WEAVING THE DREAM: ASSISTIVE TEXT-TO-SPEECH TECHNOLOGY IN REALIZING TRUE INCLUSIVE EDUCATION
Keywords:
Text-To-Speech (TTS), Autism Spectrum Condition (ASC), XpressiveTalk
Abstract
Technology can have an auxiliary role in
education, especially text-to-speech (TTS) systems,
playing an important role in providing inclusive
education for students with special needs. This shows
that, as defined by UNESCO (2009), it is important for
every student to have equal learning opportunities. This
research emphasizes how TTS technology can help
students with reading difficulties or visual impairments
become closer and more engaged. The research shows
that this technology can improve emotional
understanding and social interaction among individuals
with Autism Spectrum Conditions (ASC) by
incorporating tools such as XpressiveTalk, which
combines expressive visual avatars with emotional
recognition capabilities. The results suggest that
personalized learning experiences with assistive
technology can significantly help bring about real
inclusion in educational settings
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Parmigiani, D., Benigno, V., Giusto, M., Silvaggio, C., & Sperandio, S. (2021). E-inclusion:
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Learning in its 3rd decade: A focus on equity, inclusion, and design. International
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text-to-speech software on reading comprehension of adolescents with reading challenges.
Journal of Special Education Technology, 37(4), 498-509.
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Srivastava, S., Varshney, A., Katyal, S., Kaur, R., & Gaur, V. (2021). A smart learning
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Troussas, C., Krouska, A., & Virvou, M. (2020). Using a multi module model for learning
analytics to predict learners' cognitive states and provide tailored learning pathways and
assessment. Machine learning paradigms: Advances in learning analytics, 9-22.
Vaughn, S., Miciak, J., Clemens, N., & Fletcher, J. M. (2024). The critical role of instructional
response in defining and identifying students with dyslexia: A case for updating existing
definitions. Annals of Dyslexia, 74(3), 325-336.
Wattel, L. L., Walsh, R. J., & Krabbendam, L. (2024). Theories on the link between autism
spectrum conditions and trans gender modality: A systematic review. Review Journal of
Autism and Developmental Disorders, 11(2), 275-295.
Wood, S. G., Moxley, J. H., Tighe, E. L., & Wagner, R. K. (2018). Does the use of text-tospeech and related read-aloud tools improve reading comprehension for students with
reading disabilities? A meta-analysis. Journal of learning disabilities, 51(1), 73-84.
Wolf, M., Gotlieb, R. J., Kim, S. A., Pedroza, V., Rhinehart, L. V., Tempini, M. L. G., & Sears,
S. (2024). Towards a dynamic, comprehensive conceptualization of dyslexia. Annals of
Dyslexia, 1-22.
Zwarych, F. (2023). Inclusive Education with Assistive Technology. Technology and the
Curriculum: Summer 2023.
Cipolla, R. (2016). Expressive visual text-to-speech as an assistive technology for
individuals with autism spectrum conditions. Computer Vision and Image Understanding,
148, 193-200.
Cook, A. M., & Hussey, S. M. (2002). Assistive technologies. Principles and practice.
Connolly, A., Bailey, S., Lamont, R., & Tu, A. (2024). Factors associated with assistive
technology prescription and acceptance in motor neurone disease. Disability and
Rehabilitation: Assistive Technology, 19(6), 2229-2238.
Halkiopoulos, C., & Gkintoni, E. (2024). Leveraging AI in E-Learning: Personalized Learning
and Adaptive Assessment through Cognitive Neuropsychology-A Systematic
Analysis. Electronics, 13(18), 3762. https://doi.org/10.3390/electronics13183762.
Izzo, M., Yurick, A., & McArrell, B. (2009). Supported eText: Effects of Text-to-Speech on
access and Achievement for High School Students with Disabilities. Journal of Special
Education Technology, 24, 20-9. https://doi.org/10.1177/016264340902400302.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A
framework for teacher knowledge. Teachers college record, 108(6), 1017-1054.
Nieradka, F., & Kossewska, J. (2023). Camouflage, self-esteem, and gratitude in young adults
with autism spectrum conditions in Poland. International Journal of Special Education,
38(2), 188-198.
Parmigiani, D., Benigno, V., Giusto, M., Silvaggio, C., & Sperandio, S. (2021). E-inclusion:
online special education in Italy during the Covid-19 pandemic. Technology, pedagogy and
education, 30(1), 111-124.
Rao, K., Gravel, J. W., Rose, D. H., & Tucker-Smith, T. N. (2023). Universal Design for
Learning in its 3rd decade: A focus on equity, inclusion, and design. International
encyclopedia of education, 6, 712-720.
Silvestri, R., Holmes, A., & Rahemtulla, R. (2022). The interaction of cognitive profiles and
text-to-speech software on reading comprehension of adolescents with reading challenges.
Journal of Special Education Technology, 37(4), 498-509.
Shaywitz, S. E., Shaywitz, J. E., & Shaywitz, B. A. (2021). Dyslexia in the 21st century.
Current opinion in psychiatry, 34(2), 80-86.
Srivastava, S., Varshney, A., Katyal, S., Kaur, R., & Gaur, V. (2021). A smart learning
assistance tool for inclusive education. Journal of Intelligent & Fuzzy Systems, 40(6),
11981-11994.
Troussas, C., Krouska, A., & Virvou, M. (2020). Using a multi module model for learning
analytics to predict learners' cognitive states and provide tailored learning pathways and
assessment. Machine learning paradigms: Advances in learning analytics, 9-22.
Vaughn, S., Miciak, J., Clemens, N., & Fletcher, J. M. (2024). The critical role of instructional
response in defining and identifying students with dyslexia: A case for updating existing
definitions. Annals of Dyslexia, 74(3), 325-336.
Wattel, L. L., Walsh, R. J., & Krabbendam, L. (2024). Theories on the link between autism
spectrum conditions and trans gender modality: A systematic review. Review Journal of
Autism and Developmental Disorders, 11(2), 275-295.
Wood, S. G., Moxley, J. H., Tighe, E. L., & Wagner, R. K. (2018). Does the use of text-tospeech and related read-aloud tools improve reading comprehension for students with
reading disabilities? A meta-analysis. Journal of learning disabilities, 51(1), 73-84.
Wolf, M., Gotlieb, R. J., Kim, S. A., Pedroza, V., Rhinehart, L. V., Tempini, M. L. G., & Sears,
S. (2024). Towards a dynamic, comprehensive conceptualization of dyslexia. Annals of
Dyslexia, 1-22.
Zwarych, F. (2023). Inclusive Education with Assistive Technology. Technology and the
Curriculum: Summer 2023.
Published
2024-12-25
How to Cite
Rahmania Ananda, & Hesty Widiastuty. (2024). WEAVING THE DREAM: ASSISTIVE TEXT-TO-SPEECH TECHNOLOGY IN REALIZING TRUE INCLUSIVE EDUCATION. INTERNATIONAL SEMINAR, 6, 491-498. Retrieved from https://conference.unita.ac.id/index.php/conference/article/view/224
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