[Speech Recognition Software For Increasing Writing Fluency For People With Physical Disabilities]

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ACKNOWLEDGEMENT

I would take this opportunity to thank my research supervisor, family and friends for their support and guidance without which this research would not have been possible

DECLARATION

I, [type your full first names and surname here], declare that the contents of this dissertation/thesis represent my own unaided work, and that the dissertation/thesis has not previously been submitted for academic examination towards any qualification. Furthermore, it represents my own opinions and not necessarily those of the University

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TABLE OF CONTENT

ACKNOWLEDGEMENTii

DECLARATIONiii

CHAPTER 1: INTRODUCTION5

Statement of the Problem7

Purpose of the Study9

Research Questions10

CHAPTER 2: LITERATURE REVIEW12

CHAPTER 3: METHODOLOGY15

REFERENCES16

CHAPTER 1: INTRODUCTION

There are many types of physical disabilities that may affect handwriting rate and accuracy. Individuals with physical disabilities such as cerebral palsy, spina bifida, and degenerative diseases may have motor coordination issues that make handwriting and typing slow, inefficient, or not possible. Fine motor coordination problems may lead to reduced mobility in the hands and fingers and make it difficult to produce written work. Unintended motor patterns may cause individuals with physical disabilities to have difficulty controlling movement and reaching an intended target such as a piece of paper or a keyboard. This can cause a decrease in speed and an increase in errors.

Limited range of motion may make it difficult for the individual to access the materials. Muscle fatigue, endurance, and weakness are other physical characteristics that accompany some physical disabilities, decreasing the rate and the amount of work individuals can produce. Side effects of medication can cause lack of attention to the task or fatigue and, therefore, also have implications for writing. In addition, some students with physical disabilities may have intellectual or learning disabilities such as problems with organization, attention, memory, cognitive load, auditory or visual processing, and perception (Guiberson, 2009, 176).

Rate and accuracy are important components of writing. Physical disabilities often are responsible for a slow writing rate. The faster individuals can input information, the more work they can complete in a given amount of time. If traditional handwriting speed is hampered by a disability, the individual will produce less and may fall behind. Accuracy also is important, because it is related to the need for revisions that take time. Paired with a slow rate due to a physical disability, writing can be quite laborious.

At the time, classroom computer use was commonly categorized as computer-assisted instruction (CAI), programming instruction, or tool software, mostly word processing. Programming instruction, usually in Logo, was advocated by progressive, constructivist educators but required a substantive revision in the goals of education and was uncommon in schools, particularly in special education. CAI was mostly drill and practice though there were a few creative simulations and discovery programs, like Oregon Trail or the Geometry Supposer.

CAI had some instructional value with students with LD but the software itself usually had few management features, and it created major management problems for teachers; evaluating software, matching content to individual students, scheduling computer time, and monitoring student ...