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This site gives tips and tricks for transitioning into a new AT

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Assistive Technologies - Learning for All

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Assistive technology is specialized and sometimes complex technology that students can use to overcome barriers to learning, usually related to reading and writing. Ensuring that the technology is well matched to the individual student’s need is critical so that the student has the support they requ…

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This provides excellent step by step instructions on assessing a student and figuring out the best form of AT for them

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Assistive Technology Assessment - Find the Right Tools | Shelley Haven ATP, RET

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Assessing an individual's assistive technology needs makes it far more likely to identify AT devices and services which will improve their functional capabilities. A poor match between technology and user more often than not leads to abandonment of the technology, and thus loss of the desired outcome.

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Use this whenever you need a reminder on UDL Guidelines and keep yourself updated on any changes

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This site is very straight forward and easy for beginners

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SpeechTexter is a free professional multilingual speech-to-text application aimed at assisting you with transcription of any type of documents, books, reports, blog posts, etc by using your voice. SpeechTexter's custom dictionary allows adding short commands for inserting frequently used data (punctuation marks, phone numbers, addresses, etc)

Voice-to-text software is exceptionally valuable for people who have difficulty using their hands due to trauma, people with dyslexia or disabilities that limit the use of conventional input devices.

This technology is supported by Chrome browser (for desktop only) and Android OS. Other browsers (including Chrome for mobile) have not implemented speech recognition yet.

SpeechTexter is used daily by students, teachers, writers, bloggers, news reporters around the world.

It will assist you in minimizing your writing efforts significantly.

Accuracy levels higher than 90% should be expected (around 95% for the English US).

It can also be used as a tool for learning a proper pronunciation of words in the foreign language, in addition to helping a person develop fluency with their speaking skills.

Features:

Powerful real-time continuous speech recognition

Creation of text notes, emails, writing of books, blog posts, etc

Custom dictionary (you can add your own commands for punctuation, or other data), ex. "question mark" > "?", "new line" > (ENTER key)

More than 60 languages supported

List of supported languages:
Afrikaans, Amharic, Arabic, Armenian, Azerbaijani, Basque, Bengali, Bulgarian, Catalan, Chinese, Croatian, Czech, Danish, Dutch, English, Filipino, Finnish, French, Galician, Georgian, German, Greek, Gujarati, Hebrew, Hindi, Hungarian, Icelandic, Indonesian, Italian, Japanese, Javanese, Kannada, Khmer, Korean, Lao, Latvian, Lithuanian, Malay, Malayalam, Marathi, Nepali, Norwegian Bokmål, Persian, Polish, Portuguese, Romanian, Russian, Serbian, Sinhala, Slovak, Slovenian, Spanish, Sundanese, Swahili, Swedish, Tamil, Telugu, Thai, Turkish, Ukrainian, Urdu, Vietnamese, Zulu.

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SpeechTexter | Type with your voice online

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SpeechTexter is a free professional multilingual speech-to-text application aimed at assisting you with transcription of any type of documents, books, reports, blog posts, etc by using your voice.

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Helping to further understand UDL

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Through Google

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See the latest announcements from Google Cloud Next. Watch now

Accurately convert speech into text with an API powered by the best of Google's AI research and technology.

New customers get $300 in free credits to spend on Speech-to-Text. All customers get 60 minutes for transcribing and analyzing audio free per month, not charged against your credits.

Transcribe your content with accurate captions

Enable the power of voice to create better user experiences

Improve your service with insights from customer interactions

Get started quickly with our in-console tutorial

Benefits

Flexible model deployment

Deploy ASR wherever you need it, whether in the cloud with the API or on-premises with Speech-to-Text On-Prem.

Demo

Put Speech-to-Text into action

As in this demo, you can easily infuse speech transcription into your applications with the Speech-to-Text API.

Key features

Domain-specific models

Choose from a selection of trained models for voice control, phone call, and video transcription optimized for domain-specific quality requirements.

Speech-to-Text On-Prem

Maintain control over your infrastructure and protected speech data by leveraging Google's speech recognition technology on-premises, in your own private data centers. Contact sales to get started.

View all features

Customers

Learn from customers building audio and voice solutions with Speech-to-Text

What's new

What's new

Sign up for Google Cloud newsletters to receive product updates, event information, special offers, and more.

