AMANDA HYNAN FINAL THESIS PDF

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5.3 Causal conditions ......................................................................................................... 184 5.3.1. Access methods that facilitate the use of mainstream computers ..................... 185 5.3.2. Availability of mainstream technology on integrated VOCAs .............................. 186 5.3.3. Human support to access and use digital technology and online social media .. 187 5.3.4. Requesting to use the internet and online social media ..................................... 189 5.3.5. Evidence of use of the internet and online social media ..................................... 190 5.3.6. Summary of causal conditions ............................................................................. 191 5.4. Limitations for achieving the central phenomenon.................................................... 191 5.4.1. VOCAs and mainstream computer issues ............................................................ 191 5.4.2. Limited use of mainstream mobile technologies and Apps ................................. 193 5.4.3. Restrictions on use ............................................................................................... 197 5.4.4. Limited technical support from personal staff .................................................... 200 5.4.5. Parental technical knowledge and skill limitation ............................................... 203 5.4.6. Individual skills ..................................................................................................... 204 5.5. Interaction and action ................................................................................................. 205 5.6. Context ........................................................................................................................ 208 5.7. Strategies .................................................................................................................... 208 5.8. Consequences ............................................................................................................. 212 5.8.1. Self-determination ............................................................................................... 212 5.8.2. Enhanced self-representation .............................................................................. 214 5.8.3. Social capital ........................................................................................................ 216 5.8.4. “Talk to everyone” ............................................................................................... 217 5.8.5. Reduced isolation ................................................................................................. 218 5.8.6. Resilience ............................................................................................................. 219 5.8.7. Dating opportunities ............................................................................................ 222 5.9. Relevance and significance of the grounded theory of internet and online social media use by young people who use AAC .................................................................................... 223 Chapter 6 - Conclusions ......................................................................................................... 227 6.1. Conclusions ................................................................................................................. 227 6.2. Strengths and limitations of the study ........................................................................ 229 6.2.1. Strengths .............................................................................................................. 229 6.2.2. Limitations ............................................................................................................ 230 6.3. Methodological considerations .................................................................................. 231 10
6.4. Potential areas of further study .................................................................................. 232 Chapter 7 – Practical applications and concluding comments .............................................. 234 7.1. Practical applications of the proposed grounded theory ........................................... 234 7.2. Concluding comments ................................................................................................ 237 References ............................................................................................................................. 239 Appendices ............................................................................................................................. 277 APPENDIX A - THEMES AND QUESTION GUIDE.............................................................. 277 APPENDIX B – DETAILED INFORMATION SHEET ............................................................ 279 APPENDIX C – BRIEF INVITATION ................................................................................... 282 APPENDIX D – DIFFERENTIATED INFORMATION SHEET ................................................ 283 APPENDIX E - STANDARD CONSENT FORM .................................................................... 284 APPENDIX F – DIFFERENTIATED CONSENT FORM .......................................................... 285 APPENDIX G – APPROVAL OF ETHICAL VARIATION TO INCLUDE 14 YEAR OLD ............. 286 APPENDIX H – APPROVAL OF ETHICAL VARIATION TO INCLUDE PARENTS AND SCHOOL STAFF .............................................................................................................................. 287 APPENDIX I: QUESTIONS SENT VIA EMAIL TO 2 PARTICIPANTS (pre-prepared answers on VOCA and blog) .............................................................................................................. 288 APPENDIX J – JOURNAL ARTICLE OF PILOT INVESTIGATION .......................................... 289 APPENDIX K –JOURNAL OF INITIAL FINDINGS ............................................................... 290 APPENDIX L – THEMATIC NETWORKS FROM PILOT INVESTIGATION ............................ 293 APPENDIX M – ANONYMISED VERBATIM TRANSCRIPT 1 .............................................. 297 APPENDIX N – ANONYMISED INTERVIEW TRANSCRIPT 2 (excerpt) .............................. 306 APPENDIX O – CHILD LANGUAGE TEACHING AND THERAPY ABSTRACT ....................... 307 11
Page 1 and 2: How I use the internet and online s
Page 3 and 4: Abstract This thesis addresses a sp
Page 5 and 6: Dedication For Dermot, Veronica and
Page 7 and 8: Table of contents Abstract ........
