit will cater to students with a range of special education needs that include:

• Speech and language disorders
• Autism spectrum disorder (ASD)
• Emotional and behavioural disorder
• Attention deficit hyperactivity disorder (ADHD) and
• Learning disabilities such as dyslexia, dysgraphia, and dyscalculia

Benefits of Text-to-Speech Apps for Special Needs Students

Speech-to-text apps are a powerful tool, especially for special needs students. These innovative applications can make a significant impact on their learning journey, communication, and overall quality of life.

Here is how speech synthesis tools, a form of assistive software, help students with learning disabilities:

Enhanced Writing Skills

• Overcoming Motor Skill Challenges: For students with physical disabilities or fine motor skill difficulties, traditional writing or typing can be a real challenge. Speech-to-text apps allow them to bypass these obstacles and express their thoughts in writing more easily.
• Boosting Creativity: Some special needs students may have brilliant ideas but struggle to put them on paper due to writing or typing limitations. Speech-to-text apps enable them to get their ideas down quickly, fostering creativity and self-expression.

How Text-to-Speech Helps Special Needs Students Improve Productivity

• Efficient Note-Taking: Taking notes in class or during lectures can be time-consuming. Speech-to-text apps help students capture spoken information more rapidly, making note-taking more efficient.
• Streamlined Homework and Assignments: Homework and assignments that require written responses can be daunting for some special needs students. Speech-to-text apps reduce the time and effort required to complete tasks, promoting productivity.

Text-to-Speech Apps Help to Enhance Accessibility for Special Needs Students

• Support for Visual Impairments: For students with visual impairments or blindness, speech-to-text apps provide a means of accessing written content, including textbooks, documents, and online resources.
• Promoting Inclusivity: These apps break down communication barriers, making it easier for students with speech and language difficulties to engage with their peers, teachers, and the educational environment.

Assistive Technology

• Levelling the Playing Field: Speech-to-text technology acts as valuable assistive technology. It levels the playing field for students with conditions such as dyslexia, ADHD, or physical disabilities, ensuring they have equal opportunities for success.
• Enabling Independence: Many special needs students can benefit from using speech-to-text apps independently, reducing their reliance on others for written communication or assistance.

Reduced Frustration

• Minimizing Writing Challenges: Writing or typing challenges can lead to frustration and anxiety. Speech-to-text apps mitigate these frustrations, allowing students to focus on content rather than struggling with the mechanics of writing.
• Promoting Positive Learning Experiences: Reduced frustration results in a more positive and enjoyable learning experience, which can boost confidence and motivation.

Personalised Learning

• Flexibility in Learning: Speech-to-text technology provides flexibility in how students approach learning. They can work at their own pace, making education more personalised.
• Accommodating Diverse Learning Styles: Students have diverse learning styles, and speech-to-text apps cater to these differences, ensuring that each student can learn in a way that suits them best.

Customization Options

• Voice and Language Selection: Many speech-to-text apps offer customization options, allowing students to select the voice and language that suits their preferences and needs.
• Adjusting Reading Speed: Customizable reading speeds enable students to find the pace that works best for their comprehension, ensuring content is delivered at an optimal rate.

Apart from using text-to-speech apps, here are some effective strategies to support children with ADHD learning disabilities .

What Are the Best Free Text-to-Speech Apps?

Here are some of the best free text-to-speech apps available:

Murf AI is a user-friendly text-to-speech app that offers high-quality voice synthesis. It’s an excellent choice for converting text documents, articles, or ebooks into audio format. The app provides various voice options, allowing users to choose the one that suits their preferences.

Read Aloud is a popular and straightforward text-to-speech extension for web browsers, making online content more accessible. It can read web pages, PDFs, and ePubs aloud, making it a handy tool for students and anyone who consumes online content regularly.

Natural Reader

Natural Reader is a versatile text-to-speech app with a user-friendly interface. It’s suitable for converting text documents into audio and offers customizable voice options, including various accents and languages. The free version provides basic functionality, with premium features available for more advanced needs.

Speechify is an excellent choice for students and professionals. This app allows you to convert text from various sources, such as PDFs, web pages, or documents, into spoken words. It also offers features like text highlighting and cloud synchronization, making it a comprehensive reading assistant.

TTS Reader is a simple yet effective text-to-speech app that reads text aloud from websites, documents, and ebooks. It offers clear and natural-sounding voices and supports multiple languages. Users can customize the reading speed and choose from various voice options.

Lovo is a highly advanced text-to-speech app that combines the convenience of automation with human-like voices. While the free version has limitations, it offers a glimpse of Lovo’s impressive capabilities. Lovo is known for its lifelike voice quality and is suitable for users who prioritize natural-sounding audio.

WellSaid Labs

WellSaid Labs provides an AI-powered text-to-speech solution. The free version allows users to experience lifelike voice synthesis, although it has usage limitations. WellSaid Labs is an excellent option for creating professional-quality audio content for presentations, videos, or podcasts.

Balabolka is a free, customizable text-to-speech software for Windows users. It not only reads text from various file formats but also allows you to save the generated audio. With Balabolka, you can tailor the voice, pronunciation, and other settings to your liking.

WordTalk is an add-in for Microsoft Word, designed to assist users with reading difficulties. While not a standalone app, WordTalk offers a text-to-speech feature within Microsoft Word. It’s an excellent choice for students and professionals who rely on Word for document creation and editing.

Final Thoughts: Text-to-Speech Apps and Special Needs Students

Text-to-speech apps have emerged as indispensable tools for empowering special needs students. By enhancing accessibility, fostering independence, and mitigating challenges, these apps have revolutionized the educational landscape. 

From overcoming writing difficulties to promoting inclusivity, the impact of text-to-speech technology is profound. As educators, caregivers, and advocates, embracing these innovative solutions can unlock a world of opportunities for special needs students, allowing them to thrive and succeed in their educational journey.

To gain more insights into Wingu Academy’s student development and well-being initiatives, get in touch with us today . 

Frequently Asked Questions (FAQ): Text-to-Speech Apps and Special Needs Students

How can text-to-speech apps help special needs students?

Text-to-speech apps aid special needs students by providing auditory access to written content, overcoming writing challenges, improving reading skills, and promoting independence. These apps enhance inclusivity and reduce frustration, contributing to a positive and productive learning experience.

What are the benefits of text-to-speech software for students with disabilities?

Text-to-speech software benefits students with disabilities by enhancing reading, writing, and communication skills. It provides accessibility, reduces frustration, and fosters independence, allowing for a more inclusive and positive educational experience.

What are the best free text-to-speech apps for students?

The best free text-to-speech apps for students include Read Aloud, Natural Reader, Speechify, TTS Reader, Lovo, WellSaid Labs, Balabolka, and WordTalk. These apps enhance accessibility and assist students in various educational tasks

Are there any text-to-speech apps that support multiple languages?

Yes, many text-to-speech apps support multiple languages, offering a wide range of voice options and language selections to accommodate diverse user needs.

How can parents or caregivers help students use text-to-speech apps effectively?

They can do so by choosing the right app, providing training, encouraging practice, and monitoring the progress of the special needs student.

Are there any text-to-speech apps that can be used for audiobooks or e-books

Yes, several text-to-speech apps can be used to convert written content into audio for audiobooks or e-books, enhancing accessibility and facilitating content consumption.

Subscribe to our newsletter!

Receive the latest news and updates from Wingu Academy. By subscribing, you accept our Privacy policy .

You have Successfully Subscribed!

• Education (36)
• Featured articles (10)
• Innovation (16)
• Study tips (7)
• Thought leadership (1)
• Uncategorized (6)
• Wellness (18)

RECENT POSTS

• Comprehensive Guide to Homeschool Planning
• How AI is Revolutionizing Homeschooling
• How to Find the Best Homeschooling Centres Near Me
• Effective Strategies to Support Children with ADHD Learning Disabilities

The Wingu Way

Learning Coaches

Student Development And Wellbeing

Early Years

Lower primary, upper primary, lower secondary, as/a levels, grade 10-12, choosing a curriculum, choosing the correct curriculum for a student is crucial as it shapes their educational experience, aligns with their learning style, and prepares them for future academic and career opportunities. the british international curriculum emphasizes flexibility, critical thinking, and a global perspective, offering various pathways like the igcse and a-levels. in contrast, the south african caps (curriculum and assessment policy statement) is more prescriptive, focusing on a standardized approach with a strong emphasis on local context and practical skills development..

Designed for 5 to 6-year-olds

The british international early years program initiates an engaging educational path for learners. it establishes a robust foundation at the start of their academic careers, preparing them to advance to subsequent international phases..

Designed for children aged 7 to 9

The british international primary program initiates an engaging educational path for learners. it establishes a solid base at the start of their educational journey, setting the stage for their advancement into subsequent international phases..

Designed for 10 to 12 year old's

The british international upper primary program initiates an engaging educational path for learners. it establishes a robust foundation for students at the intermediate stage of their education, preparing them for the subsequent international phase..

Designed for 13 to 15-year-olds

The british international lower secondary program initiates an engaging educational path for learners. it lays a solid groundwork for students in the senior phase of their education, preparing them for the subsequent igcse level..

Designed for 16 to 17-year-olds

The british international gcse program propels learners forward on an engaging educational path. it lays a solid groundwork for students progressing to advanced international levels..

Designed for 18 to 19-year-olds

The british international as level program propels learners forward on a dynamic educational path. it offers a concluding year (12th grade) before progressing to tertiary education. the british international a level program, an additional year (13th grade) of schooling, equips students with a competitive edge for entering demanding university programs..

Designed for students aged 16 to 19

The national senior certificate (caps) program serves as south africa's curriculum for grades 10 through 12. it offers the concluding three-year phase of secondary education prior to pursuing higher education..

SA and International (ZAR & USD)

Registration

Online School

Regulations

Western Cape

Wingu Academy's Hybrid Schooling Option

At wingu academy, we provide diverse schooling options tailored to your needs. our hybrid schooling option, available in centurion (gauteng) and the southern suburbs (western cape), combines the flexibility of online education with the stability of a traditional brick-and-mortar school..

Wingu Centurion Smart School

230 end street, lyttleton, centurion, 0157, next open day: 18 may 2024 (rsvp).

Wingu Southern Suburbs Campus

24 cornwall street, lakeside, muizenberg.

WhatsApp us

Switching to Online Schooling!

Join us on 11 july, 2024, at 6:00 pm for the wingu academy info webinar.