Documentation

Tutorials and getting started resources

Speech-to-Text in-console tutorials

Learn how to add Speech-to-Text to your existing apps. Get started quickly with our in-console tutorial.

Use cases

Use cases

Empower your customer service system by adding IVR (interactive voice response) and agent conversations to your call centers. Perform analytics on your conversation data to gain more insights into the calls and your customers. Speech-to-Text and its enhanced phone call models are already powering Google Cloud's powerful solution, Contact Center AI.

Implement voice commands such as "turn the volume up," and voice search such as saying "what is the temperature in Paris?" Combine this with the Text-to-Speech API to deliver voice-enabled experiences in IoT (Internet of Things) applications.

Transcribe multimedia content

Transcribe your audio and video to include captions and improve your audience reach and experience. Add subtitles to your content real time to your streaming content. Our video transcription model is ideal for indexing or subtitling video and/or multispeaker content and uses machine learning technology that is similar to video captioning on YouTube.

All features

All features

Support your global user base with Speech-to-Text's extensive language support in over 125 languages and variants.

Customize speech recognition to transcribe domain-specific terms and rare words by providing hints and boost your transcription accuracy of specific words or phrases. Automatically convert spoken numbers into addresses, years, currencies, and more using classes.

Have full control over your infrastructure and protected speech data while leveraging Google's speech recognition technology on-premises, right in your own private data centers. Contact sales to get started.

Choose from a selection of trained models for voice control and phone call and video transcription optimized for domain-specific quality requirements. For example, our enhanced phone call model is tuned for audio originated from telephony, such as phone calls recorded at an 8khz sampling rate.

Pricing

Pricing

Speech-to-Text is priced based on the amount of audio successfully processed by the service each month, measured in increments of one second.

Take the next step

Start building on Google Cloud with $300 in free credits and 20+ always free products.

Take the next step

Start your next project, explore interactive tutorials, and manage your account.

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Speech-to-Text: Automatic Speech Recognition | Google Cloud

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See the latest announcements from Google Cloud Next. Watch now Accurately convert speech into text with an API powered by the best of Google's AI research and technology. New customers get $300 in free credits to spend on Speech-to-Text. All customers get 60 minutes for transcribing and analyzing audio free per month, not charged against your credits.

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Pointers for mobility impairments and working with computers

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Providing access to technology

An elevator or ramp provides access to spaces when a staircase is insurmountable for someone who uses a wheelchair. Similarly, specialized hardware and software, called assistive or adaptive technology, allows people with mobility impairments to use computers. These tools allow a person with limited, uncontrollable, or no hand or arm movement to successfully perform in school and job settings. Assistive technology can allow a person with a mobility impairment to use all of the capabilities of a computer.

While some mobility impairments are obvious to the observer, others are less apparent. For example, individuals with repetitive stress injuries (RSI) may have no visible impairments yet require assistive technology in order to use a computer without experiencing pain. However, people who use wheelchairs or crutches may require no special technology to access a computer. Although it may be helpful for assistive technology practitioners to know details about specific disabilities such as muscular dystrophy, cerebral palsy, a spinal cord injury, multiple sclerosis, or RSI, it is not essential to be an expert on these conditions. People with the same medical condition, such as muscular dystrophy, may require different assistive technology. On the other hand, an accommodation for someone with cerebral palsy may also be used by someone with RSI. Also, learning, sensory, or other disabilities may co-exist with a mobility impairment and can create additional computer access challenges.

While it is helpful to recognize the specific limitations of an individual, it is more important to focus on the task to be completed and how his abilities, perhaps assisted with technology, can be used to accomplish the goal or task. Work closely with the person with a mobility impairment to first determine what he needs or desires to accomplish by using a computer. Specific accommodations can then be explored that provide access to software or to a specific device, such as a keyboard or mouse.

The specific need for assistive technology is unique to the individual. Trial and error may be required to find a set of appropriate tools and techniques. The person with a mobility impairment should play a key role in determining her goals and needs when selecting her assistive technology. Once basic tools and strategies are initially selected, she can test drive, discard, adapt, and refine. The end user of the technology should ultimately determine what works best.

