The application of voice recognition software by tertiary students who have specific learning difficulties.

This presentation will include demonstrations of voice recognition software and provide an overview of my current research for the Masters of Education by Reasearch Degree. Specific learning difficulties are a genetic lifelong condition which affects the processing of one or more types of information. It results in difficulty with the assimilation of information such as listening and reading, and the expression of ideas. The true extent of the problem in tertiary institutions is uncertain, however it is estimated that two students in every hundred has a specific learning difficulty. Providing reasonable accommodation for tertiary students with specific learning difficulties (SLD) is a problem which is becoming more urgent. This is due not only to ethical and social reasons but also because of the legal requirements of the Disability Discrimination Act (1992) and current Equal Opportunity Legislation. The legislation places considerable pressure on tertiary educational institutions to cater for the needs of students with disabilities, not only in terms of students' physical requirements but also to provide equal opportunity for students who have SLD by way of providing learning support. The provision of support for tertiary SLD students is not an easy task. Firstly considerable disparity exists over the classification and treatment of SLD. Secondly there are no guidelines for tertiary institutions regarding services for SLD students which results in considerable diversity in the level of support. Thirdly literature about the assistance of tertiary SLD students is, according to Smith & Kraayenoord (1994), a topic which is sparsely documented in Australia. One strategy for the support of SLD students in tertiary education is to provide (the students with) access to Voice Recognition Software (VRS). VRS is computing software which with the assistance of a microphone, converts the spoken language into computer applications such as word processing. VRS lets the operator dictate directly into word processing software avoiding the need to use the keyboard for typing. Most applications type at least 70 wpm which is faster than the average typing speed. VRS has possibilities to alleviate some of the problems associated with the assimilation of information by tertiary students with SLD. The software/spells accurately, and some applications of the software have audio feedback which makes proof checking easier especially for SLDs who have reading difficulties. This paper will outline my research to date.