AMANDA HYNAN FINAL THESIS PDF

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assurance manager revealed that balancing the rights of young people to use social media, the wishes of parents, the legal obligations to protect young people and the need for policy development is problematic. Working as an advocate to facilitate the use of a personal social media account has ramifications for the traditional employment role of personal staff. As literacy skills are a major challenge for young people who use AAC and they have a clear desire to engage within online environments which are predominantly text-based, the role of support and collaboration for online social media is likely to continue to be a key factor within personal care relationships. There are also implications for educational settings to prioritise the development of literacy skills and the fact that online social media could be a motivational support for young people who use AAC to engage with literacy teaching. The other area illuminated is how to assess the knowledge of young people who use AAC in regard to internet and online social media to establish if there might be gaps in their knowledge, especially if they appear to be competent users. Another difficult issue is how the use of the internet and online social media will be supported post transition in adult services. 4.6. Online challenges 4.6.1. Online safety awareness Online safety awareness training was reported to have been received from various areas: families (especially siblings), educational settings and from a national e-Safety training day run by Communication Matters (http://www.communicationmatters.org.uk/), the UK chapter of the International Society for Augmentative and Alternative Communication (ISAAC), (https://www.isaac-online.org/english/home/) which works to improve the lives of people with complex communication needs. 2 nd interview Email question: How did you learn about keeping safe online? Peter: “Home and school” 132
Caroline’s blog My parents help me stay safe on-line. Now I can do more things independently I have to think about safety. I went to a communication matters day about that Teaching Assistant: what did you learn in IT in year 7 Ben: (starts to construct something on talker and then turns to look at TA) Teaching Assistant: you know when we did about internet safety Ben: ‘yes’ (nods head) Teaching Assistant: and you had to do a booklet and posters about how to stay safe online, yeah Ben: ‘yes’ (nods head) Teaching Assistant: yeah, so you did get taught it in school Amanda: your sister uses Facebook, and um so how did you learn about the privacy settings and safety and things like that. Did your sister teach you how to set up your Facebook account Keith: yeah Amanda: Do you use Twitter? Mary: No, I don’t want to. Amanda: No, why? Mary: ‘cos… rude people Amanda: Rude people, ah okay. Yup, right, so do you find rude people on Facebook? Mary: ‘no’ (shaking head) Amanda: No, but Twitter yeah. So you don’t like Twitter because of rude people Mary: yeah Amanda: was somebody rude to you on Mary: no Amanda: no but you heard, did somebody tell you that there were rude people on Twitter? Mary: yeah Amanda: ah who told you that? Your, was it your mum? Mary: Lucy Amanda: ah Lucy, ah I see so your sister said it’s not very nice. Does your sister use Twitter Mary: no Amanda: No, so she doesn’t like it either? Mary: no Amanda: did she try it? Mary: no Amanda: no, but she said there’s rude people on it. Ah, that’s sensible, you don’t want to be in contact with rude people do you? Mary: no Amanda: Oh, what about online safety and things like that, did you have to learn about that from somebody else or did you teach yourself or is it not 133
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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
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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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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
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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 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: Another area where challenges for s
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
Page 177 and 178: Rick: “grandma granddad excited
Page 179 and 180: is reflexive as it relies on a subj
Page 181 and 182: equipment set up by technical teams
Page 183 and 184: 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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