Immerse yourself in the Wingu Way: 🚀 Forward-thinking culture 🌐 State-of-the-art online platform 🌈 Diverse programs and courses Engage in a Live Q&A: ❓Ask about personalized learning, online learning and homeschooling for Stage R up to A levels

Accessibility Tools

• Invert colors
• Dark contrast
• Light contrast
• Low saturation
• High saturation
• Highlight links
• Highlight headings
• Screen reader

HOME | FAQ | AWARD PROGRAM | TESTIMONIALS

• Dyslexia, ADHD and Learning Disabilities Facts
• Know Your Rights
• How To Overcome Stigmas & Build Confidence
• Famous People and Celebrities with Learning Disabilities and Dyslexia
• Assistive Technology
• Assistive Technology Tools
• How to Incorporate Assistive Technology in the classroom
• Google Classroom ™ and Online Teaching for Special Education
• Successful Job Interview Tips for Individuals with ADHD
• ADHD and LD Mental Health
• Text To Speech
• Digital Book Resources
• Speech To Text
• Literacy Suites
• Organization and Study Tools
• Our Technology Award Program
• Assistive Tech Free Tools -TinyWow.com
• Effective Behavioural Tips to Adapt for ADHD Treatment
• Apple iOS 15 Handheld Live Text OCR Readers for Dyslexics & LD
• Trevor Noah’s Journey with ADHD: From ADHD Diagnosis to Success
• 6 writing tips for students with dyslexia and ADHD in college
• How to make websites more accessible and inclusive for people with dyslexia
• Learning Disability Testing and Assessment
• Why Participating in a Sport Can Help Children with ADHD
• Dealing With an ADHD Diagnosis as an Adult
• Learning Disability, Dyslexia, ADHD Know Your Rights
• Signs and Symptoms of Learning Disability
• The Impact of Learning Disabilities on Social Skills
• Facts About ADHD and 10 Celebrities with the Condition
• 5 Questions to Ask Your Child’s Special Education Teacher
• Tips For Foreign Language Learners With Dyslexia
• Learning Disability Blog
• Special Education Laws & Advocacy
• Learning Disabilities Study Skills
• Learning Disability Events
• Learning Disabilities Social Skills
• Dyslexia & Learning Disabilities
• Learning Disability Health & Wellness
• Famous People with Learning Disabilities
• Online LD Resources
• LD & Assistive Technology FAQ
• Learning Disability Assessment
• Schools for Students With Learning Disabilities
• Self Advocacy Links & Resources
• Presentations and Research
• Art Gallery
• Testimonials
• About LDRFA

Assistive Technology Tools for Students with Learning Disability

By: Zahavit Paz

Table of Contents

Often students with dyslexia and/or a learning disability are simply unable to organize their thoughts and express their comprehension of a subject through writing.  Poor handwriting, the inability to master typing or utilize a keyboard can present additional challenges. Without these skills, students are unable to demonstrate through writing their knowledge of a subject which often leads to frustration and course failure.

Today, there is a wide range of assistive technology tools and apps for writing, organizing and reading. 

These apps and tools for writing, spelling, grammar, proofreading, and organizing are now available for free or at a low cost for use on iPads, iPhones, tablets and computers.

What Are the Top Assistive Technology Tools and Apps to Improve Your Writing? How Do They Work?

Below is the list of popular assistive technology for students with disabilities including assistive technology tools and apps organized by category.

Organizing Thoughts and Ideas

• Graphic organizers can be effective in helping students organize their thoughts during the writing process.  A student can map out a course of action . This visual tool can help to break down ideas and projects into smaller parts. Students can use these tools to brainstorm and plan what they want to write. Graphic organizers come in many forms: from mind maps, to diagrams, to flowcharts. They can be digital or pen and paper .
• The inspiration app is a graphic organizer that assists students with the flow process. It takes their ideas and organizes them in a diagram format. Students can see how their ideas are connected, how they are grouped together and, then how to organize them.

Writing Tools

• Dictation ( Speech-to-Text ,  STT) allows students to create text by using their voice instead of a keyboard.  As they speak, their words appear on the screen. Keep in mind that to use dictation, one must be able to speak clearly and provide verbal commands for things like punctuation. Some dictation software can also be used to convert audio recordings into digital text.
• Word prediction suggests the correct spelling of words after only a few letters are typed on a keyboard. Word prediction sometimes uses “word banks” (commonly used words in a topic area) to help students come up with words to complete sentences.
• Spell-check and grammar checks are available on most word processors. Some AT tools for writing take spell-check and grammar check to the next level by checking for incorrect words that sound alike or for words that don’t make sense in context.
• Literacy tools. These programs combine several functionalities such as text to speech (TTS), speech to text (STT), word prediction, and specialized dictionaries.

Literacy Tools

• Kurzweil 3000 (link) is a robust program with many tools for teachers and students and individuals that struggle with a range of visual, reading or writing challenges. The programs include a host of study aids and highlighters to underscore important ideas, including the ability to insert a note or footnotes for source citations.  In addition to a range of TTS features, the full-featured software program integrates abilities that can help students with their proofreading writing. 
• Co:Writer  ( link )  Developed by  Don Johnston, it’s a crucial writing aid for many learning disabled students and those with dyslexia.   No matter how badly students misspell words, it will support all their writing needs and ensure they choose the right words.  Another important point it analyzes writing in realtime and offers word choices based on grammar. It works with most writing applications like Microsoft word. Available for Chromebooks, iPads, and Mac/Windows desktops.
• CalroRead Plus ( link ) is a highly effective, multi-sensory software solution for supporting reading and writing. ClaroRead can practically speak any on-screen text out loud and is perfectly integrated with Microsoft Word. ClaroRead improves written accuracy with an enhanced spell check, homophone check, thesaurus, and speaking dictionary. Words can also be spoken back as they are typed.  Easy to use the floating toolbar that can be minimized or hidden, at an affordable price, also available as an app. 
•   Text-to-Speech(TTS)  ( link )  is typically thought of as a reading tool . But TTS  (Text to speech) can also be helpful with writing. The AT can be used to read aloud what has been written allowing you to check your writing for mistakes. Some TTS tools can also read words aloud as they are being typed. This gives students real-time feedback on what they’re writing.

Other Writing Apps

• Dictionaries and thesaurus can help students who struggle with written expression to define a word or find the right word.
• Grammarly (link) – is an excellent grammar checker that is easy to use and can help improve writing skills. This powerful real-time grammar checker can be used with Microsoft Office or as an online dashboard that works much like Google Docs. Alternatively, you can install the Grammarly in a Chrome plugin.  
• Proofreading technology software goes above and beyond the typical proofreading features found in a word processing system, such as correcting words frequently misspelled by students with dyslexia.
• Hemingway Editor ( link ) – Hemingway App makes your writing bold and clear. The app highlights lengthy, complex sentences and common errors;

Good writing skills are essential.  Communication Skills: It’s the Key to Any Success! Today, there are many writing tools. Some of these assistive technology tools and apps are free and available on computers, mobile devices, desktops and laptop computers, iPads and iPhones.  Additionally, most computers have built-in accessibility tools, such as Text to Speech and Speech to Text dictation.   Smartphones, iPads, and tablet devices have built-in assistive technology.  You will just need to turn on the accessibility function to access them.

Photo Credit:  burst.shopify.com  via Pexels.com

Related posts:

• The LD@school Team
• Collaborate with Us
• Terms Of Use
• Mathematics
• Mental Health
• Executive Functions
• Social-Emotional Development
• What are Non-verbal Learning Disabilities?
• Accommodations, Modifications & Alternative Skill Areas
• Glossary of Terms
• Resources |
• Learning Modules |
• Educators’ Institute |
• Document Library |

Assistive Technology for Students with Learning Disabilities

Print Resource

Prepared by Gabrielle Young, Ph.D., Assistant Professor, Memorial University of Newfoundland and Jeffrey MacCormack, M.Ed., Doctoral Student, Queen’s University

Assistive technology refers to the devices and services that are used to increase, maintain, or improve the capabilities of a student with a disability (Dell, Newton, & Petroff, 2012). While the phrase assistive technology may make us think of computers and computerized devices, assistive technology can also be very low-tech. For example, pencil-grips (the molded plastic grips that slip over a pencil) are considered assistive technology. Assistive technology that helps students with learning disabilities includes computer programs and tablet applications that provide text-to-speech (e.g., Kurzweil 3000), speech-to-text (e.g., Dragon Naturally Speaking), word prediction capabilities (e.g., WordQ), and graphic organizers (e.g., Inspiration).

In comparison to other interventions, assistive technology may have a significant effect in helping students with disabilities progress towards the goals outlined on their Individual Education Plans (Watson, Ito, Smith, & Andersen, 2010). Assistive technology helps in two ways: it can help the student learn how to complete the task and it can help to bypass an area of difficulty. For example, when a student decides to listen to a digital version of a book, they are bypassing an area of difficulty. However, if the student focuses on the computer screen as highlighted words are read aloud, they can learn unfamiliar words.

Assistive Technology Summary Points

• Assistive technology ranges from low- to high-tech.
• Assistive technology can be used in two ways: to support learning and to bypass a challenging task such as handwriting.
• In order to be effective, assistive technology needs to be embedded within quality instruction.

Laptop Computers and Computerized Devices: Benefits of Assistive Technology

Laptop computers and tablet devices are beneficial for students with learning disabilities because they are portable and lightweight. For students with handwriting difficulties, being able to take notes on a laptop or computerized device (such as an iPad) can improve the quantity and quality of the notes (Vaughn & Bos, 2009). Using a word processor can help students to complete work that is more organized and includes less spelling errors than handwritten work (Hetzroni & Shrieber, 2004). In addition, students may identify and correct more errors when using spell check than when editing by hand (MacArthur, Graham, Haynes, & De La Paz, 1996; McNaughton, Hughes, & Ofiesh, 1997). However, obtaining personal access to laptops and computerized devices does not ensure engagement and increased academic success (Donovan, Green, & Hartley, 2010). For many students, laptop computers and computerized devices can be too distracting. Teachers and students need to be trained in how to meaningfully integrate technology into academic contexts so that the devices don’t detract from learning (Dell, Newton, & Petroff, 2012).

Computer-assisted Instruction

Computer-assisted instruction refers to software and applications that have been designed to provide instruction and practice opportunities on a wide range of devices (e.g., computer, laptop, iPad, mobile technology). Computer-assisted instruction provides immediate and dynamic feedback and students with learning disabilities can benefit from this nonjudgmental computerized drill and practice (Stetter & Hughes, 2010). Computer-assisted instruction has been shown to be helpful for students with learning disabilities in spelling and expressive writing skills (Wanzek et al., 2006) as this software can reduce distractibility (Hecker, Burns, Elkind, Elkind, & Katz, 2002), and can help students learn to read (Lee & Vail, 2005) and achieve other academic outcomes (Chiang & Jacobs, 2009). Computer-assisted instruction is also an effective way for students with learning disabilities to practice math drills (Bouck & Flanagan, 2009), as students who used computer-assisted instruction to practice math skills were able to memorize math facts more easily, and developed a more positive attitude towards math than students who did not use computer-assisted instruction (Adcock et al., 2010).

