Voice Recognition

Voice Recognition allows a user to use their voice as an input device. Voice recognition may be used to dictate text into the computer or to give commands to the computer (such as opening application programs, pulling down menus, or saving work). Older voice recognition programs require each word to be separated by a distinct pause. This allows the machine to determine where one word begins and the next stops. This style of dictation is called discrete speech. Many people, especially those with learning disabilities, prefer these systems to the newer continuous speech. Continuous speech voice recognition applications allow a user to dictate text fluently into the computer. These new applications can recognize speech at up to 160 words per minute. While these systems do give the user system control they are not yet hands free. While the accuracy of voice recognition has improved over the past few years some users still experience problems with accuracy either because of the way they speak or the nature of their voice.(4)

Voice recognition may be useful to learners experiencing extreme difficulty producing written compositions by hand, but who have strong verbal expressive skills. It is appropriate for learners who have poor spelling skills, but have the ability to read and recognize the correct word when presented. It should only be used if the learner has a severe learning disability and all other less expensive and less complex options have been tried.

Factors to Consider before Recommending Voice Recognition

• Works better with some learners than others
• Best candidates are dysgraphic, not dyslexic (average readers but very poor writers), highly motivated, have clear vocal articulation and a sense of optimism
• Staff training is critical
• Learner need to be trained one-on-one
  • Small groups simply don't work
  • Errors go unnoticed and uncorrected affecting the quality of the users voice file
  • Learners will get frustrated waiting for help
• Good vocal skills - clarity, consistency, fluency
• Good personal skills - maturity, self-discipline, comfortable with technology
• Good cognitive skills - memory, problem solving, dysgraphia not dyslexia, concentration, divided attention
• Other considerations - likely to use for assignments once trained, opportunity both at home and school, access to knowledgeable trained family members 

4 Source: University of Toronto, Assistive Technology Resource Centre website.