Following are descriptions of several computing tools that have been effectively used by individuals with mobility impairments. This list is not exhaustive and should not limit the person with a mobility impairment or the assistive technology practitioner from trying other approaches.

Facility Access

Before a person can use a computer, she needs to get within effective proximity of the workstation. Aisles, doorways, and building entrances must be wheelchair accessible. Other resources such as telephones, restrooms, and reference areas should be accessible as well. Don't overlook a simple barrier such as a single step or narrow doorway. Work with architectural accessibility experts to ensure physical accessibility.

Furniture

Proper seating and positioning is important for anyone using a computer, perhaps even more so for a person with a mobility impairment. Specialized computer technology is of little value if a person cannot physically activate these devices due to inappropriate positioning. A person for whom this is an issue should consult a specialist in seating and positioning-often an occupational therapist-to ensure that correct posture and successful control of devices can be achieved and maintained.

Flexibility in the positioning of keyboards, computer screens, and table height is important. As is true for any large group, people with mobility impairments come in all shapes and sizes. It is important that keyboards can be positioned at a comfortable height and monitors can be positioned for easy viewing. An adjustable table can be cranked higher or lower, either manually or with a power unit, to put the monitor at a proper height. Adjustable trays can move keyboards up and down and tilt them for maximum typing efficiency. Be sure to consider simple solutions to furniture access. For example, wood blocks can raise the height of a table and a cardboard box can be used to raise the height of a keyboard on a table.

Keyboard Access

The keyboard can be the biggest obstacle to computing for a person with a mobility impairment. Fortunately, those who lack the dexterity or range of motion necessary to operate a standard keyboard have a wide range of options from which to choose. Pointers can be held in the mouth or mounted to a hat or headgear and used to press keys on a standard keyboard. Repositioning the keyboard to the floor can allow someone to use his feet instead of his hands for typing.

Before purchasing a complex keyboard option, evaluate the accessibility features that are built-in to current popular operating systems. For instance, the Accessibility Options control panel in current versions of Microsoft Windows contains a variety of settings that can make a standard keyboard easier to use. For a person who has a single point of entry (a single finger or mouth-stick), use of StickyKeys allows keystrokes that are usually entered simultaneously, such as Ctrl-key shortcuts found in menus, to be entered sequentially. FilterKeys can eliminate repeated keystrokes for a person who tends to keep a key pressed down too long. Check the Settings for these features and experiment with different time delays for optimum effect. The Macintosh operating systems have similar features in the Universal Access control panel.

Consider using the features common in popular word processors, such as Microsoft Word, to ease text entry. The AutoCorrect feature of Word allows sentences or blocks of text, such as an address, to be represented by unique and brief letter sequences. For example, entering "myaddr" could be set to automatically display one's address in proper format. Long words can be abbreviated and entered into the AutoCorrect settings to increase typing speed and accuracy.

A keyguard is a plastic or metal shield that fits over a standard keyboard. Holes are drilled into the guard to help an individual with poor dexterity or hand control press only the desired key without inadvertently pressing other keys. Keyguards are available from a variety of manufacturers (e.g., Don Johnston).

Alternative keyboards can be considered for a person who cannot effectively operate a regular keyboard despite changing settings or using a keyguard. For people who have limited range of motion, a mini-keyboard (Tash) may be considered. If a person has good range of motion and poor dexterity, a keyboard with extra-large keys (e.g., IntelliTools) can offer a good solution. Several vendors offer an array of alternative keyboards, including those that are configured to relieve the effects of RSI (e.g., Infogrip).

When physically activating a keyboard-whether through changing the settings or switching to an alternative keyboard-is not possible, evaluate the utility of a virtual keyboard. A virtual keyboard appears on the computer screen as a picture of a keyboard. A mouse, trackball, or alternative pointing system activates the keys on the screen and inserts the appropriate keystrokes into the desired program. A person can enter text by clicking on specific keys on the keyboard image. Modifier keys such as Ctrl and Alt can also be accessed, as can the function keys. Some virtual keyboards incorporate word prediction (see below) to increase entry speed and may include alternate layouts in addition to the traditional "QWERTY" layout found on standard keyboards.

