CLOSE—A Data-Driven Approach to Speech Separation

This paper studies single-channel speech separation, assuming unknown, arbitrary temporal dynamics for the speech signals to be separated. A data-driven approach is described, which matches each mixed speech segment against a composite training segment to separate the underlying clean speech segments. To advance the separation accuracy, the new approach seeks and separates the longest mixed speech segments with matching composite training segments. Lengthening the mixed speech segments to match reduces the uncertainty of the constituent training segments, and hence the error of separation. For convenience, we call the new approach Composition of Longest Segments, or CLOSE. The CLOSE method includes a data-driven approach to model long-range temporal dynamics of speech signals, and a statistical approach to identify the longest mixed speech segments with matching composite training segments. Experiments are conducted on the Wall Street Journal database, for separating mixtures of two simultaneous large-vocabulary speech utterances spoken by two different speakers. The results are evaluated using various objective and subjective measures, including the challenge of large-vocabulary continuous speech recognition. It is shown that the new separation approach leads to significant improvement in all these measures.

Design considerations for the autism spectrum disorder-friendly Key Stage 1 classroom

There is a growing consensus that an appropriate classroom environment will aid the performance of the pupil with autism spectrum disorder (ASD). There are, however, very few design guidelines available when considering ASD and the school environment. Such guidelines that do exist tend only to be in general terms. Therefore, this article seeks to highlight design considerations specifically for the ASD-friendly Key Stage 1 (age five to eight) classroom. It will first highlight some of the challenges for those with autism spectrum disorder in a school environment and the triad of challenges faced by architects and designers when considering ASD-friendly classroom design. It will then go on to describe the findings and results of a two-year study carried out in conjunction with the ASD teaching staff of Northern Ireland's Southern Education and Library Board. These consist of 16 specific design considerations for the Key Stage 1 ASD-friendly classroom applicable to all classrooms for pupils between five and eight years of age.