Assistive Tool 2 (Speech-to-Text – Turning Voice into Learning)

In the journey to create inclusive classrooms, I’ve come to realise that sometimes the biggest learning barriers are not in what students don’t know, but in how they are expected to show what they know. This is especially true for students who struggle with writing — whether due to physical challenges, fine motor difficulties, or learning differences. That’s where Speech-to-Text (STT) technology becomes a game-changer.

Speech-to-Text tools, like Google Voice Typing, Dragon NaturallySpeaking, or the built-in dictation features on phones and tablets, allow students to speak their thoughts out loud and have their words converted into written text on the screen. What might take a struggling writer an hour to put on paper, they can now do in minutes — and with far less frustration.

During my exploration, I watched a video of a young student with dysgraphia using voice typing to write a story. It was heartwarming to see how freely her ideas flowed when the barrier of handwriting was removed. Her voice became her pen. She wasn’t “cheating” or taking shortcuts — she was finally being heard in a way that worked for her.

What stood out to me was how freeing this tool can be for students who often feel left behind. For many of them, writing tasks are exhausting. Not because they don’t understand, but because their hands can’t keep up with their minds. STT gives them a chance to focus on ideas rather than mechanics. That shift is powerful — it boosts self-confidence, encourages participation, and helps learners stay engaged.

Of course, like any assistive technology, STT is not perfect. It requires a quiet environment to work well, and it sometimes misunderstands accents or speech patterns. I noticed this myself while trying out Google Voice Typing — it didn’t always catch what I was saying correctly. For students who are shy, non-verbal, or have unclear speech, STT might not be the best fit. But for those who can use it, it opens a door that was once closed.

The research supports this too. A study by MacArthur and Cavalier (2004) showed that students with learning disabilities who used speech recognition software wrote longer and higher-quality compositions than when writing by hand. It also reduced their frustration with writing tasks. This aligns well with Universal Design for Learning (UDL) principles — offering multiple means for students to express themselves.

When I reflect on its appropriateness in Bhutanese classrooms, I see both potential and challenges. STT can be especially useful for students with physical impairments or language-based learning difficulties. However, access to reliable devices, internet, and teacher training may limit its use in rural or under-resourced schools. Also, some students may feel self-conscious speaking aloud in class. To make STT work, we need to create a supportive, understanding classroom culture where using assistive tools is normal and respected.

What I’ve come to realise is this: Speech-to-Text isn’t about making things easier — it’s about making learning possible. It doesn’t take away the effort, but it removes unnecessary barriers. And for many learners, that difference can change their whole experience of school.

Conclusion

Speech-to-Text tools offer a vital alternative for students who struggle with writing, helping them express their ideas with clarity and confidence. By giving students the freedom to speak their thoughts, these tools help ensure that all voices can be heard — not just the ones who write easily, but those who think deeply and speak with heart.