Word Prediction

Word prediction programs prompt the user with a list of likely word choices based on words previously typed. Some word prediction software automatically collects new words as they are used and considers a person's common vocabulary when predicting words in the future. Although designed to increase typing speed and accuracy, word prediction in some cases, particularly when short words are involved, can actually decrease typing speed.

Alternative Pointing Systems

With the advent of graphically-oriented operating systems, it is vital to have access to a mouse or an alternative pointing device. For those who lack the coordination to use a standard mouse, there are many alternatives to consider. Trackballs are a good first choice; the control surface can be easier to manipulate and the buttons can be activated without affecting the pointer position. Some trackballs (e.g., Kensington) offer additional buttons that add functionality such as double-clicking, click and hold, and other commands, and can be programmed to a person's specific needs. A simple accommodation for use of a pointer by someone who can't use his hands but can move his feet is to place a standard mouse or trackball on the floor.

Other alternative pointers can be found in many mainstream computer stores and supply catalogs. External touchpads, similar to those built into many notebook computers, offer an ideal pointing system for some. Handheld pointing devices such as the ProPoint (Interlink Electronics) with a small control surface area may be useful for someone with very limited hand mobility. For people with mobility impairments who already use a joystick to drive a wheelchair, a device such as the Roller Joystick (Penny & Giles) may be an excellent choice.

A person with good head control who cannot control a mouse or alternative pointing device with any limb should consider using a head-controlled pointing system such as HeadMouse (Origin Instruments) or HeadMaster (Prentke Romich). These head-controlled pointing systems use infrared detection and a transmitter or reflector that is worn on the user's head and translates head movements into mouse pointer movement on the computer screen. Use of an additional switch (see Switch Access below) replaces the mouse button. Combining a head pointing system with an on-screen keyboard allows full computer control to someone who cannot use a standard keyboard and mouse.

Switch Keyboard and Mouse Access Using Scanning or Morse Code

When a person's mobility impairment prevents the use of a standard keyboard or mouse, using a switch may be a possibility. Switches come in a nearly limitless array and can be controlled with nearly any body part. Switches can be activated with a kick, swipe of the hand, sip and puff by mouth, head movement, eyeblink, or touch. Even physical closeness can activate a proximity switch. These switches work in concert with a box or emulator that sends commands for the keyboard or mouse to the computer. While switch input may be slow, it allows for independent computer use for some people who could not otherwise access a computer.

There are a variety of input methods that rely on switches. Scanning and Morse code are two of the most popular. Upon activation of a switch, scanning will bring up a main menu of options on the screen. Additional switch activations allow a drilling down of menu items to the desired keystroke, mouse, or menu action. Morse code is a more direct method of control than scanning and with practice can be a very efficient input method. Most learners quickly adapt to using Morse code and can achieve high entry speeds.

Switch systems should be mounted with the assistance of a knowledgeable professional, such as an occupational therapist. If mounted to a wheelchair, it is important that switch mounting does not interfere with wheelchair controls. Seating and positioning specialists can also help determine optimum placement for switches, reduce the time in discovering the best switch system, and maximize positive outcomes.

Speech Recognition

Speech recognition products may provide an appropriate input tool for individuals with a wide range of disabilities. Speech recognition software converts words spoken into a microphone into machine-readable format. The user speaks into the microphone either with pauses between words (discrete speech) or in a normal talking manner (continuous speech). The discrete speech system, although slower, allows the user to identify errors as they occur. In continuous speech systems, corrections are made after the fact. Speech recognition technology requires that the user have moderately good reading comprehension in order to correct the program's text output. Voice and breath stamina should also be a consideration when evaluating speech recognition as an input option.

Reading Systems

An individual who has a difficult time holding printed material or turning pages may benefit from a reading system. These systems are typically made up of hardware (scanner, computer, monitor, and sound card), Optical Character Recognition (OCR) software, and a reading and filing program. The system provides an alternative to reading printed text. Hard copy text is placed on the scanner where it is converted into a digital image. The image is then converted to a text file, making the characters recognizable by the computer. The computer can then read the words back using a speech synthesizer and simultaneously present the words on screen. Use of such a system may require assistance, since a disability that limits manipulation of a book may also preclude independent use of a scanner.

