All teachers and service providers working with the student should have a fundamental understanding of voice recognition and what it does and doesn't provide the student. This became a problem for Sara who used the system at home. When Sara brought in papers that she wrote with voice recognition, the teacher, who assumed that Sara's system would automatically correct any mistakes she made, was surprised to see occasional grammatical errors.
Peer acceptance of this technology is generally fairly high, especially if the student is perceived as successful or capable in other ways. However, it is rarely the perceptions of others that matter, but the students' own perceptions of his or her abilities and potential when using the technology. We have not found any single approach that works in this regard, other than general sensitivity to the issue and helping the student find the location in which he or she feels most comfortable working.