Computer-assisted  Instruction  Summary  Points

• Computer-assisted instruction provides students with dynamic feedback.
• Computer-assisted instruction can help students practice spelling and multiplication drills.
• In order to prevent the technology from being a distraction, students need to be taught how to use technology to support their learning

Software Functions

Assistive technology can improve the writing skills of students with learning disabilities (Batorowicz, Missiuna, & Pollock, 2012). Assistive technology can help students to bypass the mechanical aspects of writing. Using spell check and grammar features can help students focus on communicating their ideas and students can write with confidence knowing that they can easily make changes. In addition, being able to submit a final assignment that is neater and better organized supports positive self-esteem. Text-to-speech (e.g., Kurzweil 3000), speech-to-text (e.g., Dragon Naturally Speaking), word prediction (e.g., WordQ) and graphic organizers (e.g., Inspiration) are four useful software functions for students who struggle with language-based learning disabilities.

Text-to-speech  - Text-to-speech software, such as Kurzweil 3000, can read aloud digital or printed text. This is beneficial as students are more likely to understand text when unfamiliar words are read to them (MacArthur, Ferreti, Okolo, & Cavalier, 2001). Text-to-speech can have a positive effect on decoding and word recognition (Raskind & Higgins, 1999), as well as reading fluency and reading comprehension (Izzo, Yurick, & McArrell, 2009; Montali & Lewandowski, 1996; Stodden, Roberts, Takahishi, Park, & Stodden, 2012). Text-to-speech software can be especially helpful for students who retain more information through listening than reading. This software can assist students with monitoring and revising their typed work, as hearing the text read aloud may assist students in catching grammatical errors that may have otherwise gone unnoticed (Raskind & Higgins, 1995; Rao, Dowrick, Yuen, & Boisvert, 2009; Zhang, 2000).

After reviewing the literature, Strangman and Dalton (2005) reported that the use of text-to-speech software can improve students’ sight reading and decoding abilities. In addition, text-to-speech software can improve the reading comprehension of individuals with specific deficits in phonological processing (difficulty hearing letter-sounds) as students can learn to decode new words when they are highlighted as they are read aloud (Fasting & Halaas Lyster, 2005; Holmes & Silvestri, 2009). Kurzweil 3000 provides reading, writing, studying, and organizational support for students who have difficulty reading or writing (e.g., Elkind, 1998). The use of Kurweil 3000 software also improves students’ perception of their work and their ability to write expressively (Chiang & Jacobs, 2009). Programs such as Kurzweil 3000 may decrease the negative emotions students associate with reading and provide students with a more complete comprehension of the text (Young, 2012), and as a result, text-to-speech programs are recommended for use along with research-supported reading intervention practices.

Speech-to-text – Writing involves low-level transcription skills (e.g., handwriting, spelling, punctuation, and grammar), as well as high-level composition skills (e.g., planning, generating content, and revising). Speech-to-text software transcribes spoken word into computer text, allowing the student to bypass the demands of typing or handwriting; freed from these effortful tasks, students may compose stories that are longer, more complex, and contain fewer errors (Graham, 1999). Speech recognition accuracy improves with use; however, new users can become frustrated with the training process, and they may lack the ability to efficiently edit the program’s text output. Titles such as XpressLab are licensed by the Ministry of Education and can be used to improve expressive oral language for students in grade 7-12.

Voice recognition software can improve word recognition, spelling, and reading comprehension skills for students with learning disabilities (Higgins & Raskind, 2000). MacArthur and Cavalier (2004) found that for students with learning disabilities, essays dictated using Dragon Naturally Speaking were better than handwritten essays, but essays dictated to a scribe were even better. These authors found a differential impact on students with and without disabilities, providing evidence that this technology removes a barrier based on disability.

Word Prediction - Word prediction software was originally designed for students with physical disabilities who experienced difficulty typing. However, word prediction with text-to-speech is also effective for students with learning disabilities because it reduces the need for handwriting, and improves students’ spelling accuracy and writing skills (Cullen, Richards, & Frank, 2008; Evmenova, Graff, Jerome & Behrman, 2010; Handley-More, Dietz, Billingsley & Coggins, 2003; Lewis, Graves, Ashton, & Kieley, 1998; Silió & Barbetta, 2010). In addition, students may find it enjoyable to have the words recommended through word prediction and be able to form sentences without having to worry about spelling and word-choice (Evmenova et al., 2010).

An analysis of 25 years of research found that word prediction increases transcription accuracy and may also increase word fluency and compositional quality of writing for students with learning and academic difficulties (Peterson-Karlan, 2011). In one particular study, children and their families generally found WordQ to be helpful, and reported improved vocabulary use and increased independence, productivity, and motivation to write (Tam, Archer, Mays, & Skidmore, 2005). While there are potential benefits to the use of WordQ, a basic foundation of phonological awareness is required as students who are unable to identify the beginning sound of words will not benefit from using word prediction software because the user has to provide the first letters of the word (MacArthur, 1999). In addition, word prediction demands a fairly high level of attention to make use of the suggested words (MacArthur, 1998); and as a result, each child must be considered on an individual basis in order to select the appropriate technology for his or her learning needs.

Software Summary Point

• Text-to-speech software helps students to bypass the task of decoding words. Seeing individual words highlighted as the text is read aloud may help to improve students’ sight word vocabulary.
• Speech-to-text software bypasses the tasks of handwriting and spelling, allowing the student to concentrate on developing their ideas and planning their work.

Click here to access a list of Ministry of Education approved software titles.

Mid-tech Devices

Mid-tech devices such as audio recorders, portable note takers, mp3 players, calculators, and pentop computers (such as LiveScribe smartpen) can be useful without the cost associated with high-tech devices. For example, the AlphaSmart is a note-taking device that can provide basic word-processing, without the cost related to the purchase and maintenance of a laptop. AlphaSmart devices were discontinued in 2013, but NEO Direct still provides support for users.

Graphic Organizers  – Graphic organizers benefit individuals who experience difficulty expressing their thoughts on paper as well as visual learners who need to see their ideas mapped out. While graphic organizers completed without technology can help students with learning disabilities to improve the quality of writing (Institute for the Advancement of Research in Education, 2003), electronic versions, such as Inspiration, allow students to arrange their thoughts on the computer screen without worrying about order, level of importance or categories because the text can be easily manipulated. Graphic organizers provide an organizational framework to help writers generate topics and content for writing projects and can assist with the planning and organizational stages of writing, and using concept mapping software can increase the quality and quantity of writing (Sturm & Rankin-Erickson, 2002). Using a web-based graphic organizer with procedural prompts enabled students to produce better organized and higher quality papers, than they could produce with handwritten organizers (Englert, Wu & Zhao, 2005; Englert, Zhao, Dunsmore, Collings, & Woblers, 2007). Being taught a strategy to plan and organize writing can improve the compositions of students with learning disabilities (MacArthur, 2009).

Pentop computers - Pentop computers, such as LiveScribe smart pens, are cheaper than high-tech devices like iPads but can provide text-to-speech, strategy feedback, and other organizational functions. As cost-effective and self-regulated reading aides, pentop computers may be a useful tool for students with reading disabilities (Schmitt, McCallum, Hennessey, Lovelace, & Hawkins, 2012). Pentop computers are also useful because they utilize instruction strategies such as providing auditory feedback during composition or math work. Handheld computerized devices that provide feedback have shown to be helpful for students with learning disabilities for essay composition (Bouck, Bassette, Taber-Doughty, Flanagan, & Szwed, 2009), and receptive note-taking and multiplication skills (Bouck, Flanagan, Miller, & Bassette, 2009). For example, pentop computers are able to provide reminders such as “don’t forget to carry” during multiplication questions (Doughty, Bouck, Bassette, Szwed, & Flanagan, 2013).

Calculators and math software - Students with learning disabilities may have a history of academic failure, which contributed to their development of learned helplessness in math. For some students, a fear of failure and low academic self-concept can lead to math related anxiety. While the use of calculators can level the playing field for students with learning disabilities, some research has shown that calculators may provide unfair advantage (Bouck & Flanagan, 2009). Graphing calculators may be particularly effective because they provide visual conformation of the graph-shape. The added advantage of visual data can be highly motivating for students with learning disabilities (Bethell & Miller, 1998). Math drill programs can be an effective way for students to learn to mentally solve math questions (Adcock et al., 2010), they are also effective in increasing motivation and the addition and subtraction skills of students with dyscalculia (Amiripour, Bijan-zadeh, Pezeshki, & Najafi, 2011). Math Trek 1,2,3 is an example of software licensed by the Ministry of Education for use in classroom. Click here to find the full list of approved software titles.

Mid-tech Devices  Summary  Points

• Concept organizers, whether completed electronically or by hand, may contribute to better writing in students with learning disabilities.
• Pentop computers can be used for reading (text-to-speech), writing (digitizing written words), and math (strategy feedback).
• Calculators can help students with learning disabilities demonstrate their understanding of mathematical computations. Graphing calculators can provide additional support as they verify graph shapes and help solve algebraic equations.

Considerations

Much needs to be done to improve the quality of special education technology research (Edyburn, 2009). Little research has been conducted on the use of assistive technology in inclusive schools (Watson, Ito, Smith, & Andersen, 2010), and only a few researchers are conducting systematic, well-designed research that can lead to confident conclusions on how the use of assistive technology affects learning (Edyburn & Gersten, 2007; MacArthur, Ferretti, Okolo, & Cavalier, 2001; Wanzek et al., 2006). In addition, research cannot be produced quickly enough to match the rate of technological innovations, and as a result, educators tend to rely on the claims of the producers of the technologies rather than evidence-based research (Blackhurst, 2005).

Despite the enthusiasm that may surround the application of assistive technology in the classroom, assistive technology is not a panacea. Lack of common vision, limited training, access to support services, insufficient funding, and lack of teacher time are commonly cited problems in regards to the implementation of assistive technology (Ault, Bausch, & McLaren, 2013; Flanagan, Bouck, & Richardson, 2013; Morrison, 2007; Okolo & Diedrich, 2014). Researchers have noted that there is still an enormous gap between the potential of assistive technology and how much it actually helps (Burne, Knafelc, Melonis, & Heyn, 2011).

Assistive technology can reduce students’ dependence on others to read, write, and organize their work (MacArthur, Ferretti, Okolo, & Cavalier, 2001; Mull & Sitlington, 2003). When provided with effective strategy instruction, outlining programs and concept mapping software can help with planning, and word processing, spell check, word prediction, and speech recognition can offer support for transcription and revision (MacArthur, 2009). While assistive technology can support struggling learners, MacArthur (2009) cautions that technology by itself has little impact on learning. In order for students to benefit from the technology, educators must have an understanding of assistive technology and how to embedded it within quality instruction (Batorowicz, Missiuana, & Pollock, 2012; Lee & Vega, 2005; Marino, Marino, & Shaw, 2006; Michaels & McDermott, 2003).

