Running head: ASSISTIVE TECHNOLOGY: TEXT-TO-SPEECH SOFTWARE

Assistive Technology: Text-To-Speech Software

and How it is Used in the Classroom
Claire L. Christie
North Carolina Central University

ASSISTIVE TECHNOLOGY: TEXT-TO-SPEECH SOFTWARE

Abstract
This paper briefly explores assistive technology and how it can be used in the classroom to help
teachers and students. It explains what assistive technology is and how it can be an essential part
of an all-inclusive 21st Century classroom. This paper also covers one specific type of assistive
technology: text-to-speech (TTS) software. This is a very important topic because assistive
technology can be incredibly important to students with special needs, and the teachers of these
students must have the proper training to use these technologies correctly.

ASSISTIVE TECHNOLOGY: TEXT-TO-SPEECH SOFTWARE

Assistive Technology: Text-To-Speech Software
and How it is Used in the Classroom
Assistive technologies are the devices and tools used to aid in the daily lives and
education of persons with disabilities. Assistive technology is used in many schools today to
help with a variety of disabilities. One such technology is text-to-speech software which is used
to read text that is displayed on a computer screen. It is useful because it can read basically
every word on the screen to a person who needs it (Parr 2013).
Text-to-speech software is used when there are students with disabilities that impair their
ability to read well or to see. Students with learning disabilities or blind students can benefit
from TTS software. The software can also relate to the theory of multiple intelligences because
certain student may learn more effectively or be more intelligent in an auditory approach
(Cavanaugh 2002).
Teachers have had a large and expanding job in todays world. They must adjust to the
new and innovative technologies that have been created and adapted for the classroom. The
question often arises of what exactly teachers are trained in and required to know about the
technology they must use. Teachers are typically trained on how to adjust certain aspects of a
students learning including but not limited to the mode of instruction, the content instructed, and
the level of assistance provided for the student (Cavanaugh 2002). Unfortunately, teachers are
still not trained very well specifically in the area of assistive technology. In a survey of teachers
done by Macrothink Institute, the vast majority of educators responded by saying they received
inadequate, or no training in how they should go about implementing assistive technology
(Alkahtami 2013). While most teachers are aware of what text-to-speech technology is, they are
still unprepared to attain and use it for students with special needs. Text-to-speech software is

ASSISTIVE TECHNOLOGY: TEXT-TO-SPEECH SOFTWARE

often simply overviewed amidst the overall training of all assistive technology without a very
specific training requirement for this software. Fortunately, teachers can still always educate
themselves on the topic online using some of the many websites and web resources out there to
help educators.
My personal experience with using technology in general is not terribly extensive. I
typically use my phone for texting and social media. I use my computer for surfing the internet,
watching videos, and completing assignments. As far as assistive technology, I have hardly ever
used text-to-speech software mostly because I do not need it. I have however used word
prediction software which is commonly used for students with disabilities so they can type as
few letters as possible to make words and still operate in a timely manner. This software is on
many cell phones for convenience, but many people use it to improve their lives because of
disabilities. Overall, there is a wide range of assistive technologies and they are very important
to creating an inclusive classroom environment.

ASSISTIVE TECHNOLOGY: TEXT-TO-SPEECH SOFTWARE

References
Cavanaugh, T. (2002). Preparing Teachers for the Inclusion Classroom: Understanding assistive
technology and its role in education. Retrieved September 30, 2015, from
https://www.unf.edu/~tcavanau/presentations/preparing_teachers_for_the_inclu.htm
Parr, M. (2013). Text-to-Speech Technology as Inclusive Reading Practice: Changing
Perspectives, Overcoming Barriers. 6(2). Retrieved September 30, 2015, from
http://www.learninglandscapes.ca/images/documents/ll-no12/parr.pdf
Types of Assistive Technology Products. (n.d.). Retrieved 2015, from
http://www.microsoft.com/enable/at/types.aspx
Alkahtami, K. (2013). Teacher's Knowledge and Use of Technology with Special Education
Needs. Studies in Education, 65-79. doi:10.5296