![]() I mean, it would have happened, but not so rapidly in my estimation,” Nahal said. “These gains would have not happened had we been in person. Speech-to-text technology accelerated his students’ writing skills during virtual learning. That helped make editing for spelling and grammar less difficult online. He spotlighted spell check as a simple way students could see that they misspelled words, with the automatic underline quickly notifying students of a mistake. ![]() “Through the process of correcting their work and typing, they’ve become better writers,” he said. Then, once the ideas were on the page, Nahal and his students could comb through their work, updating spelling and modifying their language to meet academic conventions. Nahal eventually transitioned his students off speech-to-text, encouraging them to write phonetically in a subsequent phase but with the same initial indifference to spelling and grammar encouraged by a first draft from speech-to-text. They know themselves, too, especially the older they get.” Writing is Rewriting And students are going to self-select what's going to work for them. “So if you make it available to everyone, it's not stigmatizing to anyone. “Those accommodations are going to benefit kids who are unidentified (in disability) and who just would enjoy learning that way,” said Conway. She said that specifically identifying which standard is being assessed, and providing accommodations for the standards not presently up to bat, can help make school more accessible for all students. She has been teaching online for seven years. Natalie Conway is a teacher who works with students with disabilities in grades Kindergarten through 3rd at a statewide online charter school in Oregon. The initial skill required of students wasn’t spelling or grammar, but the ability to transfer their ideas to the page. They could then go through and revise their grammar and ideas, correcting anywhere the technology misheard them and getting practice editing their own writing. Students could watch their thoughts fill a page, proving for some that they were capable of doing so. The process of vocalizing their ideas and watching their words simultaneously appear on the screen relieved much of the stress around writing. And they really evolved as writers,” said Nahal. They didn't have that physical transfer where they had to go and write it out and lose what they were thinking about in the process. But what I found was through using the speech-to-text feature, they were able to get their ideas on paper. “Coming into the distance learning, I was really worried about these kids. For others, the time taken to write out initial thoughts caused them to forget later conclusions and analyses, given the lack of immediacy in writing. For some, this was because of the intimidation of writing academically, with spelling and grammar anxieties prohibiting them from starting. Speech-to-text tools also saved time, which is helpful for students who might forget their ideas once they try to write or students who struggle with getting any words on the page at all, feeling unable to transfer their thoughts. ![]() This especially helped his students with ADHD and processing-related disabilities, such as auditory processing disorder or working memory deficits. Speech-to-text technology allowed them to more easily transfer their ideas onto the page. An adult in the room could help demonstrate grips, steer hands and inform Nahal when additional resources were needed.ĭespite the difficulties of offering support remotely, Nahal found that virtual learning allowed him to experiment with new technologies that supported his students with learning disabilities. He could provide grip tools for pencils or guide students’ hands with his own, familiarizing them with the strokes.ĭuring virtual education, he relied on reference materials and parent assistance when available. ![]() Learning console grips helps students develop the hand-eye coordination and fine motor skills necessary to correctly form shapes on a page. During in-person instruction, Vikram Nahal would correct console grips in his role as a Resource Specialist Program (RSP) teacher in Northern California.
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