AMANDA HYNAN FINAL THESIS PDF

computer games, multi-media formats and social media to maintain their social
relationships. Hyatt (2011) discusses
“Being able to whip out my iPad from my handbag and having a choice of
communication methods for when I’m on the go is life changing. Technology
is finally catching up with my needs” (p. 26)
Bednarska (2009) questions (on a wider disability discourse platform than the field of
AAC) whether many disablement issues are being side-lined in the excitement
generated by technological solutions. She warns technology may not universally serve
everyone’s needs and time constraints for access and increased expectations of
productivity can create new areas of pressure for people with disabilities and also
lessen the availability of human support.
5.4.3. Restrictions on use
The inclusion of ‘restrictions on use’ within the limitations part of the grounded
theory is debatable as Livingstone, Bober and Helpser (2005) revealed parental
internet restriction may not produce a negative outcome in terms of developing
internet literacy. This ‘catch 22’ is accommodated within the grounded theory by the
three way arrows between causal conditions, limitations and desire to show the
interrelated nature of the grounded theory elements. The main restrictions of use in
the current study relate to the regulations within educational settings on when the
internet and online social media can be used and the small amount of evidence that
emerged for attempted parental restriction over the use of social media sites. There is
however, a less concrete form of restriction exercised through the act of collaboration.
Firstly, the discussion will deal with the restriction on use of the internet and online
social media described within school and college classroom time. This is a
challenging issue within education as seen from Campbell’s (2006) discussion on the
use of mobile phones within classroom settings. He points out social perceptions
towards whether the use of a device is acceptable relates in some ways to perceptions
of private and public spaces. His survey data from mainstream students found some
participants had strong attitudes towards classrooms as places where people could
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