Genio Present features that Support Disabled Students' Needs

Select a category above to see the specific accessibility justification for that feature group.

Choosing a specific goal, such as reducing filler words or improving pace, gives students a clear focus for each rehearsal rather than trying to fix everything at once. For students with ADHD or ASD, this narrows a daunting task into something manageable and helps contain the anxiety and cognitive overload that public speaking can trigger. The built-in guidance then shows them how to work towards that goal, so they are not left guessing what good looks like, which is reassuring for students who find open-ended improvement hard to navigate.

Recording a rehearsal lets students practise as often as they need in a low-stress environment with no audience, which is especially valuable for those with social anxiety or communication difficulties who need to build confidence at their own pace. Capturing audio alongside webcam video means they can refine both what they say and how they carry themselves, while screen recording keeps their slides in view as a visual anchor for students who rely on them to stay on track. The rehearsal timer helps students stay within their allotted time, a common challenge for those with ADHD, and the ability to pause and restart means a lost train of thought or a moment of overwhelm does not force them to begin the whole presentation again.

Watching back a rehearsal is how students work out what to keep and what to change, and these features make that self-evaluation accessible across a range of disabilities. Being able to play back from any point lets students examine specific moments of their delivery at their own pace, rather than relying on memory of how it felt while presenting, which is often unreliable when anxiety is high. Automatic transcription gives students with auditory processing difficulties, hearing impairments, or dyslexia a readable version of what they actually said, making it easier to spot unclear phrasing or moments where structure broke down. Word highlighting keeps the transcript in step with the audio so students with ADHD can follow their own performance without losing their place. Including disfluencies such as 'um' and 'err' lets students see exactly where hesitation crept in, turning a vague sense of 'that felt shaky' into a specific, fixable pattern. Copying or exporting the transcript also lets students pull their delivery into other tools to refine wording before the next attempt.

Reflecting on a rehearsal works best when it is tied to specific moments rather than a vague overall impression. Timestamped text notes let students mark exactly where something worked or fell down, so review becomes a list of concrete things to act on rather than an overwhelming general critique, which helps students with ADHD stay organised and focused. Emoji reactions offer a quicker way to capture how a moment felt for students who find it hard to put a response into words straight away, and notes and emojis can be edited or deleted as their thinking develops across rehearsals.

Sharing a rehearsal lets students get input on their own terms, choosing when and with whom, which suits those with social anxiety who find a live audience difficult. Feedback comes as time-stamped notes and emojis tied to specific moments, so it arrives as concrete, anchored comments rather than vague verbal criticism, which is easier to act on for students with anxiety, ASD, or specific learning difficulties who struggle to process unstructured critique. Viewers need no account, so students can turn to whoever they trust without an added barrier, and the anonymity option can make comment on their performance feel less personal. Being able to delete feedback they do not need keeps review manageable rather than leaving them to carry every comment at once.

AI-generated insights give students an objective read on their rehearsal, which many find less intimidating than feedback from another person. Having strengths named explicitly is reassuring for students who are prone to assuming everything went badly, helping them recognise and repeat what already works. Growth areas are framed as specific, actionable suggestions rather than open criticism, which is easier to process for students who struggle with unstructured or verbal feedback.

Students can view a history of all their rehearsals, including confidence scores and dates. This visual representation of progress helps students see their improvement over time, reinforcing positive habits and combating feelings of inadequacy that can be common with certain disabilities. Tracking progress provides tangible evidence of their hard work, boosting self-efficacy and encouraging continued practice.

Keeping rehearsals organised matters most for students whose disabilities affect memory, executive function, or organisation. Folders let students with ADHD or dyspraxia structure their practice history clearly and track progress across multiple sessions without the mental effort of holding it all in mind. Being able to download a final rehearsal supports students who need to submit a recording for assessment, giving them a reliable copy of their own work. Dark mode is a small but meaningful visual adjustment for students with light sensitivity, visual stress, or migraines, helping them use the tool comfortably across longer practice sessions.