AMANDA HYNAN FINAL THESIS PDF

equipment directly using touch or eye pointing systems and others required an
additional piece of technology (for example a switch) to control a scanning system.
Cognitive, literacy and language skills also had an impact on the level of support
required in order to use the internet and social media sites. Ellcessor (2012) discusses
within the conclusion of her thesis ‘Access ability: policies, practices and
representation of disability online’ that,
“Differences in access, and in the accessibility of media technology and
content, may lead to particularly interesting innovations, negotiation, and
reconfigurations of the experiences of media production, consumption, and
interaction. … Even when accessible conditions exist, differences at the point
of entry mean that it is impossible to discuss accessibility without reference to
individual needs and circumstances” (p. 341)
5.3.1. Access methods that facilitate the use of mainstream computers
Some of the participants with direct access and literacy skills reported preferring to
use mainstream computers for their internet and online social media requirements
although most of them owned integrated communication devices. Despite much
progress being made recently in the design of VOCAs that have integrated computers,
the literate participants with direct access reported they perceived these to be useful as
a form of mobile device but not as the preferred method for going online. This finding
supports existing knowledge; DeRuyter et al. (2007) point out the considerable
challenges that AAC manufacturers face in terms of facilitating connection with the
world through VOCAs such as: anticipating and funding new features, the relatively
small market for recovering development costs, the physical difficulties of adjusting
hardware and problems of incorporating AAC software into mainstream devices
which might need modifications. They say AAC manufacturers tend to be
“in a “catch-up” mode” (p. 262)
in relation to the fast moving mainstream technology market and may not be able to
supply AAC users with features found in mainstream computer devices.
Participants’ access methods varied, they either used mainstream computers through
switches that controlled mouse movements, switch accessible onscreen keyboards or
used their VOCAs to drive external computers. Chapple (2011) explained VOCAs can
link up to independent computers either through a cable into the USB port or
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