AMANDA HYNAN FINAL THESIS PDF

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The core category will be explored first: The desire to use the internet and online social media. This is the category which has been judged as the central core category around which all the other categories are unified and that explains the central phenomenon expressed by the participants of this study. 4.3. Desire to use the internet and online social media 4.3.1. Desire to be online This category encapsulated the emotions expressed by the participants about using the internet and online social media. Across all the interviews every participant expressed a desire to be online as it provided feelings of happiness and excitement and most importantly a sense that life had been improved. Amanda: how it makes you feel to use Facebook or the internet Faith: “Excited” Amanda: Faith was just telling me about how using InBook or Facebook made her feel and I was wondering how do you think it makes you feel Jack: “happy and excited” Amanda: some people said they felt excited about it others said it made them feel happy. Um can you think of any adjective? Sean: “fun” Amanda: What difference do you think it has made to your life being able to use it Moira: “it has changed my life better” Amanda: and do you like using Facebook Fiona: ‘yes’ (raises brows and smiles broadly) Amanda: yes. Does texting make you happy Fiona: ‘yes’ (raises brows and smiles broadly) Caroline’s blog I love Facebook! [not consecutive] The internet and social media are an important part of my life. I cannot imagine life without that Amanda: do you like Facebook? Mary: ‘yes’ (nods head) Amanda: yeah, how does using Facebook make you feel 108
SLT: Amanda is testing me to see whether I know where all these are Georgie! Amanda: She has found a feelings face (description of Georgie’s eye gaze instruction) SLT: give me a colour Georgie, so it’s in this corner Georgie: yeah SLT: red, happy Georgie: yeah 1 st interview Amanda: are you glad you found Facebook? Peter: yeah Amanda: would you say that it has added something to your life that you’re happy that you’ve got access to Facebook? Peter: yeah Amanda: so it’s about a year you’ve been using Facebook. Did you like it when you first saw it Peter: yeah 2 nd interview Email question: How did you feel when you found out about the internet? Peter: “Now I’m starting to use it more, very excited” Amanda: And do you feel Facebook has made a difference to your life? Nicholas: (laughs) Amanda: Do you like using it Nicholas: “yes” Amanda: you use Facebook more, so you prefer Facebook Carol: ‘yes’ (nods head) SLT: (using Makaton signs to support speech) wait, so is Facebook your favourite Carol: ‘yes’ (nods head) Amanda: Does Facebook make you happy Carol: ‘yes’ (nods head) Amanda: yeah, so it’s very important for you to have Facebook Carol: ‘yes’ (nods head) 4.3.2. Desire to extend use Some of the participants spoke about how they wanted to extend their use of online social media 2 nd interview Email question: Is there anything I have not asked you about that you think is important for me to know? Peter: “I am going to try the iPhone with my communication aid to send and read texts. I think this will be useful when I go to college” 109
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How I use the internet and online s
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Abstract This thesis addresses a sp
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Dedication For Dermot, Veronica and
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Table of contents Abstract ........
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3.4.1. Ethical approval............
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4.8.4. Repairing VOCAs and future p
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6.4. Potential areas of further stu
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Chapter 1 Introduction This thesis
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the basis for the development of co
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The stance taken by this study is t
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suggested by Balandin (2002) to rep
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Petrides, Griffiths, Lysley & Price
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aspect for considering the mode of
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2.2.5. Interactional strategies wit
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used AAC. The most notable differen
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Narratives and storytelling support
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formally organised field bringing t
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of using mainstream mobile technolo
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App improvements are made he can se
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The other side of this bright view
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“improving the delivery to disabl
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good online social connections to t
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Whilst noting these criticisms and
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People with disabilities have the s
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Goffman (1959) discussed the presen
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convince others of what to think ab
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for self-determination is an import
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online risks for young people was i
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contacted online and the digital sk
Page 59 and 60: “desire to meet new people, inter
Page 61 and 62: needed to look at the ability of AA
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Page 69 and 70: Giddings (2006) expresses concerns
Page 71 and 72: Flexibility with other approaches c
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Page 75 and 76: Using a high-tech AAC device is tir
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Page 79 and 80: invited to feedback alternative int
Page 81 and 82: 3.5. Procedure 3.5.1. Recruitment Y
Page 83 and 84: elatively small decision to make, i
Page 85 and 86: Table 3: Participants’ who use AA
Page 87 and 88: Table 4: Table outlining literacy,
Page 89 and 90: populations that are at risk of bei
Page 91 and 92: 3.6.2.4. Group meetings On two occa
Page 93 and 94: unsure of how she wanted to take pa
Page 95 and 96: 3.6.3.1. Transcription Each intervi
Page 97 and 98: 3.6.3.3. Initial coding Each transc
Page 99 and 100: The core category is the one that r
Page 101 and 102: Strauss proposed in order to identi
Page 103 and 104: Figure C: Constructing a grounded t
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Page 107 and 108: Self-Representation Increased capac
Page 109: therapist (SLT). She also did not w
Page 113 and 114: Paul: Right well we can do that can
Page 115 and 116: [not consecutive] Amanda: yes and s
Page 117 and 118: Erica: ‘yes’ (nods head) Amanda
Page 119 and 120: 4.4.3. Email Sixteen participants s
Page 121 and 122: Olivia goes home at the weekends an
Page 123 and 124: STA: so each user has their own acc
Page 125 and 126: Amanda: yeah, your sister. So is yo
Page 127 and 128: Amanda: okay Faith: “I like looki
