There are a variety of AT solutions that can be successfully employed in the classroom to
improve students' written communication. In my recent blog posts, I have discussed
computer features and operating system features that increase accessibility, the AT
continuum, AT consideration and assessment in the IEP process, and benefits of Automatic
Speech Recognition devices. In this post and in additional upcoming posts , I will describe
specific AT options that are used in the classroom to provide further benefits to students
and which should be considered in the IEP formulation process.
What is Word Prediction Software?
Software programs for word prediction are used in the composing process of writing.They are designed to make an educated guess about the next word that the student wants and offer an appropriate list of word choices.
What types of disabilities and learner characteristics are best supported by this software?
*Students with physical difficulties benefit from WPS because the number of keystrokes is reduced
*Students with learning difficulties such as dyslexia
*Students with writing challenges like dysgraphia
*Students with spelling difficulties
*Students with ADHD
*Students with limited mobility.
What is a brand of word prediction software that is generally found in schools and that would be appropriate for Cabrini University students?
Co:Writer Universal software uses both grammar and vocabulary word prediction and now has a built-in speech recognition feature.
Word Prediction Software picture and video example:
http://donjohnston.com/cowriter/#.VVPtohcYzoF
Word Prediction Software tutorial information:
Co: Writer's ability to provide both word prediction and voice recognition allows a student to circumvent the challenges faced when using voice recognition in a noisy classroom environment. In that situation, the student could simply make use of word prediction. In more quiet settings the student could utilize the voice recognition features as well as word prediction to facilitate the writing process.
No comments:
Post a Comment