Staff Training

In a large scale survey study nearly three-quarters of respondents indicated that improved staff training and knowledge were the most important actions that could be taken to promote technology use (Okolo & Diedrich, 2014). Assistive technology devices and services have to be coupled with context-appropriate instruction from trained teachers (Specht, Howell, & Young, 2007), as students’ successful implementation of assistive technology is directly related to the knowledge, skills, and dispositions of special education teachers (Michaels & McDermott, 2003). While educators acknowledge the potential of assistive technology, they may feel overwhelmed by the responsibility of understanding and using this technology with their students (Lee & Vega, 2005; Ludlow, 2001). Many teachers feel that they lack the knowledge and support to more fully integrate assistive technology into the curriculum (Okolo & Diedrich, 2014). This is not surprizing given that only a third of special education programs surveyed by Judge and Simms (2009) addressed assistive technology, and few workshops or professional development opportunities exist to continually support teachers’ use of assistive technology during instruction (Lee & Vega, 2005; Ludlow, 2001; Michaels & McDermott, 2003). Teachers’ use and understanding of assistive technology may increase when provided with effective instruction during pre-service education or professional development opportunities (Flanagan, Bouck, & Richardson, 2013; Lee & Vega, 2005). General educators and special educators need to become familiar with assistive and instructional technology so that they can embed this technology within their instruction to meet the needs of all their students (Chmiliar, 2007; Chmiliar & Cheung, 2007; Flanagan, Bouck, & Richardson, 2013).

When recommending the use of assistive technology, one must consider how training can be provided for students, parents, and teachers to become competent with the technology, as well as environmental factors that will continue to support the child in using technology (Specht, Howell, & Young, 2007). Funding should be allotted for the training of teachers to effectively facilitate assistive technology use (Burne, Knafelc, Melonis, & Heyn, 2011), and all educators who support an individual student should be knowledgeable about that child’s assistive technology and be able to embed the use of the technology within instruction (Nelson, 2006; Okolo & Diedrich, 2014). Computers shouldn’t be restricted to a specific subject area, and the use of technology should not solely occur within a computer lab; rather, assistive and instructional technology should be an integral part of all subjects and the use of these tools should be built into the curriculum. Schools should encourage teaching staff to assume the role of technology co-ordinators as they understand the demands of the curriculum and may be best equipped to find free or low cost educational solutions to help students meet curricular expectations.

Considerations  Summary  Points

• Due to the limited evidence-based research, teachers tend to make decision about assistive technology based on claims from the software companies.
• In order to be effective, assistive technology has to be coupled with quality instruction.
• Teachers require training to support their implementation of assistive technology.

Adcock, W., Luna, E., Parkhurst, J., Poncy, B., Skinner, C., & Yaw, J. (2010). Effective class-wide remediation: Using technology to identify idiosyncratic math facts for additional automaticity drills. The International Journal of Behavioral Consultation and Therapy, 6, 111-123.

Amiripour, P., Bijan-zadeh, M. H.,  Pezeshki, P., & Najafi, M. (2011). Effects of assistive technology instruction on increasing motivation and capacity of mathematical problem solving in dyscalcula student. Educational Research, 2 (10), 1611-1618.

Ault, M. J., Bausch, M. E., & McLaren, E. M. (2013). Assistive technology service delivery in rural school districts.  Rural Special Education Quarterly, 32 (2), 15-22. Retrieved from http://search.proquest.com/docview/1420524203?accountid=6180

Batorowicz, B., Missiuna, C. A., & Pollock, N. A. (2012). Technology supporting written productivity in children with learning disabilities: A critical review. Canadian Journal of Occupational Therapy, 79 (4), 211-224. doi:10.2182/cjot.2012.79.4.3

Bethell, S. & Miller, N. (1998). From an E to an A in first year algebra with the help of a graphing calculator. Mathematics Teacher, 91, 118-119.

Blackhurst, A. (2005). Perspectives on applications of technology in the field of learning disabilities. Learning Disabilities Quarterly, 28 , 175-178. doi:10.2307/1593622

Bouck, E. C., Bassette, L., Taber-Doughty, T., Flanagan, S. M., & Szwed, K. (2009). Pentop computers as tools for teaching multiplication to students with mild intellectual disabilities. Education and Training in Developmental Disabilities, 44, 367–380.

Bouck, E. & Flanagan, S. (2009). Assistive technology and mathematics: What is there and where can we go in special education. Journal of Special Education Technology, 24, 24-30.

Bouck, E., Flanagan, S., Miller, B., & Bassette, L. (2012). Technology In Action. Journal of Special Education Technology, 27, 47-57.

Burne, B., Knafelc, V., Melonis, M. & Heyn, P. (2011). The use and application of assistive technology to promote literacy in early childhood: a systematic review. Disability and Rehabilitation: Assistive Technology, 6, 207-213. doi:10.3109/17483107.2010.522684

Chiang, H., & Jacobs, K. (2009). Effect of computer-based instruction on students’ self-perception and functional task performance. Disability and Rehabilitation: Assistive Technology, 4 (2), 106-118. doi:10.1080/17483100802613693

Chmiliar, L. (2007). Perspectives on assistive technology: What teachers, health professionals and speech language pathologists have to say. Developmental Disabilities Bulletin, 35 (1), 1-17.

Chmiliar, L., & Cheung, B. (2007). Assistive technology training for teachers – Innovation and accessibility online. Developmental Disabilities Bulletin, 35 (1), 18-28.

Cullen, J., Richards, S. B., & Frank, C. L. (2008). Using software to enhance the writing skills of students with special needs. Journal of Special Education Technology, 23, 33-44.

Dell, A., Newton, D., & Petroff, J. (2012). Assistive technology in the classroom: Enhancing the school experiences of students with disabilities (2nd ed.). Boston, MA: Pearson.

Donovan, L., Green, T., & Hartley, K. (2010). An examination of one-to-one computing in the middle school: Does increased access bring about increased student engagement? Journal of Educational Computing Research, 42, 423-441. doi:10.2190/EC.42.4.d

Doughty, T., Bouck, E., Bassette, L., Szwed, K. & Flanagan, S. (2013). Spelling on the fly: Investigating a pentop computer to improve the spelling skills of three elementary students with disabilities. Assistive Technology, 25, 166-175. doi:10.1080/10400435.2012.743491

Edyburn, D. (2009). Using research to inform practice.  Special Education Technology Practice , 11(5), 21-28. doi:10.1080/09362830902805699

Edyburn, D., Gersten, R. (2007). Defining quality indicators in special education technology research. Journal of Special Education Technology, 22 (3), 3-18. doi:10.1598/RRQ.42.1.7

Elkind, J. (1998). Computer reading machines for poor readers. Perspectives International Dyslexia Association, 24,  9-13.

Englert, C. S., Wu, X., & Zhao, Y. (2005). Cognitive tools for writing: Scaffolding the performance of students through technology. Learning Disabilities Research and Practice, 20, 184-198. doi:10.1111/j.1540-5826.2005.00132.x

Englert, C. S., Zhao, Y., Dunsmore, K., Collings, N. Y., & Woblers, K. (2007). Scaffolding the writing of students with disabilities through procedural facilitation: Using an Internet-based technology to improve performance. Learning Disability Quarterly, 30 , 9-29. doi:10.2307/30035513

Evmenova, A., Graff, H., Jerome, M., & Behrmann, M. (2010). Word prediction programs with phonetic spelling support: Performance comparisons and impact on journal writing for students with writing difficulties. Learning Disabilities Research & Practice, 25 (4), 170–182. doi:10.1111/j.1540-5826.2010.00315.x

Fasting, R. B., & Halaas Lyster, S. (2005). The effects of computer technology in assisting the development of literacy in young struggling readers and spellers. European Journal of Special Needs Education, 20 (1), 21-40. doi:10.1080/0885625042000319061

Flanagan, S., Bouck, E. G., & Richardson, J. (2013). Middle school special education teachers’ perceptions and use of assistive technology in literacy instruction. Assistive Technology, 25(1), 24-30. doi:10.1080/10400435.2012.682697

Forgrave, K. (2002). Assistive technology empowering students with learning disabilities. Assistive Technology, 75, 122-126. doi:10.1080/00098650209599250

Graham, S. (1999). The role of text production skills in writing development: A special issue. Learning Disabilities Quarterly, 22, 75-77. doi:10.2307/1511267

Handley-More, D., Dietz, J., Billingsley, F., & Coggins, T. (2003). Facilitating written work using computer word processing and word prediction. The American Journal of Occupational Therapy, 57 , 139-151. doi:10.5014/ajot.57.2.139

Hecker, L., Burns, L., Elkind, J., Elkind, K., & Katz, L. (2002). Benefits of assistive reading software for students with attention disorders. Annals of Dyslexia, 52, 243–272. doi:10.1007/s11881-002-0015-8

Hetzroni, O. E., & Shrieber, B. (2004). Word processing as an assistive technology tool for enhancing academic outcomes of students with writing disabilities in the general classroom. Journal of Learning Disabilities, 37, 143-154. doi:10.1177/0022221940403

Higgins, E. L., & Raskind, M. H. (2000). Speaking to read: A comparison of continuous vs. discrete speech recognition in the remediation of learning disabilities. Journal of Special Education Technology, 15, 19-30.

Holmes, A., & Silvestri, R. (2009). Text-to-voice technology in adult aboriginal sample with reading difficulties: Examination of the efficacy. Toronto, ON: Aboriginal Office of the Ministry of Education and Ministry of Training, Colleges, and Universities.

Institute for the Advancement of Research in Education. (2003). Graphic organizers: A review of scientifically based research. Prepared for Inspiration Software at AEL.

Izzo, M., Yurick, A., & McArrell, B. (2009). Supported eText: Effects of text-to-speech on access and achievement for high school students with disabilities. Journal of Special Education Technology, 24, 9-20.

Judge, S., & Simms, K. A. (2009). Assistive technology at the pre-service level. Teacher Education and Special Education, 32 , 33-44.

Langova, Anna. (n.d.) Word help. [Photograph] Retrieved from http://all-free-download.com/free-photos/word_help_185278_download.html

Lee, Y., & Vail, C. O. (2005). Computer-based reading instruction for young children with disabilities. Journal of Special Education Technology, 20 , 5–18.

Lee, Y., & Vega, L. A. (2005). Perceived knowledge, attitudes and challenges of AT use in special education. Journal of Special Education Technology, 20, 60-63.

Lewis, R. (1998). Assistive technology and learning disabilities: Today’s realities and tomorrow’s promises. Journal of Learning Disabilities, 31 , 16-26.

Lewis, R., Graves, A., Ashton, T.,  & Kieley, C. (1998). Word processing tools for students with learning disabilities: A comparison of strategies to increase text entry speed. Learning Disabilities Research and Practice, 13, 95-108.

