Using Speech Recognition Software as a Scribing Tool in Mainstream Secondary Schools in England: Supporting Pupils with Special Educational Needs and Disabilities, and Significant Writing Difficulties

House, A. (2026) Using Speech Recognition Software as a Scribing Tool in Mainstream Secondary Schools in England: Supporting Pupils with Special Educational Needs and Disabilities, and Significant Writing Difficulties. PhD thesis, University of Reading. doi: 10.48683/1926.00130118

Abstract/Summary

Speech Recognition Software (SRS), speech-to-text, is promoted as an assistive technology (AT) and scribing tool to level the playing field for pupils with special educational needs and disabilities (SEND) who struggle with writing. SRS enables production of classwork and examination answers without having to handwrite or type and supports spelling. This is important because writing difficulties can lead to underachievement in examinations. Special educational needs coordinators (SENCOs), responsible for supporting SEND pupils including adjustments in examinations, are encouraged to extend use of AT. Study 1 of this mixed methods research was an ethnographic case study in a mainstream secondary school where the researcher taught in the SEND department. Data was collected with ten pupils, and nine adults, from interviews, research diaries, field notes, withdrawal teaching observations, and autoethnography. Study 2 was a 36-item routed online survey of SENCOs in mainstream secondary schools in England, with 152 respondents, a 10% sample from the randomised sampling frame from government data. The Literature Review provided information about strengths and difficulties with SRS, and theoretical understanding of how SRS may support cognitive processes in writing, but there were gaps in knowledge and understanding of how pupils experience and value SRS; the extent and manner of its use; and barriers and gateways encountered. Engaging, sometimes onerous, but worth the effort, SRS has advantages for SEND pupils’ writing and access to education. However, this research indicates that over a third of schools have never used SRS, and general classrooms are unsuited to SRS, logistically and related to pupils’ perceptions of stigma and difference. Having identified the positives and potential of SRS, this research has also highlighted differences in perception for stakeholders, outlined ways to overcome barriers to its use, and suggested changes in policy and practice to support SEND pupils’ writing to foster independence and inclusion. (300 words)

Item Type	Thesis (PhD)
URI	https://centaur.reading.ac.uk/id/eprint/130118
Identification Number/DOI	10.48683/1926.00130118
Divisions	Arts, Humanities and Social Science > Institute of Education
Date on Title Page	2025
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