Page 129 and 130: Amanda: Does Fiona go home? (addres
Page 131 and 132: [not consecutive] the risk assessme
Page 133 and 134: Another area where challenges for s
Page 135 and 136: Caroline’s blog My parents help m
Page 137 and 138: Amanda: Is there anything you would
Page 139 and 140: Erica: “me on Facetime” Amanda:
Page 141 and 142: Head of technology: (male name) Eri
Page 143 and 144: 4.7. Access technology This is a hu
Page 145 and 146: Amanda: Right I’ve got you so um
Page 147 and 148: An aspect of indirect access techno
Page 149 and 150: Specialist Teaching Assistant: it m
Page 151 and 152: in it or the head mouse but you can
Page 153 and 154: They revealed some of the implicati
Page 155 and 156: convenience of having all his inter
Page 157 and 158: SLT: It might be to do with them Am
Page 159 and 160: Peter: ‘no’ (shakes head) Amand
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Amanda: do you feel you are quite a
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4.10.4. Narrative record of activit
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Harriet: S-h-e c-a-n t-a-l-k t-o m-
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Amanda: has Facebook changed the wa
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Will: ‘yes’ (vigorously raises
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4.12. Memos Charmaz (2006) stresses
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Amanda’s memo thoughts on the tra
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Original Interview Transcription Da
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Rick: “grandma granddad excited
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is reflexive as it relies on a subj
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equipment set up by technical teams
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Chapter 5 Discussion 5.1. Introduct
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limitations, the interaction/action
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equipment directly using touch or e
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the beginning of 2007 that totally
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secure social networking tool calle
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social communication are known to b
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“anyone, anywhere in the UK can a
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information about switch accessible
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computer games, multi-media formats
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Moving onto parental (or personal s
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participant’s Facebook account wh
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scheduled timetable, feeling ICT wa
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limitation for consumers with disab
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ut that there are still limited res
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espond to in order to experience us
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supports the findings of Harris (20
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interests, self-organisation of act
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eveal more about themselves to othe
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concerns around socio-economic digi
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can be psychologically demoralising
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altering the ways that that resilie
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terms of expressing intimacy (Bryen
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groundedness (having a referent gro
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Chapter 6 Conclusions 6.1. Conclusi
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exploratory step to examine whether
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6.3. Methodological considerations
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3. This study helps to give voice t
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sensory and perceptual abilities an
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The following is a summarisation of
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References AAC-RERC (2011). Mobile
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Bednarska, D. (2009). Re-thinking a
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Browning, N. (2002). Literacy of ch
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Charmaz, K. (2008). Constructionism
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Craddock, G. (2006). The AT continu
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Erikson, E.H. (1963). Childhood and
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Gibbs, G. R. (2010). Grounded theor
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September 24 th 2012 from http://ww
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Horton, R., Horton, K. and Meyers,
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Koca-Atabey, M. (2013). A personal
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Light, J. and McNaughton, D. (2012)
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Masten, A.S. (2001). Ordinary magic
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McNaughton, D. and Light, J. (2013)
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Ofcom (2011) Children and parents:
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Priestley, M. (2003). Disability: A
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Rowland, C., Fried-Oken, M., Steine
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Slater, J. (2013). Constructions, p
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Thistle. J.J. and Wilkinson, K.M. (
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Waller, A. and O’Mara, D.A. (2003
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Appendices APPENDIX A - THEMES AND
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APPENDIX B - DETAILED INFORMATION S
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How do I know it is safe for me to
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APPENDIX D - DIFFERENTIATED INFORMA
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APPENDIX F - DIFFERENTIATED CONSENT
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APPENDIX H - APPROVAL OF ETHICAL VA
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APPENDIX J - JOURNAL ARTICLE OF PIL
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291
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APPENDIX L - THEMATIC NETWORKS FROM
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Thematic Network 3 Online Identity
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APPENDIX M - ANONYMISED VERBATIM TR
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Nancy: Amanda: Nancy: Amanda: Nancy
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Nancy: Amanda: Nancy: Amanda: Nancy
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Amanda: Nancy: Amanda: Nancy: Amand
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PA: No, no, we’re not ready, not
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APPENDIX O - CHILD LANGUAGE TEACHIN
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