AMANDA HYNAN FINAL THESIS PDF

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Erica: ‘no’ (shakes head) Amanda: no but you’re it’s almost like you’re trying to tell me to give me an example of things that can happen. People can say things that are a bit mean and then maybe you need to sort it out or you need to get help to sort it out but it could be a bit upsetting and that’s one of the things that can happen Head of technology: is it worth saying that these are all students at college that we are talking about here Erica: ‘yes’ (raises eyebrows) Amanda: yea Head of technology: apart from (male name) who left last year Amanda: yea er can I just check cos I have heard that this can happen I mean things happen with my friends online and stuff. Would you say is this something that has greatly upset you or do you think that this is something that can happen with your friends when you’re online? Ooo sorry I’ve done an ‘either’ ‘or’ there! Is this something that you’re really upset about Erica: ‘yes’ (raises eyebrows) Amanda: okay yes. Is this something that you think can be a problem online Erica: ‘yes’ (nods head) Amanda: yes. Do you need from having shared this now help with taking this further now Erica: ‘no’ (shuts eyes and shakes head) Amanda: no okay. So I understand where you’re coming from it’s not necessarily something that can be solved but it is a potentially upsetting thing that can happen on the internet which you wanted to let me know about Erica: ‘yes’ (nods head) Amanda: is that a good explanation Erica: ‘yes’ (raises eyebrows) Amanda: okay thank you The Head of technology had to make absolutely sure this was not a safeguarding issue so he continued the conversation Head of technology: okay are you very upset by what happened Erica: ‘yes’ (nods head) Head of technology: do you want me to help you Erica: ‘no’ (shakes head) Head of technology: no. Do you think your area staff will sort this out Erica: ‘no’ (shakes head) Head of technology: no. So you just want to let it go Erica: ‘yes’ (nods head) Head of technology: yes. okay. Can I just ask Erica do you think this is like something like you’ve just fallen out with one of your friends and it’ll be alright in the long run Erica: ‘yes’ (nods head) Head of technology: is that what we’re saying Erica: ‘yes’ (nods head) Head of technology: it’s not about anyone from outside college Erica: ‘yes’ (nods head) 138
Head of technology: (male name) Erica: ‘yes’ (nods head) Head of technology: okay. Right so I have to ask is anyone at risk at the moment. Is anyone else upset Erica: ‘no’ (shakes head) Head of technology: just you Erica: ‘yes’ (raises eyebrows and nods head) Head of technology: right. So you don’t want any help with this. Do you think it’s worth you talking to (name) again? Erica: ‘yes’ (nods head) Head of technology: are you going to do that Erica: ‘yes’ (nods head) Head of technology: okay. I won’t ask you about it again then. You’re going to deal with it yourself. Okay 4.6.3. Restrictions to use Another online challenge is connected to restrictions of use either within college settings or due to parental concern. SLT: I mean there was, Xavier and Moira could probably tell you I think that Facebook was or it used to be restricted didn’t it to outside of classroom hours Specialist Teaching Assistant: it’s not anymore SLT: I don’t think so Specialist Teaching Assistant: Mr X manages it in my session regularly SLT: yeah there’s space for mischief with that Amanda: and people have said how they would feel if they lost access for some reason which would be unlikely but if something happened Erica: “in my home” Amanda: in your home you don’t have access to the internet? Erica: ‘yes’ (raises eyebrows) Amanda: oh okay, that’s interesting would you be able to explain why Erica: “mum say not Facebook and YouTube” Amanda: so mum says not Facebook or YouTube, okay and do you use them at college? Erica: “YouTube I went to my room” Amanda: you went to your room Erica: ‘yes’ (raises eyebrows) Amanda: at home Erica: ‘yes’ (raises eyebrows and nods) Amanda: so mum didn’t know that you went on YouTube so you did it in secret Erica: ‘yes’ (makes huge smile and nods, then laughs) 139
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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
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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 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: Erica: “me on Facetime” Amanda:
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
Page 189 and 190: 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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