An exploration of the potential of Automatic Speech Recognition to assist and enable receptive communication in higher education

The potential use of Automatic Speech Recognition to assist receptive communication is explored. The opportunities and challenges that this technology presents students and staff to provide captioning of speech online or in classrooms for deaf or hard of hearing students and assist blind, visually impaired or dyslexic learners to read and search learning material more readily by augmenting synthetic speech with natural recorded real speech is also discussed and evaluated. The automatic provision of online lecture notes, synchronised with speech, enables staff and students to focus on learning and teaching issues, while also benefiting learners unable to attend the lecture or who find it difficult or impossible to take notes at the same time as listening, watching and thinking

Equality in the Age of the Internet: Websites under Title III of the Americans with Disabilities Act

Under Title III of the Americans with Disabilities Act, no individual shall be discriminated against on the basis of disability in the full and equal enjoyment of the goods, services, facilities, privileges, advantages, or accommodations of any place of public accommodation. Currently, courts are split on whether websites are places of public accommodation under Title III. There are two predominant methods to determining whether a website is a place of public accommodation: (1) the nexus test, under which websites are places of public accommodation only if a sufficient nexus exists between the website and a physical place; (2) websites are places of public accommodation regardless of a nexus to a physical place. The circuit split highlights the need for the Department of Justice (DOJ) to pass the Title III regulations for websites to provide direct guidance for businesses and courts. The DOJ was expected to release Title III regulations for websites in 2016, but have pushed back the expected release to 2018. Regardless of when, or if, the DOJ releases Title III regulations for websites, companies would benefit from using the many resources available to make their websites accessible as soon as possibl

Supporting students who struggle with language

This chapter considers children who have speech, language and communication difficulties. These can arise from insufficient quality or quantity of language experience, or they may arise developmentally, despite appropriate language input from families and carers. They may or may not be associated with impairments such as hearing loss, learning disabilities, cerebral palsy or autistic spectrum disorders. Whether children's difficulties are specific to language-learning or more general, it is important that they become motivated, engaged learners. Motivation is central, but not in itself enough to guarantee high engagement. Engaged readers are intrinsically (rather than extrinsically) motivated to read, and have the required resources and strategies to do so. Meta-analyses show that strategy teaching, curricular coherence, choice, social collaboration and purpose all impact upon reading engagement (Guthrie and Wigfield 2000). Motivation and engagement impact upon attainment through mechanisms such as practice effects and perseverance. Continued engagement is therefore particularly important for children with speech, language and communication difficulties. Where language is part of the problem, children are at significant risk of literacy difficulties persisting into adult life (Law et al. 2009)

New Version of the AGRIS Web Portal – Overcoming the Digital Divide by Providing Rural Areas with Relevant Information

The present paper brings the outcomes of the second stage of a complex AGRIS web portal upgrade (technological, functional, content and design upgrade) called Agris 5.0. The Agris 5.0 version is recently being tested and will be launched in January 2012 on http://www.agris.cz. Agris 5.0 is built and runs on Microsoft technologies (MS Windows Server 2008, MS IIS 7 web server, MS SQL Server 2008 Enterprise Edition, SP2) using the Model-View-Controller (MVC) SW architectural pattern version 3, .NET framework 4, programming language C#, Razor template system, XML and XHTML 1.1 markup languages, CSS 2.1 styles and JavaScript encoding with the jQuery framework. From the user point of view, the Agris portal usability and availability meeting international standards were the utmost priority of the present upgrade.Agris, portal, MVC, digital divide, agrarian sector, rural areas, information resource., Agribusiness, Resource /Energy Economics and Policy, GA, IN,

Automatic Text Simplification for People with Intellectual Disabilities

Text simplification (TS) aims to reduce the lexical and structural complexity of a text, while still retaining the semantic meaning. Current automatic TS techniques are limited to either lexical-level applications or manually defining a large amount of rules. In this paper, we propose to simplify text from both level of lexicons and sentences. We conduct preliminary experiments to find that our approach shows promising results

@Science: a network about science accessibility for university students

At present, visually impaired students are strongly discouraged to attend university scientific studies, especially because of the lack of scientific resources fully accessible through assistive technologies, the difficulty to attend scientific university lectures based on explanations employing transparencies with mathematical expressions as well as graphical representations and the tools to work on mathematical expressions, which are often partially usable or incomplete for advanced subjects. Furthermore, the variety all over Europe of national braille codes to represent mathematical expressions and the language dependence of audio books recorded by human readers make difficult a cross country exchange of knowledge and resources. Some universities have been working on the improvement of assistive technologies in science learning for many years and they have collected best experiences, tools, accessible scientific resources and effective and efficient methods. Unfortunately, up to now many of these best practices and educational resources haven't got widespread all over Europe. In order to share knowledge among universities about science accessibility by visually impaired people and to produce guidelines and to document best practices, the @Science thematic network was established. It is supported for two years by the European Union eContent- Plus Programme. It involves six founding members from five European countries: Italy, Austria, Slovakia, Belgium and France. In the project lifetime, collaboration actions will be undertaken so as to involve in the thematic network other universities, software and hardware manufacturers, publishers, associations for visually impaired persons and students themselves. In so doing, each group will contribute with its experience and will gain knowledge from other experiences. Moreover, the guidelines and best practices will be the result of a two years exchange of knowledge among experts and end users. At first, this paper will introduce the main barriers which affect blind students in going through scientific studies. Then, it will present the objectives and the methodology of the @Science network