AMANDA HYNAN FINAL THESIS PDF

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Harriet: A-t m-y o-l-d s-c-h-o-o-l t-h-e-y l-e-a-r-n g-a-p w-i-t-h s-tu-d-e-n-t-s f-r-o-m (country name) a-n-d (country name) Amanda: Right so gap year students from (country name) and (country name) used to come to your school Nancy: “can talk dad for in Spain” Amanda: oh right you can talk to your dad ‘cos he’s in Spain. So you can talk to him on Skype and on Facebook Nancy: yeah Amanda: who do you keep in contact with on Facebook for instance old friends or just people you know here or family or people from abroad Ken: both Amanda: both so people from your old school Ken: yeah Amanda: and from your family Ken: yeah Amanda: and are in contact with people here at college on Facebook Ken: yeah Amanda: what do you use the internet and/or social media to do? Are you using them and if so what do you do with them Sean: “talking to family in Scotland and Canada” Amanda: Do you keep in contact with people from your old school Sean: yeah 4.11.3. Bridging online social ties There was a very small amount of evidence that using online social media also creates opportunities for developing new acquaintances and possibly widening social circles and to support romantic relationships. 1 st interview Paul: and then you start getting bits where people, you know, there’s people who you probably contact very, you know, now and again, you know, who are friends of friends as it were sort of thing Field notes Ben’s teaching assistant tells me on our way out of the school about an aspect of Facebook she has perceived in regard to Ben. She says he has linked up with her sons on Facebook due to their connection through her. She says they share information that she believes they would not have had the opportunity to do under traditional circumstances. Will describes linking up with people through online computer games Amanda: Do either of you play computer games? 166
Will: ‘yes’ (vigorously raises eyebrows) yea (everyone laughs because Will is so enthusiastic) Amanda: And do you just play them on your own or do you interact with your friends and play? Will: ‘yes’ (raises brows) Amanda: So you connect online Will: ‘yes’ (raises brows) Amanda: what kind of games do you like playing? Will: “golf” Amanda: Golf. Okay, are you good at it? Will: “It’s hard” Amanda: It’s hard, I bet it is. I was just thinking do you join up with friends you know Will: ‘yes’ (raises brows) Amanda: Cos you can join up with people round the world can’t you? My nephew joins up with people in America Will: ‘yes’ (vigorously raises brows) Amanda: So do you join up with people round the world Will: ‘yes’ (raises brows) The InBook project had been run between colleges and has given students the opportunity to meet new people and to stay in touch with them online. Amanda: was that how you met the new people Jack: ‘yes’ (nods head) Amanda: is that where your new friends have come from this other college Jack: ‘yes’ (nods head) Personal assistant: use your speech aid Jack: “InBook” InBook may also be giving the students within the college the opportunity to pursue romantic relationships which it may be difficult to pursue on a physical level within the college premises. Amanda: (a commentary on the actions being taken) Right so now we are going into one of Jack’s friend’s pages and can keep track, you can see the photograph, see what she’s been up to, see her name and then you can see all of her pieces of news that she’s put in. And it’s a really nice set out screen, it’s nice big graphics, clear not too much information on here and no advertisements like you get on Facebook. Oh I think, (Jack is pointing to one of the staff) who do you want Jack? Do you want (staff name), do you want (staff name) Jack: ‘yes’ (nods head) Amanda: (addressing staff member) Sorry, Jack was asking if, he was pointing at you I think he wanted to talk to you (female staff member comes over and looks at Jack’s screen) 167
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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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Self-Representation Increased capac
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therapist (SLT). She also did not w
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SLT: Amanda is testing me to see wh
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Paul: Right well we can do that can
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[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
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: Amanda: has Facebook changed the wa
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
Page 199 and 200: computer games, multi-media formats
Page 201 and 202: Moving onto parental (or personal s
Page 203 and 204: participant’s Facebook account wh
Page 205 and 206: scheduled timetable, feeling ICT wa
Page 207 and 208: limitation for consumers with disab
Page 209 and 210: ut that there are still limited res
Page 211 and 212: espond to in order to experience us
Page 213 and 214: supports the findings of Harris (20
Page 215 and 216: interests, self-organisation of act
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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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