AMANDA HYNAN FINAL THESIS PDF

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Twitter did not seem to be as popular with the participants as Facebook and email and was described by Moira as “different”. This may indicate a preference for using online social media sites that support more social interaction and self-representation opportunities which links into the self-representation and online social ties categories (sections 4.10 and 4.11). 4.5. Describing support Participants described educational staff, personal staff, family and friends have often introduced them to the internet and helped set up online social media accounts and Olivia describes requesting to use Facebook herself. 4.5.1. Introduction to and training to use the internet and online social media Olivia describes how she asked to use Facebook after finding out about it. She thought this was through school, but couldn’t quite remember. Amanda: How did it [using Facebook] start with your carer? Olivia: “I asked” Georgie describes how she learnt to use Facebook in her class at school, Amanda: where did you learn to use Facebook SLT: down here Georgie: yeah SLT: give me a colour, (name of class), so it was in (name of class) Georgie: yeah SLT: yup this corner, give me a colour (name of teacher) red Georgie: yeah SLT: (name of teacher) Georgie’s old teacher. Simon is being taught how to use email at his special college Specialist Teaching Assistant (STA): Simon can I tell Amanda about the computer and how you like the computer, yes or no (choice of hands) Simon: ‘yes’ (looks at left hand) STA: Simon really likes the computer and he really likes doing jobs on the computer sending emails, don’t you, but he finds it very difficult to access the computer Information about two specialist teaching tools emerged from the interviews within three of the special college settings, 120
STA: so each user has their own account and they can put on there their photos, it’s like a blog page, a lot of users write their diaries what they done at college or use it like a CV to show what they have done at college and it’s been spread out across lots of different colleges Amanda: (turning to Simon) so do you like InFolio yes or no (choice of hands) Simon: ‘yes’ (looks at left hand) InFolio is an accessible open source e-Portfolio which allows students to either load their own material, or have it loaded on their behalf, onto simple online pages and it also has a picture based log on system for those who might find using a user name and password difficult. Amanda: do you use Facebook when you’re at college Faith: (makes unrecorded non-verbal response) Amanda: (forgot to repeat what she had indicated but from context of the next comment presumes it is a head shake meaning no) Personal Assistant: you use InBook when you are at college Amanda: okay so you use InBook when you are at college Faith: (makes unrecorded non-verbal response) Amanda: yeah (interpreting response) Jack: “InBook” Amanda: so you use InBook as well (referring to information given by other group members). Okay and do you use that at home or college or both Jack: (looks to Personal Assistant, PA) PA: no good asking me she’s asking you Amanda: do you use it at home Jack: ‘no’ (shakes head) Amanda: no so do you use it at college Jack: ‘yes’ (nods head) InBook is a secure online social media site designed as a teaching tool to help students learn the principles of online social networking so they are empowered and informed before they use unsecured mainstream online social media sites. Erica’s interview revealed how she is liaising with one member of the college technical staff to prioritise access to computer game technology Amanda: what about computer games do you use them at all Erica: ‘no’ (shakes head) Amanda: No, what would be the reason for that Erica: (draws attention to screen of VOCA) Erica: “Andy” Amanda: oh right Andy (seeing what Erica is selecting on her screen. Andy is one of the technical team) Erica: “not it" Amanda: Andy not it! Er, has Andy not set up computer games on here Erica: ‘yes’ (nods head) 121
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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
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“desire to meet new people, inter
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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
Page 71 and 72: Flexibility with other approaches c
Page 73 and 74: concepts for further exploration, t
Page 75 and 76: Using a high-tech AAC device is tir
Page 77 and 78: and to explore whether the topics i
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
Page 105 and 106: other categories and have given it
Page 107 and 108: Self-Representation Increased capac
Page 109 and 110: therapist (SLT). She also did not w
Page 111 and 112: SLT: Amanda is testing me to see wh
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: Olivia goes home at the weekends an
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
Page 161 and 162: Amanda: do you feel you are quite a
Page 163 and 164: 4.10.4. Narrative record of activit
Page 165 and 166: Harriet: S-h-e c-a-n t-a-l-k t-o m-
Page 167 and 168: Amanda: has Facebook changed the wa
Page 169 and 170: Will: ‘yes’ (vigorously raises
Page 171 and 172: 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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