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Why Seeing AI is an Inclusive Tool for Students with Dyslexia

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Why Seeing AI is an Inclusive Tool for Students with Dyslexia

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These text to speech functions would allow for students with dyslexia to interpret handwritten and typed text as well as documents without needing to use reading skills

Students with dyslexia can therefore be included in lessons and assignments because they will be able to interpret text at a similar speed/ability other neurotypical students without the additional help of a staff member

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How to use this padlet

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Free app, easy to download, no subscription needed

Provides tutorial videos

quick, effective and easy to watch

tips for ease of use

Has illustrations in the introduction of the app

Can read hand writing as well as text

Document that is scanned is read aloud by highlighting words and the student is able to stop at any point

It can detect text or a document quickly

a student can use it rapidly and discreetly (with one headphone in)

Wide selection of voices

Speed control when reading out loud

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What is dyslexia? - Kelli Sandman-Hurley

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When reading text it sometimes reads text vertically, rather than horizontally

When you open a function for the first time it provides you with a fair bit of text to read all in the same font style

Designed for visual impairment

people with dyslexia may have a hard time connecting or associating with the AT as that is not marketed towards their LD

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A free app developed by microsoft (primarily for people who are visually impaired) that uses a person's smartphone camera to audibly describe the physical world around them.

Provides text-to-speech function that is also useful for individuals with dyslexia.

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Small learning curve

Easy to use

can use as soon as app is downloaded

has tutorial videos but easy to figure out without reading or watching

Only accessible to iOs users (iPhone/iPad)

Great option to try with a person with dyslexia

as with all AT, not every AT will be suited for that person

Potential improvements:

Offered on android platform, not only iOs

Market towards people with dyslexia instead of just people visually impaired.

Audio along with the text when the app is first downloaded to walk through steps rather than text only.

Being able to distinguish two languages at once

English and French

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A video from their website outlining a brief overview of the app

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Speaks text as soon as it appears in front of the camera

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Provides audio guidance to capture a printed page, and recognizes the text, along with its original formatting.

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School is an opportunity for students to practice and learn how to be active members of society.

Learning how to work effectively with people who have a variety of skills, opinions, learning styles and disabilities is a key skill to creating a positive and developing society.

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All students are present and involved in learning within the same environment.

Not every student has to have the same goal but learning is adapted to meet the needs of everybody.

Teachers set an environment where students are working together to create an learning experience that includes everybody's skill sets and abilities.

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Cheesman, E. A., & Winters, D. C. (2020, April 1). Overview of instructional and assistive technology: Critical tools for students who struggle. International Dyslexia Association. https://dyslexiaida.org/instructional-and-assistive-technology-maximizing-the-benefits-for-students-who-struggle/

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Draffan, E., Evans, D. G., & Blenkhorn, P. (2007). Use of assistive technology by students with dyslexia in post-secondary education. Disability and Rehabilitation: Assistive Technology, 2(2), 105–116. https://doi.org/10.1080/17483100601178492

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Herrero, A., Reguera, C., Sanllorente, S., Herrero, A. M., Ciulea, M., Osorio, T., Muñoz, J., Stojanović, G. M., & Jakovchevska, A. (2023). READILY AVAILABLE FREE MOBILE AND TABLET APPLICATIONS TO HELP THE INCLUSION OF BLIND AND VISUALLY IMPAIRED PUPILS IN THE SCIENCE LABORATORIES. EDULEARN Proceedings. https://doi.org/10.21125/edulearn.2023.0436

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Mehigan, T. J., & Pitt, I. (2019). ENGAGING LEARNERS THROUGH EMOTION IN ARTIFICIALLY INTELLIGENT ENVIRONMENTS. EDULEARN Proceedings. https://doi.org/10.21125/edulearn.2019.1380

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Moats, L. C., & Dakin, K. E. (2021, March 23). Dyslexia basics. International Dyslexia Association. https://dyslexiaida.org/dyslexia-basics-2/

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Wood, S. G., Moxley, J. H., Tighe, E. L., & Wagner, R. K. (2017). Does use of text-to-speech and related read-aloud tools improve reading comprehension for students with reading disabilities? A meta-analysis. Journal of Learning Disabilities, 51(1), 73–84. https://doi.org/10.1177/0022219416688170

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Reads handwritten text.

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When you open the app for the first time these tutorial pages are displayed

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The user has the option to change what functions they want and their order as well as the narrator's voice and volume

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Morgan talks about what Seeing AI is and how it can be used as assistive technology for students with dyslexia

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Natalie provides an overview of the evidence to support the effectiveness of TTS (text-to-speech) Assistive Technology

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Here are the advantages and disadvantages of seeing AI as well as potential improvements for the app

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Seeing AI is mainly geared towards people with a seeing disability, however, it uses a text to speech function which would also benefit those with dyslexia. (Mehigan & Pitt, 2019)

Text to speech assistive technology has been studied extensively and consistently found to be helpful for students with reading disabilities. (Moats & Dakin, 2021; Cheesman & Winters, 2020)

Additionally, text-to-speech technology can be used both as an intervention to continue to improve and develop reading skills as well as a compensation tool, allowing access to text for those who have not become reading proficient. (Woods et al., 2023)

Additionally, text-to-speech technology improves access to written text for those individuals who may have developed skills in decoding text but for whom this process takes a lot of time.  As well, this technology has been seen to significantly increase reading comprehension in both adults and K-12 individuals with reading disabilities. (Woods et al., 2023)

Although training helps students with dyslexia benefit more from AT they can still find it extremely useful without the training. This technology could be grasped by students quickly and without students and teachers needing to spend much additional time learning how to use it. (Draffan et al., 2007)