Low-Tech Tools

Not all assistive technology for people with mobility impairments is computer-based. The use of such common items as adhesive Velcro to mount switches or power controls can provide elegantly simple solutions to computer access barriers. Often, tools of one's own making provide the most effective and comfortable accommodations for mobility impairments.

Video

A ten-minute video, Working Together: Computers and People with Mobility Impairments, demonstrates key points summarized in this handout. An online version can be freely viewed, or purchased in DVD format. Permission is granted to reproduce DO-IT videos for educational, non-commercial purposes as long as the source is acknowledged.

Resources

Useful information about products that can assist an individual with a mobility impairment can be found at the following websites.

Additional publications regarding the use of information technology by people with disabilities can be found at DO-IT's Accessible Technology website.

You can also locate technical assistance centers in your state or region online.

About DO-IT

DO-IT (Disabilities, Opportunities, Internetworking, and Technology) serves to increase the successful participation of individuals with disabilities in challenging academic programs such as those in science, engineering, mathematics, and technology. Primary funding for DO-IT is provided by the National Science Foundation, the State of Washington, and the U.S. Department of Education. DO-IT is a collaboration of UW Information Technology and the Colleges of Engineering and Education at the University of Washington.

Grants and gifts fund DO-IT publications, videos, and programs to support the academic and career success of people with disabilities. Contribute today by sending a check to DO-IT, Box 354842, University of Washington, Seattle, WA 98195-4842.

Your gift is tax deductible as specified in IRS regulations. Pursuant to RCW 19.09, the University of Washington is registered as a charitable organization with the Secretary of State, state of Washington. For more information call the Office of the Secretary of State, 1-800-322-4483.

To order free publications or newsletters use the DO-IT Publications Order Form; to order videos and training materials use the Videos, Books and Comprehensive Training Materials Order Form.

For further information, to be placed on the DO-IT mailing list, request materials in an alternate format, or to make comments or suggestions about DO-IT publications or web pages contact:

DO-IT
University of Washington
Box 354842
Seattle, WA 98195-4842

www.uw.edu/doit
206-685-DOIT (3648) (voice/TTY)
888-972-DOIT (3648) (voice/TTY)
206-221-4171 (fax)
509-328-9331 (voice/TTY) Spokane

Founder and Director: Sheryl Burgstahler, Ph.D.
DO-IT Funding and Partners
Acknowledgment

This material is based upon work supported by National Science Foundation under Grant # 9800324. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the National Science Foundation.

© 2012, 2010, 2008, 2006, 2004, University of Washington. Permission is granted to copy these materials for educational, noncommercial purposes provided the source is acknowledged.

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Working Together: Computers and People with Mobility Impairments

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Providing access to technology An elevator or ramp provides access to spaces when a staircase is insurmountable for someone who uses a wheelchair. Similarly, specialized hardware and software, called assistive or adaptive technology, allows people with mobility impairments to use computers.

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If you are ever confused or don't know if something is right, refer to this site.

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Page 5: Implementing Assistive Technology

Once the IEP team determines that AT is necessary, many schools develop written plans or adopt or adapt existing forms, such as the one below. The development of these plans should include those who will be most directly involved in the actual implementation of the AT, such as the students' teacher(s). This team, usually including a sub-group of the IEP team, is often called an Implementation Team or an Assistive Technology Team. The team develops a plan to help guide AT implementation and to ensure that activities related to AT are completed. These plans include information about:

Listen as Margaret Bausch discusses various aspects of AT implementation.

Margaret E. Bausch, EdD
Associate Professor, Department of Special Education and Rehabilitation Counseling
University of Kentucky, Lexington, KY

Designating A Point of Contact

(time: 0:52)
View Transcript
(time: 2:39)
View Transcript
Did You Know?

New equipment often does not have to be purchased for a student to try it out. A variety of options are available for obtaining equipment on a temporary basis, for example state and regional technology lending libraries, vendors, other schools, and disability-related organizations.

After the Implementation Team completes the plan, it is time to implement it. A designated person can obtain and customize (if necessary) the equipment or software; the student, the parents, and relevant school personnel receive training on the device; the student begins to use the device in the predetermined environments. At this point, it is critical to begin troubleshooting and monitoring to ensure that the student receives the maximum benefit from the AT. And remember: Teachers are not responsible for knowing everything about AT! As they implement AT for students in the classroom, teachers should always keep in mind that resources and supports are available. The implementation plan lists many of these-who maintains the equipment, for example, or who to call if there is a problem. Other resources available to teachers include:

Regional and state assistive technology lending libraries lend devices and may provide training.