Ludlow, B. L. (2001). Technology and teacher education in special education. Disaster or deliverance? Teacher Education and Special Education, 24 , 143-163. doi:10.1177/088840640102400209

MacArthur, C.A. (1998). Word processing with speech synthesis and word prediction: Effects on the dialogue journal writing of students with learning disabilities. Learning Disability Quarterly, 21, 1-16. doi:10.2307/1511342

MacArthur, C. A. (1999). Word prediction for students with severe spelling problems. Learning Disability Quarterly, 22 , 158–172. doi:10.2307/1511283

MacArthur, C. (2009). Reflections on research on writing and technology for struggling writers. Learning Disabilities Research & Practice, 24 (2), 93–103. doi:10.1111/j.1540-5826.2009.00283.x

MacArthur, C., & Cavalier, A. (2004). Dictation and speech recognition technology as test accommodations. Exceptional Children, 71 (1), 43-58. doi:10.1177/001440290407100103

MacArthur, C. A., Ferretti, R. P., Okolo, C. M., & Cavalier, A. R. (2001). Technology applications for students with literacy problems: A critical review. The Elementary School Journal, 101 (3), 273-301. doi:10.1086/499669

MacArthur, C. A., Graham, S., Haynes, J. B., & De La Paz, S. (1996). Spelling checkers and students with learning disabilities: Performance comparisons and impact on spelling. Journal of Special Education, 21, 22-42. doi:10.1177/002246699603000103

Marino, M. T., Marino, E. C., & Shaw, S. F. (2006). Making informed assistive technology decisions for students with high incidence disabilities. Teaching Exceptional Children, 38 (6), 18-25.

McNaughton, D., Hughes, C., & Ofiesh, N. (1997). Proofreading for students with learning disabilities: Integrating computer and strategy use. Learning Disabilities Research and Practice, 12, 16-28.

Michaels, C. A., & McDermott, J. (2003). Assistive technology integration in special education teacher preparation: Program coordinators’ perceptions of current attainment and importance. Journal of Special Education Technology, 18 , 29-41.

Montali, J., & Lewandowski, L.  J. (1996). Bimodal reading: Benefits of a talking computer for average and less skilled readers. Journal of Learning Disabilities, 29, 271-279. doi:10.1177/002221949602900305

Morrison, K. (2007). Implementation of assistive computer technology: A model for school systems. International Journal of Special Education, 22 (1), 83-95.

Mull, C. A., & Sitlington, P. L. (2003). The role of technology in the transition to postsecondary education of students with learning disabilities. Journal of Special Education, 37 (1), 26-32. doi:10.1177/00224669030370010301

Nelson, B. (2006). On your mark, get set, wait! Are your teacher candidates prepared to embed assistive technology in teaching and learning? College Student Journal, 40 (3), 485 – 494.

Okolo, C. M., & Diedrich, J. (2014). Twenty-five years later: How is technology used in the education of students with disabilities? Results of a statewide study. Journal of Special Education Technology, 29( 1), 1-20.

Peterson-Karlan, G. R. (2011). Technology to support writing by students with learning and academic disabilities: Recent research trends and findings. Assistive Technology Outcomes and Benefits, 7 (1), 39-62.

Raskind, M. & Higgins, E. (1995). Effects of speech synthesis on the proofreading efficiency of postsecondary students with learning disabilities, Learning Disability Quarterly, 18, 141-158. doi:10.2307/1511201

Raskind, M. & Higgins, E. (1999). Speaking to read: The effects of speech recognition technology on the reading and spelling performance of children with learning disabilities. Annals of Dyslexia, 49,  251-281. doi:10.1007/s11881-999-0026-9

Rao, K., Dowrick, P., Yuen, J., & Boisvert, P. (2009). Writing in a multimedia environment: Pilot outcomes for high school students in special education. Journal of Special Education Technology, 24 , 27-38.

Schmitt, A., McCallum, E., Hennessey, J., Lovelace, T., & Hawkins, R. (2012). Use of reading pen assistive technology to accommodate post-secondary students with reading disabilities. Assistive Technology, 24, 229-239. doi:10.1080/10400435.2012.659956

Silió, M. C., & Barbetta, P. M. (2010). The effects of word prediction and text-to-speech technologies on the narrative writing skills of Hispanic students with specific learning disabilities. Journal of Special Education Technology, 25, 17-32.

Specht, J., Howell, G., & Young, G. (2007). Students with special education needs and their use of assistive technology during the transition to secondary school. Childhood Education, International Focus Issue, 83 , 385-389. doi:10.1080/00094056.2007.10522956

Stetter, M. E., & Hughes, M. T. (2010). Computer-assisted instruction to enhance the reading comprehension of struggling readers: A review of the literature. Journal of Special Education Technology, 25 (4), 1-16.

Stodden, R. A., Roberts, K. D., Takahishi, K., Park, H. J., & Stodden, N. J. (2012). The use of text-to-speech software to improve reading skills of high school struggling readers. Procedia Computer Science, 14, 359-362. doi:10.1016/j.procs.2012.10.041

Strangman, N., & Dalton, B. (2005). Using technology to support struggling readers: A review of the research. In D. Edyburn, K. Higgins, & R. Boone (Eds.), Handbook of special education technology research and practice (pp. 325-334). Whitefish Bay, WI: Knowledge by Design, Inc.

Sturm, J. M., & Rankin-Erickson, J. L. (2002). Effects of hand-drawn and computer-generated concept mapping on the expository writing of students with learning disabilities. Learning Disabilities Research and Practice, 17, 124-129. doi:10.1111/1540-5826.00039

Tam, C., Archer, J., Mays, J., & Skidmore, G. (2005). Measuring the outcomes of word cueing technology. The Canadian Journal of Occupational Therapy, 72 (5), 301-308. doi:10.1177/000841740507200507

Wanzek, J., Vaughn, S., Wexler, J., Swanson, E., Edmonds, M., & Kim, A. (2006). A synthesis of spelling and reading interventions and their effects on the spelling outcomes of students with LD. Journal of Learning Disabilities, 39, 528-543. doi:10.1177/00222194060390060501

Watkins, M. (1989). Computerized drill-and-practice and academic attitudes of learning disabled students. Journal of Special Education Technology, 9, 167-172.

Watson, A. H., Ito, M., Smith, R. O., & Andersen, L. T. (2010). Effect of assistive technology in a public school setting. American Journal of Occupational Therapy, 64, 18-29. doi:10.5014/ajot.64.1.18

Vaughn, S. & Bos, C. (2009). Strategies for teaching students with learning and behaviour problems (7thed.). Upper Saddle River, NJ, Pearson.

Young, G. (2012). Examining assistive technology use, self-concept, and motivation, as students with learning disabilities transition from a demonstration school into inclusive classrooms. Unpublished Doctoral thesis, Western University, London, Ontario, Canada. Retrieved from http://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=2316&context=etd

Zhang, Y. (2000). Technology and the writing skills of students with learning disabilities. Journal of Research on Computing in Education, 32, 467-478.

Zcool.com.cn. (n.d.) Modern science and technology picture 02 hd pictures [Photograph]. Retrieved from http://all-free-download.com/free-photos/modern_science_and_technology_picture_02_hd_pictures_168754_download.html

Dr. Gabrielle Young is an Assistant Professor at Memorial University of Newfoundland where she teaches undergraduate courses such as the Nature and Characteristics of Learning Disabilities and Inclusive Practices for Students with Learning Disabilities, as well as graduate courses such as the Nature and Assessment of Learning Disabilities. While completing her doctoral studies at Western University, Gabrielle was also actively involved with the Learning Disabilities Association – London Region, where she was Vice-President of the Board.

Gabrielle’s research interests include: the use of assistive technology by students with special learning needs; learners' self-beliefs and the self-esteem of individuals with learning disabilities; and the use of universal design for learning and differentiated instruction to support the inclusion of students with exceptionalities in the general education classroom.

Share This Story, Choose Your Platform!

Signup for our newsletter.

Get notified when new resources are posted on the website!

Sign up to receive our electronic newsletter!

Recent Posts

• Instructional Technology vs. Assistive Technology: Understanding Supporting Students with Learning Disabilities
• FREE Upcoming Webinar: The Road to Written Fluency in Young Writers
• ADAPTED Webinar: Supporting Teachers During Unprecedented Times – Evidence-Based Ways to Build Resiliency

