Once it has been determined that voice recognition is a good fit for a particular student, the issue of where to place the system arises. Ideally, the system should be placed in the environment where it will be most effective in meeting the student's writing goals.
Most secondary students that we know use their voice recognition systems at home. This makes sense for several reasons: students generally have larger blocks of time to write at home than during school; the potential to find a relatively quiet spot for dictation may be greater at home; and students can work at home without concern over how they might appear to others while dictating.
On the other hand, many students who will benefit from using voice recognition are not experienced writers; they may need a considerable amount of instructional support while they compose. A tutor working with the student at home can help remedy this problem to some extent, but may rarely be accessible for the entire time during dictation.
For this reason use of voice recognition in school is also an important option to consider. Jason used a notebook computer and carried his voice recognition system back and forth from home to school. At school he worked in the resource room while writing or dictating, with his instructional aide nearby to provide any assistance or guidance needed. (Note that, based on the school's experience with Jason, five other students now have access to voice recognition systems that they also use in the resource room.)