Final Thoughts

An abundance of Assistive Technologies are continuing to develop in today’s society, in order to enhance the learning process of students with diverse educational and individual requirements. As digital technologies have gradually become include into the pedagogic practices of educators, a substantive academic debate has also emerged (Taylor, 1980; Presnky, 2001; Rai. 2008; Selwyn, 2011).

The potential for speech-to-text software’s to liberate users with specific barriers to education has also been evaluated. Speech-to-text software’s allow users to communicate their academic work via a process that could potentially enhance their learning. For users with specific disabilities or difficulties, that prevent them from communicating in ways common to the traditional classroom, Assistive Technologies’ encourage learners to remain motivated to their studies by communicating in ways which will not be affected by their independent barriers to learning.

There is considerable overlap between academics and their perceptions towards the potentialities of ‘AT’ and in particular speech-to-text. An array of scholars corroborate upon the view that speech-to-text software’s not only assist users with overcoming individual barriers to education, but also motivate and inspire users to immerse themselves within the art of oral communication, instead of struggling to begin the first sentence on a piece of paper (Dornan, 1999; Blamires, 1999; Raskind and Higgins, 1999; Quinlan, 2004; MacArthur and Cavalier; Arcon, 2015).

Ultimately, this web page promotes the use of assistive technologies in education because of the numerous advantageous potential it can contribute the the learning processes of a variety of students. As a consequence, teachers and institutions are able to educate inclusively, rather than stigmatising individuals and isolating learners because of their individual needs. Additionally, learners are able to experience education flexibly, engaging with their studies by using methods and practices that suit their individual needs.

‘[Assistive] Technology can enable people to be included within their communities and educational institutions [whereby] it can provide a temporary or permanent support for learners to establish their voice and achieve things that they could not have done otherwise’

Blamires, (1999), p.113