AMANDA HYNAN FINAL THESIS PDF

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Amanda: yeah so that is something you kind of do together Mary: yeah Amanda: do you ever do Facebook when you are on your own Mary: ‘no’ (shaking head) Amanda: no, will you use MSN on your own Mary: ‘yes’ (nods head) Amanda: yeah Mary: easy Amanda: easy Mary: than Facebook Amanda: oh is Facebook a little bit hard Mary: yeah Amanda: oh okay can you just tell me what is hard about it ‘cos that’s interesting. What do you find difficult with Facebook Mary: (unintelligible, starts typing on VOCA) Amanda: did you say to read Mary: ‘yes’ (nods head) Amanda: ah so to read the things that people have written Mary: ‘yes’ (nods head) Amanda: okay, so with MSN you can do that on your own Mary: yeah Amanda: and you find you can read Mary: yeah Amanda: the comments ‘cos they’re small Mary: easy Amanda: they’re easy to read but sometimes on Facebook it’s more complicated the writing Mary: ‘yes’ (nods head) Amanda: and then it is difficult Mary: ‘yes’ (nods head) Amanda: you said you used Facebook at home Olivia: yeah (coughs) Amanda: you okay? Olivia: yeah Amanda: so can you tell me about how you do that Olivia: “my carer” Amanda: so you do it with your ca….oops (realising Olivia is still composing her message) Olivia: “writes what I want to say” Amanda: your carer writes what you want to say. Oh that’s interesting SLT: So does (name of personal assistant) help you use Facebook Carol: ‘yes’ (nods head) Amanda: and when you are at home, your mum? Carol: ‘yes’ (nods head) Faith: “when I at home I use the computer with help from my mum” (pause) “I use the computer at home to go on Facebook” 124
Amanda: okay Faith: “I like looking at photos with my mum” Amanda: do you put things on to your communication aid, do you tell your mum things that you want to put on Facebook Faith: (makes unrecorded non-verbal response) Amanda: yeah (interpreting response) and then will your mum put it on for you Faith: “laptop” Amanda: okay so your mum uses a laptop Faith and her personal assistant later offer an explanation about why she needs support Faith: “confused” Amanda: oh confused. What sometimes when you are looking at Facebook you feel a bit confused Personal Assistant: there’s loads of things on there Amanda: ah is that why cos there’s loads of things to look at. Is that why ‘cos there is so much on there sometimes Faith: (makes an unrecorded non-verbal response) Amanda: yeah (interpreting response) 4.5.3. Challenges regarding support It was revealed during Will’s interview how difficult it might be for staff to gauge and measure the level of support required. Will has left college but has returned for the interview. He is an experienced and competent user but within his interview the following issue regarding his knowledge of his equipment emerged 2 nd SLT: So you use it (referring to his VOCA) connected to a computer to use Skype but have you never used that (pointing to his VOCA) just to Skype Will: ‘no’ (shakes head) 2 ND SLT: No, okay (Will looks at the principal Speech and Language therapist) SLT: What did you know you could Skype with someone Will: ‘no’ (shakes head) SLT: (addressing second Speech and Language therapist) No, didn’t know that 2 nd SLT: (addressing Will) Sorry Another issue is the inability of educational settings to provide the same level of support after transition Amanda: technical support is through the college at the moment but when Xavier leaves where would technical support come from? (addressing specialist teaching assistant - STA) do you know? 125
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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
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Flexibility with other approaches c
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concepts for further exploration, t
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
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 and 122: Olivia goes home at the weekends an
Page 123 and 124: STA: so each user has their own acc
Page 125: Amanda: yeah, your sister. So is yo
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
Page 173 and 174: Amanda’s memo thoughts on the tra
Page 175 and 176: 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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