866-778-0524 Relief for the Struggling Student . The Requirements: What does it take to bring such technology to your child or your student? Here are the basic requirements: 1. A relatively recent vintage computer is needed. The bare bones requirements are a Windows based PC with the specifications shown below. For the average student, a laptop computer will be far more practical than a desktop unit. In general, faster processors are associated with better performance in terms of speed, but not necessarily any difference in accuracy. At least 2 MB of RAM is recommended. ( ) . 2. A good quality microphone: Dragon NaturallySpeaking is packaged with a starter microphone which will give reasonable results and we recommend that you start with this microphone when making an assessment as to whether speech recognition software is a workable solution for your student. If it works, though, but accuracy isn't quite to the level you expect, then we suggest that you consider upgrading to a better microphone. Some of our favorites include: Dragon NaturallySpeaking Premium Edition: In our opinion, this is the best choice. Dragon NaturallySpeaking is a highly refined speech recognition product that has been designed for different age groups, different regional accents, and a variety of special uses. It will work with a plugged in microphone, wireless microphone or digital recorder. It offers a wide variety of extra functionality which will allow tailoring the software to your student. Other Speech Recognition Software: Although we recommend Dragon NaturallySpeaking Premium Edition for the average student (shown below) because it offers many advantages over the speech recognition program built into Windows 7 operating system and some of the earlier Microsoft Office products, these microsoft products can also be used. Although accuracy is amazing good out of the box, your student will definitely benefit by spending some time getting to know the software and being trained how to take advantage of some of the functionality. There are several ways in which this can happen: to see some of these products. for tips on improving accuracy Recommended Products: Dragon NaturallySpeaking 12 Premium This is the basic version of Dragon and is recommended for most general users, students, writers, etc. that do not plan to use advanced command building and simply need excellent speech recognition for use with standard computer programs. This version enjoys the same high level of accuracy, speed, and functionality as the professional and legal version, but lacks legal and medical vocabularies. It does not allow creation of "advanced custom commands" but does allow creation of simple text and graphics commands. Included in the box: Sennheiser ME3 Combination Package Recommended package for best speech recognition results! To make the purchase of this relatively expensive hardware a bit more bearable, we offer special savings when you purchase all three of the main items in this package. Included in the package: Sennheiser ME3 Microphone Andrea USB Adapter 210D Nylon Microphone Storage Bag Set-up Instructions Comments: We believe that with suitable hardware and good enunciation, this package will offer the best accuracy and unrivaled noise cancellation. This is the microphone to which all others are compared. MSRP: $247.95 Say I Can DNS 11 Video Guide: Complete Three-Volume Set Key techniques to boost accuracy Automating your work with command macros Format text and browse the Web by voice Create custom voice-activated forms How to dictate and correct most effectively Dictate with a portable digital recorder Top tips for healthy computing ...and much more! Total running time for all three volumes - 4 hours MSRP: $149.95 Our Price: $ Additional Resources: We recognize that speech recognition software may be only a small part of assisting the child or adult with learning disabilities and hope some of the additional resources listed here may further assist you. We very much welcome you to assist us in adding to this list by emailing your thought or suggestion to [email protected] Livescribe Pen: this is a unique system which includes a pen containing an optical scanner and audio recording technology that when used with specially designed notebooks allows you to record both your hand-written notes and the audio (instructor's words) at the same time. After notes are taken, you can hear the corresponding audio signal simply by touching the pen to the place of interest on the notebook. We have used this device and consider it to be an ideal note-taking device for anyone, especially the individual with difficulty writing or comprehending. Visit livescribe site . For an amazing demonstration of how this can help, click here . Please note that Speech Recognition Solutions has absolutely no relationship with LiveScribe - we just think their product is great! Nuance White paper - Dragon NaturallySpeaking: Helping all Students Reach Their Full Potential Scansoft White Paper: Peel School Board, Massey Street Public School Science Technology Action Research (S.T.A.R. ) - read about the experience of a special education teacher using speech recognition software with his students. Speech Recognition Software in Special Education - an interesting blog post Changing the Dragon training text - If you have a user, particularly a younger user that is struggling with the vocabulary in the built in Dragon training text, it is possible to customize the training text using this method. Be aware that it takes a bit (only a small bit) of computer savvy. Our Company   Our Industries   Payment   Trust   Share       Copyright 2022, Speech Recognition Solutions, LLC. All rights reserved. Can AI Help With Special Ed.? There’s Promise—and Reason to Be Cautious Share article Some special education practitioners have experimented with using generative artificial intelligence to speed up the mountain of paperwork they’re required to fill out to provide essential services to students with disabilities. But using AI to improve instruction for students with disabilities or learning differences is a different challenge, and one that educators should approach with caution, experts said during a June 25 panel discussion at the International Society for Technology in Education conference here. “There isn’t enough data for us to make a conclusive recommendation at the moment with the use of AI [for students with disabilities],” said Trey Vasquez, the director of the Toni Jennings Exceptional Education Institute and a professor at the University of Central Florida. Vasquez and his team at the University of Central Florida are focused on researching the efficacy of AI and its impact on people with disabilities. “We’re trying to answer some basic questions like, what are the right sensors that will produce the right predictions for our AI?” Vasquez said, referring to wearable technology that senses children’s classroom behavior and supplies data that AI can analyze, providing teachers with information on how students, particular those with developmental disabilities, are engaging in class. Teachers can use the information to better support those students and tailor interventions to them. Most datasets that AI tools are trained on contain a lot of information about native English speakers and neurotypical students, but they don’t have nearly as much to draw from on English learners or students in special education . That’s why Vasquez’s team members are also looking into how they can integrate evidence-based practices and more than 30 years’ worth of research on students with learning differences into large language models that power generative AI tools. “All of those [academic research] publications are behind paywalls, and they’re not part of the large language models that you see online,” Vasquez said. “How do we make sure that those data are included in the large language models and provide advantageous outcomes for our students and researchers?” Still, Vasquez and the other panelists said they were optimistic about the promise of using AI for personalized learning. Personalization is “a core element of special education,” said Ayan Kishore, the CEO of Benetech, the nonprofit creator of reading platform Bookshare, an online library of accessible ebooks for people with print disabilities, such as dyslexia and visual impairment. Generative AI tools—whether they produce text, video, audio, or images—will make personalization easier, he said. For instance, a reading specialist could help a student better understand phonics by using AI to generate materials on a topic the student is interested in, or teachers could use AI to adapt materials to each student’s reading level, Kishore said. AI is more than chatbots that children interact with on computers or tablets, said Jody Britten, the head of research and innovation for nonprofit Team4Tech. For example, she talked about a plush toy that uses an AI-generated voice and helps children develop and practice executive function skills. “We need to think about all of the AI tools out there, and not just the ‘we’re going to put a kid in front of a screen to learn’ habit,” Britten said. As schools experiment with these AI tools, they should “bring parents along,” said Jamie Basham, a special education professor at the University of Kansas. “What does that mean? That means having time where parents can kind of come in, explore and learn and maybe be alongside educators, alongside students, so that we’re all learning together.” Sign Up for EdWeek Update Edweek top school jobs. Sign Up & Sign In Maximizing Academic Productivity: The Role of Free Text-to-Speech Software Photo by The Jopwell Collection on Unsplash Text-to-speech (TTS) software is transforming how students and researchers approach academic work. This article explores how free TTS tools can maximize academic productivity and enhance learning experiences. Here are nine key ways TTS software is making a difference. 1. Enhancing Reading Efficiency Text-to-speech (TTS) technology allows students and researchers to listen to academic texts, which can significantly improve reading efficiency . By converting text into speech, TTS tools enable users to process information faster than traditional reading. This is especially useful for lengthy academic papers and textbooks, where listening can reduce the time required to cover extensive material. Moreover, TTS tools can be used to listen to content while performing other tasks, thereby maximizing productivity. This dual benefit of speed and multitasking makes TTS an invaluable resource for academic work. Additionally, TTS tools can be customized to adjust the speed and voice of the speech output, allowing users to tailor the listening experience to their preferences. This flexibility enhances the overall effectiveness of TTS technology in meeting diverse reading needs. By integrating TTS tools into their study routines, students can streamline their reading processes and manage their time more effectively. 2. Supporting Diverse Learning Styles Every student has a unique learning style, and TTS tools cater to auditory learners by providing an alternative to visual reading. Auditory learners often comprehend and retain information better when it is presented in a spoken format. TTS technology makes it possible for these learners to listen to lectures, articles, and textbooks, aligning with their natural learning preferences. This can lead to improved understanding and retention of information, ultimately enhancing academic performance. Furthermore, TTS tools can support students with learning disabilities, such as dyslexia, by providing an accessible way to consume written content. By converting text into speech, TTS software helps to bridge the gap between reading difficulties and academic success. This inclusivity ensures that all students have the opportunity to excel, regardless of their learning challenges. 3. Facilitating Note-Taking and Revision Effective note-taking is essential for academic success, and TTS tools can streamline this process. Students can use TTS software to listen to their notes and review key concepts while on the go. This is particularly useful for auditory learners who may find it easier to absorb information by listening rather than reading. Additionally, TTS tools can be integrated with note-taking applications to create an efficient study system. For more information on how TTS tools can enhance note-taking and revision, visit https://www.listening.com/academic . Moreover, TTS tools can assist in the revision process by allowing students to listen to their written work. This can help identify errors and improve the overall quality of assignments. By hearing their work read aloud, students can gain a new perspective on their writing, making it easier to spot mistakes and areas for improvement. This auditory review process complements traditional revision methods and contributes to higher-quality academic output. 4. Improving Language Learning Language learners can greatly benefit from TTS tools, which provide accurate pronunciation and intonation for new vocabulary. By listening to texts in the target language, students can improve their listening skills and gain a better understanding of proper pronunciation. TTS tools offer a practical way to reinforce language learning outside of the classroom, allowing students to immerse themselves in the language at their own pace. In addition to pronunciation, TTS tools can help with comprehension by providing aural exposure to the language. Listening to native speakers can enhance understanding of context, idiomatic expressions, and cultural nuances. This comprehensive approach to language learning supports both beginners and advanced learners in achieving fluency and confidence in their target language. 5. Enhancing Accessibility for Students with Disabilities Accessibility is a crucial aspect of modern education, and TTS tools play a significant role in supporting students with disabilities. For visually impaired students, TTS software provides an essential means of accessing written content. By converting text into speech, these students can engage with academic materials independently. TTS tools also support students with reading disabilities, such as dyslexia, by providing an alternative way to consume written information. Moreover, TTS tools can be used in conjunction with other assistive technologies to create a comprehensive support system for students with disabilities. For example, screen readers and TTS software can work together to provide a seamless reading experience. By integrating TTS tools into their learning environments, educational institutions can promote inclusivity and ensure that all students have equal access to academic resources. 