Page 9 and 10: 3.4.1. Ethical approval............
Page 11: 4.8.4. Repairing VOCAs and future p
Page 15 and 16: Chapter 1 Introduction This thesis
Page 17 and 18: the basis for the development of co
Page 19 and 20: The stance taken by this study is t
Page 21 and 22: suggested by Balandin (2002) to rep
Page 23 and 24: Petrides, Griffiths, Lysley & Price
Page 25 and 26: aspect for considering the mode of
Page 27 and 28: 2.2.5. Interactional strategies wit
Page 29 and 30: used AAC. The most notable differen
Page 31 and 32: Narratives and storytelling support
Page 33 and 34: formally organised field bringing t
Page 35 and 36: of using mainstream mobile technolo
Page 37 and 38: App improvements are made he can se
Page 39 and 40: The other side of this bright view
Page 41 and 42: “improving the delivery to disabl
Page 43 and 44: good online social connections to t
Page 45 and 46: Whilst noting these criticisms and
Page 47 and 48: People with disabilities have the s
Page 49 and 50: Goffman (1959) discussed the presen
Page 51 and 52: convince others of what to think ab
Page 53 and 54: for self-determination is an import
Page 55 and 56: online risks for young people was i
Page 57 and 58: 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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“disability equates with personal
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and gives an example of the immedia
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individual information from a group
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Giddings (2006) expresses concerns
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Flexibility with other approaches c
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concepts for further exploration, t
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Using a high-tech AAC device is tir
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and to explore whether the topics i
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invited to feedback alternative int
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3.5. Procedure 3.5.1. Recruitment Y
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elatively small decision to make, i
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Table 3: Participants’ who use AA
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Table 4: Table outlining literacy,
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populations that are at risk of bei
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3.6.2.4. Group meetings On two occa
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unsure of how she wanted to take pa
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3.6.3.1. Transcription Each intervi
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3.6.3.3. Initial coding Each transc
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The core category is the one that r
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Strauss proposed in order to identi
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Figure C: Constructing a grounded t
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other categories and have given it
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Self-Representation Increased capac
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therapist (SLT). She also did not w
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SLT: Amanda is testing me to see wh
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Paul: Right well we can do that can
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[not consecutive] Amanda: yes and s
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Erica: ‘yes’ (nods head) Amanda
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4.4.3. Email Sixteen participants s
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Olivia goes home at the weekends an
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STA: so each user has their own acc
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Amanda: yeah, your sister. So is yo
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Amanda: okay Faith: “I like looki
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Amanda: Does Fiona go home? (addres
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[not consecutive] the risk assessme
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Another area where challenges for s
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Caroline’s blog My parents help m
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Amanda: Is there anything you would
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Erica: “me on Facetime” Amanda:
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Head of technology: (male name) Eri
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4.7. Access technology This is a hu
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Amanda: Right I’ve got you so um
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An aspect of indirect access techno
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Specialist Teaching Assistant: it m
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in it or the head mouse but you can
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They revealed some of the implicati
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convenience of having all his inter
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SLT: It might be to do with them Am
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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
Page 233 and 234:
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
Page 247 and 248:
Charmaz, K. (2008). Constructionism
Page 249 and 250:
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
Page 261 and 262:
Light, J. and McNaughton, D. (2012)
Page 263 and 264:
Masten, A.S. (2001). Ordinary magic
Page 265 and 266:
McNaughton, D. and Light, J. (2013)
Page 267 and 268:
Ofcom (2011) Children and parents:
Page 269 and 270:
Priestley, M. (2003). Disability: A
Page 271 and 272:
Rowland, C., Fried-Oken, M., Steine
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Slater, J. (2013). Constructions, p
Page 275 and 276:
Thistle. J.J. and Wilkinson, K.M. (
Page 277 and 278:
Waller, A. and O’Mara, D.A. (2003
Page 279 and 280:
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
Page 295 and 296:
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
Page 309 and 310:
APPENDIX O - CHILD LANGUAGE TEACHIN
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