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Abstract
Purpose
Speech recognition technology (SRT) is increasingly available and may provide opportunities for individuals with disabilities to participate in necessary activities and meaningful occupations. This inquiry methodically collects and reports on research related to SRT for individuals with disabilities and impairments.
Materials and methods
Using the Arksey and O’Malley framework and PRISMA guidelines, five databases were queried and indexes of 11 journals were hand-searched for relevant articles. Articles were included if they were published after 2005, involved SRT, written in English, and participants(s) had a disability. Articles were charted, categorised for level of evidence, and findings were summarised.
Results and conclusions
Of the 78 articles that were retrieved, 13 met inclusion criteria and were organised into 4 categories: SRT in primary and secondary education, in post-secondary education, for daily living, and without a specified context. No included articles considered SRT in vocational contexts. It was determined that SRT is a tool that may improve participation and independence of individuals with disabilities in multiple contexts. Most studies reviewed were non-empirical. Opportunities exist for providers to continue to develop a rigorous body of knowledge for the use of SRT to meet educational, vocational and daily living needs.
Speech recognition technology (SRT) provides a method of access that is widely available in mainstream technology devices such as personal computers, smartphones and mobile devices, and smart speakers/daily living aids.
SRT may improve participation and independence of individuals with disabilities in contexts such as primary and secondary education, post-secondary education, and with independent living tasks.
Many studies examining SRT are non-empirical, and there is an opportunity for assistive technology professionals and other providers who use assistive technology to continue to develop a rigorous body of knowledge.