An Implementation of isiXhosa Text-to-Speech Modules to Support e-Services in Marginalized Rural Areas

2014 ◽  
pp. 113-133
Author(s):  
Okuthe P. Kogeda ◽  
Siphe Mhlana ◽  
Thinyane Mamello ◽  
Thomas Olwal
Keyword(s):  
Rural Areas ◽  
Text To Speech

Universal Design of Distance and Online Learning

2011 ◽  
pp. 2195-2201
Author(s):  
Sheryl Burgstahler
Keyword(s):  
Distance Learning ◽  
Assistive Technology ◽  
Rural Areas ◽  
Universal Design ◽  
Rapid Development ◽  
Learning Opportunities ◽  
The Internet ◽  
Text To Speech ◽  
Technological Developments ◽  
Closing The Gap

Internet-based distance-learning courses have the potential to make learning opportunities available to anyone. This potential cannot be realized, however, unless everyone can truly access course offerings. People in rural areas and from poor communities are among those underrepresented in the group of people who benefit from new technological developments. The rapid development of assistive technology makes it possible for almost anyone to operate a computer (2006 Closing the Gap, 2006). Yet many individuals with disabilities do not have access to these empowering tools (Kay, 2000). Some people with disabilities who have access to computers, assistive technology, and the Internet, still cannot fully participate in distance-learning courses because of their inaccessible design. For example, people who are blind often use text-to-speech systems that locate text that appears on the screen and read it aloud to the user. Because this technology cannot “read” graphics, it does not verbalize information embedded within graphic images. Therefore, people who are blind cannot access this content unless it is provided in a text-only format as well.

Training Aides to Screen Children for Speech and Language Problems

1976 ◽  
Vol 7 (4) ◽  
pp. 236-241 ◽  
Author(s):  
Marisue Pickering ◽  
William R. Dopheide
Keyword(s):  
Rural Areas ◽  
Large Scale ◽  
School Personnel ◽  
School Age Children ◽  
Speech And Language ◽  
Elementary School Age ◽  
Evaluation Procedures ◽  
Language Problems ◽  
Competency Based ◽  
Large Scale Screening

This report deals with an effort to begin the process of effectively identifying children in rural areas with speech and language problems using existing school personnel. A two-day competency-based workshop for the purpose of training aides to conduct a large-scale screening of speech and language problems in elementary-school-age children is described. Training strategies, implementation, and evaluation procedures are discussed.

A Review of 21 iPad Applications for Augmentative and Alternative Communication Purposes

2012 ◽  
Vol 21 (2) ◽  
pp. 60-71 ◽  
Author(s):  
Ashley Alliano ◽  
Kimberly Herriger ◽  
Anthony D. Koutsoftas ◽  
Theresa E. Bartolotta
Keyword(s):  
Augmentative And Alternative Communication ◽  
Cost Effective ◽  
Alternative Form ◽  
Alternative Communication ◽  
Text To Speech ◽  
Reference Guide ◽  
Expressive Communication ◽  
Communication Needs ◽  
User Friendly ◽  
Ipad Applications

Abstract Using the iPad tablet for Augmentative and Alternative Communication (AAC) purposes can facilitate many communicative needs, is cost-effective, and is socially acceptable. Many individuals with communication difficulties can use iPad applications (apps) to augment communication, provide an alternative form of communication, or target receptive and expressive language goals. In this paper, we will review a collection of iPad apps that can be used to address a variety of receptive and expressive communication needs. Based on recommendations from Gosnell, Costello, and Shane (2011), we describe the features of 21 apps that can serve as a reference guide for speech-language pathologists. We systematically identified 21 apps that use symbols only, symbols and text-to-speech, and text-to-speech only. We provide descriptions of the purpose of each app, along with the following feature descriptions: speech settings, representation, display, feedback features, rate enhancement, access, motor competencies, and cost. In this review, we describe these apps and how individuals with complex communication needs can use them for a variety of communication purposes and to target a variety of treatment goals. We present information in a user-friendly table format that clinicians can use as a reference guide.

Crossing Boundaries: Accessibility for Children in Rural Areas

ASHA Leader ◽  
2008 ◽  
Vol 13 (8) ◽  
pp. 5-6 ◽  
Author(s):  
Susan Pavel
Keyword(s):  
Rural Areas

International Telesupervision: The Clinical Fellowship Experience

2017 ◽  
Vol 2 (11) ◽  
pp. 73-78
Author(s):  
David W. Rule ◽  
Lisa N. Kelchner
Keyword(s):  
Graduate Students ◽  
Clinical Supervision ◽  
Rural Areas ◽  
The United States ◽  
Speech Language Pathology ◽  
Access To Services ◽  
East African ◽  
The World ◽  
Language Pathology ◽  
National Certification

Telepractice technology allows greater access to speech-language pathology services around the world. These technologies extend beyond evaluation and treatment and are shown to be used effectively in clinical supervision including graduate students and clinical fellows. In fact, a clinical fellow from the United States completed the entire supervised clinical fellowship (CF) year internationally at a rural East African hospital, meeting all requirements for state and national certification by employing telesupervision technology. Thus, telesupervision has the potential to be successfully implemented to address a range of needs including supervisory shortages, health disparities worldwide, and access to services in rural areas where speech-language pathology services are not readily available. The telesupervision experience, potential advantages, implications, and possible limitations are discussed. A brief guide for clinical fellows pursuing telesupervision is also provided.

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