AMANDA HYNAN FINAL THESIS PDF

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Amanda: So have you had some negative and positive posts and messages or is it the fact that you don’t like getting all these messages all the time ‘cos it’s just annoying? Harriet: ‘yes’ (nods head) SLT: Yeah it’s just the fact that you don’t know them Harriet: ‘yes’ (nods head) Amanda: So would that make you, would you put anything on YouTube again Harriet: ‘yes’ (nods head) Amanda: You would, so it hasn’t frightened you from using YouTube maybe you’d not put such personal stuff on Harriet: Yeah Ben said nothing negative had happened to him but his teaching assistant disagreed with him and reported an incident where someone had criticised his online gaming skills which she claimed had upset him. However, Ben did not perceive this in the same way and clarified the situation after she had reported the incident. Teaching Assistant: it’s just showing that bad things can happen on something that is supposed to be quite good Amanda: yeah Ben: “I blocked him” Amanda: have you ever had anything kind of upsetting happen from using social media, email that sort of thing Sean: “my ex friend hacked in” Amanda: oh your ex-friend hacked into your Facebook account Sean: yeah Amanda: and did they put some stuff up that you did want up there Sean: yeah Amanda: wow, so how did you deal with that, you just stopped being friends Sean: yeah Amanda: yeah right and did anything else happen Sean: ‘no’ (shakes head) Amanda: so that was the only thing that happened and how did that make you feel. Were you cross Sean: yeah “now we don’t see” Erica reported an incident which she was still upset about and it was fortuitous that the college Head of technology was present in the interview as he was able to check whether or not it was a potential safeguarding issue. Erica: “(female name) say to (male name) with me” Amanda: er.. so (female name) said that you and (male name) were going out together Erica: ‘no’ (shakes head) Amanda: (female name) said to (male name) with me…mmm sorry maybe you hadn’t finished I might have jumped in too quickly 136
Erica: “me on Facetime” Amanda: (female name) say to (male name) with me on Facetime Erica: ‘yes’ (raises eyebrows) Amanda: So was it something not very nice that (female name) said to (male name) and you saw it when you were on Facetime Erica: ‘yes’ (raises eyebrows) Amanda: okay so and it was something that upset you and um and you haven’t managed to sort it out, okay Head of technology: when did this happen Erica Erica: (gestures) Head of technology: recently Erica: ‘yes’ (raises eyebrows) “time upstairs” Head of technology: are we confusing the previous question with what you are answering now? Are you saying that (female name) has got Facetime on her iPad upstairs Erica: ‘no’ (shakes head) Head of technology: no Erica: ‘no’ (shakes head) Amanda: no I think the problem happened upstairs Erica: ‘yes’ (raises eyebrows vigorously) Amanda: cos the time bit is the end of the Facetime okay. So that’s where, where did it happen – upstairs, I think (Head of technology name) said when Erica: “in my room” Amanda: okay in your room Head of technology: when did this happen Amanda: do you think it was last week Erica: ‘yes’ (nods head) Head of technology: have you told any staff members Erica Erica: ‘yes’ (nods head) Head of technology: yes who did you tell Erica: “(name) and (name)” Amanda: so are they helping you to sort it out Erica: ‘yes’ (nods head) Head of technology: they are area staff Amanda: yes, okay are they helping you to sort it out do you think Erica: (shakes head but inclines to one side) Amanda: not yet? Okay Head of technology: okay do you want me to help with this Erica: ‘no’ (shuts eyes and shakes head) Amanda: so is it something you feel can be sorted out Erica: (no facial response) Amanda: just wondering is it something that you would like to share with me because you want me to know that some things can happen which aren’t very nice Erica: ‘yes’ (raises eyebrows and nods) Amanda: and that maybe you would need to sort it out and things like that but Erica: ‘yes’ (raises eyebrows) Amanda: er and er you don’t necessarily want (Head of technology’s name) help now to sort it out now 137
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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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elatively small decision to make, i
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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 and 134: Another area where challenges for s
Page 135 and 136: Caroline’s blog My parents help m
Page 137: Amanda: Is there anything you would
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
Page 185 and 186: limitations, the interaction/action
Page 187 and 188: 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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