AMANDA HYNAN FINAL THESIS PDF

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4.10. Self-Representation As outlined in the literature review much has been written about self-representation on the internet and online social media sites. The participants within this study predominantly described that being online offered heightened opportunities for showing other people aspects of themselves which may be challenging for them to share in face-to-face situations due to their complex communication needs. 4.10.1. Information about self Participants described being able to tell people about themselves online SLT: What is good about Facebook? Carol: (points to self) SLT: about you Amanda: oh because you can give news about you to your friends Carol: ‘yes’ (nods head) Amanda: would you be sad if you couldn’t use Facebook SLT: SAD (Makaton sign) Carol: ‘yes’ (nods head) [not consecutive] Carol: “rebound” Amanda: rebound? SLT: (using Makaton sign to support speech) what about rebound, it’s something else that you like Carol: (nods head – yes) SLT: (using makaton signing to support speech) and that you might talk about on Facebook Carol: ‘yes’ (nods head) 1 st interview Amanda: do you load photographs of things that you’ve been doing? Peter: ‘yes’ (nods head and looks to dad at same time) Paul: Yeah, we put them on there don’t we? Peter: ‘yes’ (nods head) [not consecutive] Amanda: so can we talk about your website. Can you tell me about it, um what, er do you put information on your website Peter: yeah Amanda: is it information about yourself Peter: yeah Amanda: is it information that you think will be useful for other people Peter: yeah Amanda: and is it different to your Facebook information Peter: yeah Amanda: so it’s not as personal 156
Peter: ‘no’ (shakes head) Amanda: no, so is it more technical information Peter: yeah 2 nd interview Email question: Tell me about your profile on Facebook, for example what photograph do you use of yourself? Peter: “I have a photo of me at Chelsea which my sister took. I include things I like, where I live, places I have been” Email question: Have you added any description about yourself onto your profile? For example about your interests, things like music, sports that you like? Peter: “Yes I have included things I like such as cricket, Chelsea, theatre, family information, where I have been” Caroline’s blog I like choosing different photos for my Facebook profile. I used to have photos of my Ginger cat, now I have doctor who [sic] characters. Amanda: do you have a photograph of yourself on Facebook? Some people would have a photograph of themselves but other people might have a picture of Homer Simpson or you know or like a cartoon. Have you got a picture of yourself Nicholas: No “basketball” Amanda: You’ve got a picture of a basketball, brilliant, why a basketball, is it ‘cos you like basketball? Nicholas: yeah Amanda: On your Facebook profile have you got your own picture SLT: (using Makaton signs to support speech) your own photo Amanda: your own photo or do you a different photo Carol: FRIEND (Makaton sign) SLT: friend, a photo of you and a friend Carol: ‘yes’ (nods head) [not consecutive] Amanda: do you put photographs on Facebook Carol: ‘yes’ (nods head) Amanda: of things that you have been doing Carol: “prom 2011” Amanda: do you think Facebook has changed the way you socialise with people Xavier: (makes gesture) Specialist Teaching Assistant: yes (interpreting non-verbal gesture) Amanda: do you think you contact people more because of Facebook Xavier: ‘no’ (shakes head) Amanda: so it’s not necessarily that you contact them more, do you think that it is you can know more about them Xavier: yeah 157
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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,
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populations that are at risk of bei
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3.6.2.4. Group meetings On two occa
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unsure of how she wanted to take pa
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3.6.3.1. Transcription Each intervi
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3.6.3.3. Initial coding Each transc
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The core category is the one that r
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Strauss proposed in order to identi
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Figure C: Constructing a grounded t
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other categories and have given it
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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 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
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Page 157: SLT: It might be to do with them Am
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
Page 191 and 192: secure social networking tool calle
Page 193 and 194: social communication are known to b
Page 195 and 196: “anyone, anywhere in the UK can a
Page 197 and 198: information about switch accessible
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Page 201 and 202: Moving onto parental (or personal s
Page 203 and 204: participant’s Facebook account wh
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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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