Hi Trevor:
Thanks so much for sharing this information. If it is not too much
trouble,
can you provide us with more specifics? Thanks!
Best wishes,
Shelley
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Shelley Lacey-Castelot
The Literacy Center, LLC
Email: shelley-lacey-castelot@the-literacy-center.com
the-literacy-center.com
PO Box 821, Huntington, CT 06484 USA
Tel: (01) 203-925-1232
-----Original Message-----
From: owner-spk2wrt@phoenix.edc.org
[mailto:owner-spk2wrt@phoenix.edc.org]On Behalf Of
spk2wrt@phoenix.edc.org
Sent: Tuesday, March 28, 2000 7:05 PM
Subject: Re: Discrete vs. continuous
Hi,
I have successfully trained a ventilator dependent 12 year old to use
Continuous speech (NS pro ver 4.0). It seems to be all in the timing and
number of words in each utterance. He had high accuracy when speaking in
bursts of 4,5 or 6 words at a time. We spent quite a lot of training time
just on this aspect.
Trevor
Trevor Wilks - Manager
Adaptive Technology Centre
Student and Academic Services Division
Auchmuty Library
University of Newcastle
University Drive Callaghan
NSW 2308 Australia
Ph-02 49218684
Mobile-0418 753739
Fax-02 49217410
Email-twilks@mail.newcastle.edu.au
At 09:04 28/03/2000 -0500, you wrote:
>What about students using ventilators ...breathing sometimes interrupts
the
>speech
>process...continous does not work well for those students...
>
>spk2wrt@phoenix.edc.org wrote:
>
>> I am very curious about the reasons why some students have chosen to
>> return to using discrete speech recognition. I hope that Joan can take
>> the time to illustrate what she has observed, so we can all learn from
>> it.
>> Sure we have to choose what works for individual students for their
>> IEP's, but that doesn't mean making bad choices. As far as I can tell,
>> only a few students are better off using discrete speech. Those are
>> generally the ones who are using computers that do not have the system
>> requirements needed for continuous speech.
>> One of the most common reasons to continue with discrete speech is
>> familiarity. It took so long to learn that program and to develop a
>> good voice file that people do not want to change. Some instructors are
>> still not familiar with continuous speech recognition, and want to go
>> with what has worked, what they know.
>> Dave
>> Newspeak Communications
>> Charlotte Vermont
>> dave@newspeakcom.com
>>
>> spk2wrt@phoenix.edc.org wrote:
>> >
>> > I think Nancy raises an essential point- that is, you choose what
works
>> for
>> > individual students. Just as I have a favorite pen, favorite keyboard,
>in
>> > fact, a favorite pair of shoes which work well for me but do not work
>for
>> > the person in the next door cubicle (particularly the shoes, since
he's
>> > much
>> > more stylish than I) I need to insure that we choose something that
>works
>> > best for an individual person. In education (where I work) we have
>> > Individual Education Programs- emphasis on individual. What works for
>on
>> > student is provided to him. It may not work for another- and we find
>what
>> > works for her.
>> > I urge all of us who are involved in the use of this rapidly growing
>and
>> > exciting technology to not discourage those who are also exploring new
>> ways
>> > to help people be independent. Recognize that differences occur and
>they
>> > are
>> > not bad.
>> >
>> > Joan Breslin Larson
>> > Joan.Breslin-Larson@state.mn.us <Joan.Breslin-Larson@state.mn.us>
>> >
>> > -----Original Message-----
>> > From: spk2wrt@phoenix.edc.org
>> > [mailto:spk2wrt@phoenix.edc.org]
>> > Sent: Wednesday, March 22, 2000 6:00 PM
>> > Subject: Re: Discrete vs. continuous
>> >
>> > I have thought about this issue as we move from
>> using
>> > discrete speech
>> > entirely with our students (it was the only
>product
>> > available when we
>> > started
>> > with SR) to using NS 4.0 with some of them. I
can
>> > honestly
>> > say that from
>> > our
>> > experience with many different types of students
>> that
>> > it
>> > still remains so
>> > individualized according to the needs, strengths
>and
>> > weaknesses of each
>> > student. I have had students go from DD to DNS
>only
>> > to go
>> > back to DD
>> > speech
>> > because they were able to dictate more
comfortably
>> and
>> > accurately. I have
>> > had students go from DD to DNS and finally
>> appreciate
>> > the
>> > speed and
>> > accuracy.
>> >
>> > I think that speech patterns, breath support,
>> > articulation
>> > and fluency
>> > remain an issue with continuous speech but I will
>> > continue
>> > to explore all
>> > possibilities for our students and not be swayed
>by
>> > preconceived ideas
>> > about
>> > either program. We still have more students
using
>> > discrete
>> > speech than
>> > continuous speech although those numbers keep
>> > increasing as
>> > we expand the
>> > program. I still think there will be a need for
>both
>> > types
>> > of programs.
>> > Hope
>> > to hear from others on this issue.
>> >
>> > Nancy Icke
>> > ITS
>> > Fairfax County Public Schools
____________________________________________________________
To post a message to the spk2wrt list, send your message to:
spk2wrt@mail.edc.org. To reply to a message, simply use the reply button in
your email program (do not change the subject line in any way). To access the
spk2wrt archive containing a full list of all discussion threads to date, point
your Web browser to: http://www.edc.org/spk2wrt/hypermail/. For questions about
this list, please send a message to: spk2wrt@edc.org. For more information
about the Speaking to Write project, please visit our Web site at:
http://www.edc.org/spk2wrt
This archive was generated by hypermail 2b29 : Fri Mar 31 2000 - 12:51:45 EST