6. Boosting Focus and Concentration Maintaining focus and concentration can be challenging, especially when dealing with dense academic texts. TTS tools can help students stay engaged by providing an auditory alternative to reading. Listening to content can reduce the cognitive load associated with reading, making it easier to concentrate on the material. This can be particularly beneficial during long study sessions, where fatigue can impact focus. Additionally, TTS tools can be used to create a distraction-free study environment. By listening to content through headphones, students can block out external noise and stay focused on their studies. This auditory approach to learning can enhance concentration and improve overall productivity. By incorporating TTS tools into their study routines, students can maintain higher levels of focus and achieve better academic outcomes . 7. Facilitating Multitasking One of the key advantages of TTS tools is their ability to facilitate multitasking. Students can listen to academic content while performing other tasks, such as commuting, exercising, or doing household chores. This allows them to make the most of their time and stay productive even when they are not able to sit down and read. By integrating TTS tools into their daily routines, students can ensure that they are continually engaging with their academic materials. Furthermore, TTS tools can help students manage their workload more effectively by allowing them to review content during times that would otherwise be unproductive. This flexibility can lead to better time management and a more balanced approach to studying. By leveraging TTS technology, students can optimize their study schedules and maintain a steady pace of learning. 8. Enhancing Comprehension and Retention Listening to content through TTS tools can enhance comprehension and retention, especially for auditory learners. The auditory presentation of information can make it easier to understand complex concepts and retain key points. TTS tools also support active listening, where students can focus on the content and engage with it more deeply. This active engagement can lead to better comprehension and long-term retention of information. Moreover, TTS tools can be used in combination with other learning strategies to reinforce understanding. For example, students can listen to content while following along with the text, creating a multimodal learning experience that engages both visual and auditory senses. This integrated approach can enhance comprehension and retention, making it easier for students to recall information during exams and assignments. 9. Future Trends in TTS Technology for Academia The future of TTS technology holds exciting possibilities for academia. Advances in artificial intelligence and natural language processing are expected to improve the quality and accuracy of TTS tools. This will result in more natural-sounding speech and better pronunciation of complex terms. Additionally, future TTS tools may offer more interactive features, such as real-time feedback and personalized learning experiences. As TTS technology continues to evolve, its applications in academia will expand. Future TTS tools may integrate with virtual and augmented reality environments, providing immersive learning experiences. These innovations will further enhance the role of TTS technology in supporting academic productivity and improving learning outcomes. By staying abreast of these developments, students and educators can continue to benefit from the advancements in TTS technology. In conclusion, free text-to-speech software offers significant benefits for maximizing academic productivity. By enhancing reading efficiency, supporting diverse learning styles, facilitating note-taking, and improving language learning, TTS tools play a crucial role in modern education. Additionally, TTS technology promotes accessibility, boosts focus, facilitates multitasking, and enhances comprehension and retention. As TTS tools continue to evolve, their impact on academia will only grow, making them an indispensable resource for students and researchers.  Services & Software This AI Startup Wants You to Read Audiobooks to Yourself The text-to-speech reading tool is challenging a $2 billion industry. AI startup Speechify is putting its own spin on audiobooks and giving you, the listener, a leading role. You get to be the star if you want. You can import your own voice to make an AI clone and then listen to text with your voice or your girlfriend's, as in the case of CEO Cliff Weitzman. You can also choose from celebrities like Snoop Dogg and Gwyneth Paltrow, who have signed on to add their voices as options. The twist being these are AI generated, not the celebs themselves reading. "You can just pick your own voices and that's a great experience," Weitzman said. It's this ability to choose whatever voice you want and to turn any book into an audiobook that Weitzman argued sets Speechify apart from titans of industry like Apple Books, Audible and Spotify. Audiobooks are a hot commodity. According to the Audio Publishers Association,  2023 marked the 12th consecutive year of sales growth, with a total of about $2 billion for the year. The APA also found 52% of US adults have listened to audiobooks at some point, which is equivalent to about 150 million people.    With artificial intelligence, and especially generative AI, exerting its influence far and wide, we're seeing entrepreneurs seek to harness the technology to challenge the status quo in a variety of industries, from  law to  medicine and even  generative AI itself. Seven-year-old Speechify is positioning its text-to-speech reading tool as an alternative to traditional audiobooks through the use of AI-generated human voices.  As a child with dyslexia, Weitzman relied on his parents to read books aloud to him. But when he got to college, he couldn't find audio versions of his textbooks, so he built a program to read to him using deep learning, an AI technique that teaches computers to process data like the human brain does, and what's known as concatenative text-to-speech, a form of speech generation that taps into pre-recorded samples of speech. The native Hebrew speaker also included the ability to change the speed -- a feature Speechify retains today. "When I started out, I didn't speak English, so I would listen to everything at 0.75x speed and then with time I increased to 1x,1.25x, 1.5x, 2x, 3x," he said. "If a sentence was easy to understand, I'd make it really fast. If the sentence was hard, I'd make it really slow." Weitzman's brother Tyler joined as a co-founder in 2018 and has served as head of AI and president since 2022. Tyler Weitzman helped develop the algorithm that eventually became the first version of Speechify. It was trained on 100,000 hours of audio so the reading voice sounded human. As the product improved, the startup signed partnerships with celebrities to use their voices as well. Speechify can read books, documents and articles on a mobile device. To use it, you can upload a PDF to the web app, which adds the audio to your mobile app, or you can download the Chrome extension to listen to text from Google Drive, iCloud or Dropbox. A limited version of Speechify is free. It includes six reading voices to start and you can listen at speeds up to 1x. These voice options include computer-generated US males named Nate and John, as well as Stephanie, a female voice from the UK, along with Snoop Dogg, Gwyneth Paltrow and US Youtuber Mr. Beast. I picked Stephanie, and then the app told me more than 100 voices would also be available in the app. (You then have to listen to a roughly minute-long sales pitch in your chosen voice before proceeding.) Speechify Premium, which costs $11.67 per month per user, has 250-plus reading voices and 50-plus languages and you can listen at up to 4.5x. Speechify has 40 million users, according to Cliff Weitzman. (However, the app itself says 23-plus million people use Speechify while you're signing up.)  The startup  is reportedly backed by $4.5 million from an early-stage venture capital round in 2020. The company declined to comment on funding.  This is one of a series of short profiles of AI startups, to help you get a handle on the landscape of artificial intelligence activity going on. For more on AI, see our new AI Atlas hub, which includes product reviews, news, tips and explainers. Services and Software Guides Best iPhone VPN Best Free VPN Best Android VPN Best Mac VPN Best Mobile VPN Best VPN for Firestick Best VPN for Windows Fastest VPN Best Cheap VPN Best Password Manager Best Antivirus Best Identity Theft Protection Best LastPass Alternative Best Live TV Streaming Service Best Streaming Service Best Free TV Streaming Service Best Music Streaming Services Best Web Hosting Best Minecraft Server Hosting Best Website Builder Best Dating Sites Best Language Learning Apps Best Weather App Best Stargazing Apps Best Cloud Storage Best Resume Writing Services New Coverage on Operating Systems Structured data Items portrayed in this file, copyright status, copyrighted, copyright license, creative commons attribution-sharealike 2.0 generic, creative commons attribution-sharealike 1.0 generic, gnu free documentation license, version 1.2 or later, creative commons attribution-sharealike 2.5 generic, creative commons attribution-sharealike 3.0 unported, source of file, original creation by uploader, 31 august 2007. SVG flags of cities and villages of Moscow Oblast Culture of Elektrostal License migration redundant CC-BY-SA-3.0,2.5,2.0,1.0 Self-published work Navigation menu Edtech tools for K12 Offer the same learning opportunities to students at school, in the classroom or at home with our text to speech edtech tools. Connect with our team to find out how text to speech can support your students Get started Edtech tools for education  Text to speech developed by ReadSpeaker allows students in kindergarten, elementary or secondary education (K12) to listen to any text, using high quality natural-sounding voices. Literacy support Students stay at peer level in all subjects . Text to speech improves student engagement, comprehension, motivation, and self-esteem . Accessibility compliance Whether for coursework, personal documents, or assessments, assistive technology tools support a diverse population of learners . Whether for coursework, personal documents or assessments, assistive technology tools support a diverse population of learners and help meet the accessibility and accommodations requirements of the ADA, IDEA and JCQ. Accommodations resource management Audio plays an important role in IEP and 504 plans , and teachers have extensive management and reporting tools . Anywhere, any time, for any content Students can use our assistive technology on all devices (smartphone, computer, tablet, etc.) to read any type of content . Instantly create an audio version of … Courses, PDF, ebooks, math equations, web research, training materials, quizzes, assignments and more. Discover all the features of our text-to-speech software and SaaS solutions, which are compatible with all devices. “Knowing that we could use the ReadSpeaker tool to read aloud text to them, because many of them are developing readers… we felt like that was going to be an important piece in what we could offer… it is a single tool that can meet the needs of a variety of learners… It has become an ingrained part of my school” See how students and teachers are using edtech tools for a diverse population of students and special education Proof-listening Students can listen to what they write and make corrections. Text is read back as it is typed, per letter, word, and/or sentence. Highlighting and taking notes Highlight passages in various colors to later be collected as a summary of the text that may be edited, printed, or downloaded. Using the browser extension Add one of the free ReadSpeaker TextAid browser extensions available for Google Chrome, Microsoft Edge, Mozilla Firefox, and Opera. Translating ESL, ELL, and language learners gain fluency and self-esteem. And more … See all the things you can do. Word recognition, a ccuracy, recall Comprehension and fluency Autonomy, m otivation, s elf-esteem Teacher management and reporting tools Administrator and coordinator features Integrated assessments and document sharing Safe, locally stored data Meets legal data requirements “Ensuring that our courses are multimedia rich and suitable for all learners is something that is central to our mission. ReadSpeaker was a natural fit. It gives all of our students an audio option…Within seconds, we enabled it on a course level and within all lessons, so VHS students can have all course web pages and documents read to them with one click of a button. Since implementing the technology, we’ve been encouraged by how popular it’s been.” – Storie Walsh, Director of Instructional Technology, Virtual High School See how VHS integrated ReadSpeaker There are many grants awarded for assistive technology and accessibility support. Our text-to-speech technology often qualifies for grants such as Perkins, Migrant Education, and the Student Support and Academic Enrichment Program, just to name a few. Find out more No downloads, and access to voice IN THE CLASSROOM AT HOME ON ANY DEVICE “ReadSpeaker works seamlessly in converting our text content into high quality audio. It fits nicely into the Universal Design for Learning principles and appeals to all students with various needs.” Quickly and easily integrate read aloud capability across all platforms and content. Speech enable all coursework on the LMS webReader    docReader    Provide personal reading, writing, And studying tools to individuals. We work with students who have varying levels of English proficiency. When we show teachers and their students the simple text-to-speech and translation functions within ReadSpeaker, we are greeted with smiles, deep appreciation and even applause. ReadSpeaker is essential to the work we do.” Let ReadSpeaker VoiceLab create a voice as unique as your learning environment Looking for a specific dialect, voice style or institutional branding? ReadSpeaker’s digital voice design team can develop a unique voice for your needs. Need more information? ReadSpeaker has been bringing text to speech to education for over 20 years. Contact us to learn more about how audio can help your students and your organization succeed. Get started Download our interview with Dr MichelAnn Parr ‘Using Text to Speech for Struggling Readers.’ Read the interview Visit our Learning Library for Resources on Using Text to Speech for Publishing and Learning. Visit Library FAQs about Text to Speech for K12 How can edtech tools using speech synthesis enhance learning. Since those with reading disabilities can listen to the text while following along with the highlighted text , students can assimilate content without dealing with reading challenges. This helps students with reading comprehension and therefore, to stay at grade level in all subjects. What is text to speech technology for special education? Text to speech technology, or read aloud technology, is a type of assistive technology . It uses speech software to read text out loud to learners. It is often accompanied by text highlighting and various other speech tools and education technology tools. How to teach students with dyslexia? Assistive technology tools relieve individuals with dyslexia from constant decoding work, allowing them to concentrate on the subject matter and therefore staying at peer level in all subjects . Quality speech synthesis is pleasant enough to use that it can be used for large quantities of text, to relieve schools and teachers from assisting learners and as a part of IEP plans and accommodations . What is the difference between edtech tools, assistive technology and text to speech? There are many different types of edtech tools, one of which is text to speech technology . Text to speech automatically reads content out loud and is an important feature of various different assistive technology tools , accompanying any number of learning tools. Ideally those requiring assistive technology should make sure that the text to speech element uses high quality voices to ensure optimal use. What are ADA, IDEA and JCQ in education? ADA, IDEA and JCQ are a set of legislations and organizations that promote equality for all students . They allow for certain arrangements and accommodations to allow those with special education needs or disabilities to access free appropriate education and fair assessments. What are IEP and 504 plans? An Individualized Educational Plan (IEP) is a plan developed to provide any child with a disability, who is attending an elementary or secondary school, with the appropriate specialized instruction and services . A 504 Plan is developed so these students receive accommodations to ensure academic success and access to the learning environment . Empower learners and teachers with text to speech accessibility technology for education and learning. Literacy Support for Struggling Readers. Speech-enables any text making it accessible to all. Level the playing field for all students by instantly creating an audio version of exams, tests, quizzes, assignments and other assessments. Readily available, easily-integrated and dynamically updated. ReadSpeaker webReader ReadSpeaker docReader ReadSpeaker TextAid Assessments Text to Speech for K12 Higher Education Corporate Learning Learning Management Systems Custom Text-To-Speech (TTS) Voices Voice Cloning Software Text-To-Speech (TTS) Voices ReadSpeaker speechMaker Desktop ReadSpeaker speechMaker ReadSpeaker speechCloud API ReadSpeaker speechEngine SAPI ReadSpeaker speechServer ReadSpeaker speechServer MRCP ReadSpeaker speechEngine SDK ReadSpeaker speechEngine SDK Embedded Accessibility Automotive Applications Conversational AI Entertainment Experiential Marketing Guidance & Navigation Smart Home Devices Transportation Virtual Assistant Persona Voice Commerce Customer Stories & e-Books About ReadSpeaker TTS Languages and Voices The Top 10 Benefits of Text to Speech for Businesses Learning Library e-Learning Voices: Text to Speech or Voice Actors? TTS Talks & Webinars Make your products more engaging with our voice solutions. Solutions ReadSpeaker Online ReadSpeaker webReader ReadSpeaker docReader ReadSpeaker TextAid ReadSpeaker Learning Education Assessments Text to Speech for K12 Higher Education Corporate Learning Learning Management Systems ReadSpeaker Enterprise AI Voice Generator Custom Text-To-Speech (TTS) Voices Voice Cloning Software Text-To-Speech (TTS) Voices ReadSpeaker speechCloud API ReadSpeaker speechEngine SAPI ReadSpeaker speechServer ReadSpeaker speechServer MRCP ReadSpeaker speechEngine SDK ReadSpeaker speechEngine SDK Embedded Applications Accessibility Automotive Applications Conversational AI Education Entertainment Experiential Marketing Fintech Gaming Government Guidance & Navigation Healthcare Media Publishing Smart Home Devices Transportation Virtual Assistant Persona Voice Commerce Resources Resources TTS Languages and Voices Learning Library TTS Talks and Webinars About ReadSpeaker Careers Support Blog The Top 10 Benefits of Text to Speech for Businesses e-Learning Voices: Text to Speech or Voice Actors? Search on ReadSpeaker.com ... All languages. Norsk Bokmål Latviešu valoda Current time by city For example, New York Current time by country For example, Japan Time difference For example, London For example, Dubai Coordinates For example, Hong Kong For example, Delhi For example, Sydney Geographic coordinates of Elektrostal, Moscow Oblast, Russia Coordinates of elektrostal in decimal degrees, coordinates of elektrostal in degrees and decimal minutes, utm coordinates of elektrostal, geographic coordinate systems. WGS 84 coordinate reference system is the latest revision of the World Geodetic System, which is used in mapping and navigation, including GPS satellite navigation system (the Global Positioning System). Geographic coordinates (latitude and longitude) define a position on the Earth’s surface. Coordinates are angular units. The canonical form of latitude and longitude representation uses degrees (°), minutes (′), and seconds (″). GPS systems widely use coordinates in degrees and decimal minutes, or in decimal degrees. Latitude varies from −90° to 90°. The latitude of the Equator is 0°; the latitude of the South Pole is −90°; the latitude of the North Pole is 90°. Positive latitude values correspond to the geographic locations north of the Equator (abbrev. N). Negative latitude values correspond to the geographic locations south of the Equator (abbrev. S). Longitude is counted from the prime meridian ( IERS Reference Meridian for WGS 84) and varies from −180° to 180°. Positive longitude values correspond to the geographic locations east of the prime meridian (abbrev. E). Negative longitude values correspond to the geographic locations west of the prime meridian (abbrev. W). UTM or Universal Transverse Mercator coordinate system divides the Earth’s surface into 60 longitudinal zones. The coordinates of a location within each zone are defined as a planar coordinate pair related to the intersection of the equator and the zone’s central meridian, and measured in meters. Elevation above sea level is a measure of a geographic location’s height. We are using the global digital elevation model GTOPO30 . Elektrostal , Moscow Oblast, Russia 406 IMAGES Text-to-speech for students: enhancing the learning process Top 16 BEST Text To Speech Software [2024 Review] Text to Speech Text to Speech Apps for Bilingual Learners • Spanish4Kiddos 10 Free Text to Speech Software For Every Use Case Text to Speech Technology and Top Reading Tools for Dyslexia/Learning VIDEO The Best Text to Speech Tool Powered by AI 2024 (Free Access Link Below) TEXT To Speech Emoji Groupchat Conversations How to Choose the Best Speech-to-Text Engine Best Text to Speech Software how to get text to speech software and 5 voices for free best text to speech software COMMENTS Speech To Text For Students With Disabilities ,Apps, Tools, and Software Speech to Text tools are available on your computer through your device, browser or extensions. This technology premiered in 1936 with the first text to speech device and over time continued to develop with more advanced and improved technology. Speech technology installed on computers or devices with different apps and software help anyone with dyslexia or other learning disabilities. Text to speech for special needs Using text-to-speech for special needs education can be life changing. It can help children focus on the content instead of concentrating on the act of reading. Text-to-Speech (TTS) Text-to-speech (TTS) is a very popular assistive technology in which a computer or tablet reads the words on the screen out loud to the user. This technology is popular among students who have difficulties with reading, especially those who struggle with decoding . By presenting the words auditorily, the student can focus on the meaning of words instead of spending all their brain power trying ... 5 Communication Tools for Special Education Teachers Specialized software and speech-generating devices provide much more advanced AAC capabilities, however. Your aided AAC software may play pre-recorded words or phrases when the student presses a button, for instance. Or a device may use text-to-speech (TTS) technology to give voice to anything the student writes. ReadSpeaker TextAid Assistive Technology for Learning Disabilities and Literacy Support. Speech-enables any text making it accessible to all. Text to Speech for Education See how assistive technology and speech synthesis improves student results in education, meets accessibility requirements, and supports a diverse population of learners. Education Assistive Ai text-to-speech applications built for accessibility in grade schools, universities and special education What is text-to-speech technology (TTS)? Text-to-speech (TTS) is an assistive technology that reads aloud digital text. It can help with dyslexia and learning differences. Learn more. How Text-to-Speech Apps Can Help Special Needs Students Text-to-speech (TTS) apps offer a range of benefits for special needs students. Firstly, they can significantly improve reading comprehension, particularly for students with dyslexia, by providing auditory support and enhancing retention through spoken text. Tools for special education With text to speech apps being so valuable in helping students with speech-language challenges, you naturally want to start your search for one. Though there are many on the market, Speechify offers the features required for special education classes. Text-to-Speech Technology: What It Is and How It Works Text-to-speech (TTS) is a type of assistive technology that reads digital text aloud. It's sometimes called "read aloud" technology. TTS can take words on a computer or other digital device and convert them into audio. TTS is very helpful for kids who struggle with reading, but it can also help kids with writing and editing, and even focusing. 15 Assistive Technology Tools For Students With Disabilities One tool to help students with disabilities even in the face of a special education teacher shortage is assistive technology. Today, assistive technology tools can help students with certain disabilities learn more effectively. Ranging in sophistication from 'low' technologies such as a graphic organizer worksheet to 'high' technologies including cutting-edge software and smartphone ... How Special Needs Students Can Leverage Text-to-Speech Apps Yes, speech-to-text apps can be incredibly beneficial for special needs students. These apps convert spoken language into written text, making communication and learning more accessible for students with various needs. Speech synthesis is beneficial to the following neurodiverse students with several disabilities such as: Visual Impairments ... Assistive Technology Tools for Students with Learning Disability Some of these assistive technology tools and apps are free and available on computers, mobile devices, desktops and laptop computers, iPads and iPhones. Additionally, most computers have built-in accessibility tools, such as Text to Speech and Speech to Text dictation. Smartphones, iPads, and tablet devices have built-in assistive technology. Assistive Technology for Students with Learning Disabilities Assistive technology that helps students with learning disabilities includes computer programs and tablet applications that provide text-to-speech (e.g., Kurzweil 3000), speech-to-text (e.g., Dragon Naturally Speaking), word prediction capabilities (e.g., WordQ), and graphic organizers (e.g., Inspiration). In comparison to other interventions ... How Assistive Technology Transforms SpEd Classrooms Speech recognition software for special needs children facilitates seamless computer control and lets users dictate text verbally. It can immensely benefit students with mobility impairments or writing challenges. Students with cerebral palsy, for instance, can use speech recognition software to navigate computer tasks and complete assignments.. Speech Recognition Software in Special Education Software: Dragon NaturallySpeaking Premium Edition: In our opinion, this is the best choice. Dragon NaturallySpeaking is a highly refined speech recognition product that has been designed for different age groups, different regional accents, and a variety of special uses. It will work with a plugged in microphone, wireless microphone or digital ... Can AI Help With Special Ed.? There's Promise—and ... Some special education professionals are experimenting with the technology. ... Generative AI tools—whether they produce text, video, audio, or images—will make personalization easier, he said. Special Education Technology Resources A library of assistive technology and text-to-speech for special education research, with resources, videos, interviews, case studies and more. Speech AI Voice Read With its advanced text-to-speech conversion features, it allows you to listen to your document and slides content, articles, blog posts, and other written content with just a click of a button. Convert the text to speech and audio, and listen to your document, slides and spreadsheet now! Maximizing Academic Productivity: The Role of Free Text-to-Speech In conclusion, free text-to-speech software offers significant benefits for maximizing academic productivity. By enhancing reading efficiency, supporting diverse learning styles, facilitating note-taking, and improving language learning, TTS tools play a crucial role in modern education. This AI Startup Wants You to Read Audiobooks to Yourself The text-to-speech reading tool is challenging a $2 billion industry. File : Flag of Elektrostal (Moscow oblast).svg Permission is granted to copy, distribute and/or modify this document under the terms of the GNU Free Documentation License, Version 1.2 or any later version published by the Free Software Foundation; with no Invariant Sections, no Front-Cover Texts, and no Back-Cover Texts. Edtech Tools for Teachers and Students Edtech tools for education. Text to speech developed by ReadSpeaker allows students in kindergarten, elementary or secondary education (K12) to listen to any text, using high quality natural-sounding voices. Literacy support. Students stay at peer level in all subjects. Text to speech improves student engagement, comprehension, motivation, and ... Elektrostal Within the framework of administrative divisions, it is incorporated as Elektrostal City Under Oblast Jurisdiction —an administrative unit with the status equal to that of the districts. [1] As a municipal division, Elektrostal City Under Oblast Jurisdiction is incorporated as Elektrostal Urban Okrug. [3] Geographic coordinates of Elektrostal, Moscow Oblast, Russia Geographic coordinates (latitude and longitude) define a position on the Earth's surface. Coordinates are angular units. The canonical form of latitude and longitude representation uses degrees (°), minutes (′), and seconds (″). GPS systems widely use coordinates in degrees and decimal minutes, or in decimal degrees. Elektrostal Elektrostal ( Russian: Электроста́ль) is a city in Moscow Oblast, Russia. It is 58 kilometers (36 mi) east of Moscow. As of 2010, 155,196 people lived there. assignment essay homework paper report resume review speech