Websites:

Closing the Gap's Solutions answers common questions about assistive technology products, costs, availability, and how to use.

Abledata provides information about thousands of assistive technology equipment and how to contact vendors.

Listservs and forums:

LD OnLine offers opportunities to participate in discussions regarding assistive technology services for students who have learning disabilities in school settings.

The Center on Technology and Disability provides free online webinars and discussions on assistive technology best practices and other useful resources. Participants are also invited to read transcripts of archived discussions.

For Your Information

School leaders' role in accepting, supporting, and encouraging the use of AT has a big impact on how successfully AT is used in the school environment. School leaders who are knowledgeable about the legal requirements regarding AT devices and services, and are familiar with the need for AT among students with disabilities, are in a better position to support AT implementation.

Terry's Implementation Plan

(Note: During Terrys' IEP meeting, an AT Implementation Team-including a contact person-was identified.)The Implementation Team meets to ensure that all of Terry's AT needs will be addressed. As they review the IEP, they note that he is able to complete the readings with his text reader but is unable to read other materials, such as worksheets or tests. He continues to struggle with organization and expressive writing tasks in his language arts, science, and social studies classes. Although the IEP team recognized that many of Terry's current AT needs were being met, they identified some areas where he needed more AT support. Ms. Garcia-the AT specialist-leads the team in a discussion to explore AT options. They identify a manageable number of products for Terry to try out in a timely manner, products that will support him with his reading and writing goals. They also build time into the plan for training and monitoring.

Click to view sections of Terry's implementation plan.

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IRIS | Page 5: Implementing Assistive Technology

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Once the IEP team determines that AT is necessary, many schools develop written plans or adopt or adapt existing forms, such as the one below. The development of these plans should include those who will be most directly involved in the actual implementation of the AT, such as the students' teacher(s).

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This site has a wide range of free communication boards that may work well for students

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Pros:

Low commitment: easy and inexpensive to make

Fast: ideal when you need a way to communicate immediately

Great way to introduce the idea of a communication device

Good for people who are not comfortable with technology

Cons:

No voice output - must have communication partner to interpret

Limited in scope: difficult to add words/phrases on the spot

Large or multiple boards can be cumbersome, further limiting the number of messages available

Not designed to be a long-term, comprehensive communication system

An Entire Community at Your Fingertips

Connect with hundreds of individuals with aphasia and their loved ones from anywhere in the world for FREE. Click the button below to learn more.

Lingraphica Can Help

We help adults with speech and language impairments to reconnect with family and friends, improve communication, and live their best lives. Call us at 866-570-8775 or visit the link below to get started.

Schedule a Free Consultation

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Pros: Low commitment: easy and inexpensive to make Fast: ideal when you need a way to communicate immediately Great way to introduce the idea of a communication device Good for people who are not comfortable with technology Cons: No voice output - must have communication partner to interpret Limited in scope: difficult to add words/phrases on the spot Large or multiple boards can be cumbersome, further limiting the number of messages available Not designed to be a long-term, comprehensive communication system Connect with hundreds of individuals with aphasia and their loved ones from anywhere in the world for FREE.

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This board is a good starting board to get the student familiar with it and see if it will be beneficial to them

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This is a timer for students who learn and listen well with a timer. It has many different alarm sounds.

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A Free flash online countdown, quick easy to use countdown timer! also an online stopwatch!

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Great starting app for reading assistance

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Speechify: Text to Speech Reader & AI Voice Generator

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The leading text to speech AI voice app with millions of downloads on Chrome, iOS, & Android. Also try our AI voice generator, voice cloning, dubbing & more.

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Look over when a new device needs to be added to the students routine

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Children and adults with motor limitations can still use technology through special switches. These disability-adapted switches can be used to operate home appliances, fixtures, toys, learning devices and different types of electronic gadgets. Before you browse our online store, here are some facts that can help you choose the best type of assistive switches for people with disabilities.

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We specialize in providing high-quality switches for individuals with a variety of disabilities. Shop switch adapters for toys, devices & more!