AMANDA HYNAN FINAL THESIS PDF

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“My laptop is completely lifeless, flatlined, I feel sick. If I don’t have my computer, then I can’t send text messages or emails, do college assignments or finish off the work I bring home… I can’t laugh and joke with my friends online, tell them about my day and ask about theirs. I can’t describe to them how I’m feeling or make plans to meet up. My physical world might still be limited … but there are parts of my life that know no boundaries… All I’ll have to communicate with now is a battered old alphabet board that won’t reach around the globe the way I need it to.” (Martin Pistorius, 2011).
Abstract This thesis addresses a specific gap in the literature base regarding the self-reported experiences of using the internet and online social media by adolescents and young adults (young people) who use augmentative and alternative communication (AAC) within the UK. The research took a socially constructivist approach and used a qualitative methodology to conduct semi-structured interviews with twenty-five young people (aged 14-24) with complex communication needs. The data was collected over a period of eighteen months within a mainstream school, two specialist schools, four specialist colleges and an adult residential centre. The study is based within the context of adolescent development for young people who use AAC. Peer relationships are important to adolescents (Helseth & Misvaer, 2010) and Smith (2005) identified establishing friendships is difficult for young people who use AAC in light of their physical and complex communication challenges which increases the risk of loneliness. Using online communication technology can help mitigate feelings of loneliness with people who use AAC (Cooper, Balandin & Trembath, 2009), although significant barriers for access have been identified (McNaughton & Bryen, 2007). The views of young people who use AAC are under-represented on the topic of the internet and online social media. There are important legal obligations to seek the views of young people with disabilities (Article 12, United Nations Convention on the Rights of the Child, 1989; Article 21, United Nations Convention on the Rights of Persons with Disabilities, 2006) but progress has been slow to include the voices of young people with significant communication impairment (Morris, 2003; Rabiee, Sloper and Beresford 2005; Wickenden, 2009). A grounded theory approach to data analysis generated nine categories, from which the core category identified was the desire to use the internet and online social media. A theoretical grounded theory is proposed which is also refined to offer a more accessible practical application version. The proposed ground theory is then used to explore whether outcome measures, focused on social inclusion within community 1
Page 1: How I use the internet and online s
Page 5 and 6: Dedication For Dermot, Veronica and
Page 7 and 8: Table of contents Abstract ........
Page 9 and 10: 3.4.1. Ethical approval............
Page 11 and 12: 4.8.4. Repairing VOCAs and future p
Page 13 and 14: 6.4. Potential areas of further stu
Page 15 and 16: Chapter 1 Introduction This thesis
Page 17 and 18: the basis for the development of co
Page 19 and 20: The stance taken by this study is t
Page 21 and 22: suggested by Balandin (2002) to rep
Page 23 and 24: Petrides, Griffiths, Lysley & Price
Page 25 and 26: aspect for considering the mode of
Page 27 and 28: 2.2.5. Interactional strategies wit
Page 29 and 30: used AAC. The most notable differen
Page 31 and 32: Narratives and storytelling support
Page 33 and 34: formally organised field bringing t
Page 35 and 36: of using mainstream mobile technolo
Page 37 and 38: App improvements are made he can se
Page 39 and 40: The other side of this bright view
Page 41 and 42: “improving the delivery to disabl
Page 43 and 44: good online social connections to t
Page 45 and 46: Whilst noting these criticisms and
Page 47 and 48: People with disabilities have the s
Page 49 and 50: Goffman (1959) discussed the presen
Page 51 and 52: 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
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Erica: ‘yes’ (nods head) Amanda
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4.4.3. Email Sixteen participants s
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Olivia goes home at the weekends an
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STA: so each user has their own acc
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Amanda: yeah, your sister. So is yo
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Amanda: okay Faith: “I like looki
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Amanda: Does Fiona go home? (addres
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[not consecutive] the risk assessme
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Another area where challenges for s
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Caroline’s blog My parents help m
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Amanda: Is there anything you would
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Erica: “me on Facetime” Amanda:
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Head of technology: (male name) Eri
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4.7. Access technology This is a hu
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Amanda: Right I’ve got you so um
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An aspect of indirect access techno
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Specialist Teaching Assistant: it m
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in it or the head mouse but you can
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They revealed some of the implicati
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convenience of having all his inter
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SLT: It might be to do with them Am
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Peter: ‘no’ (shakes head) Amand
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Amanda: do you feel you are quite a
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4.10.4. Narrative record of activit
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Harriet: S-h-e c-a-n t-a-l-k t-o m-
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Amanda: has Facebook changed the wa
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Will: ‘yes’ (vigorously raises
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4.12. Memos Charmaz (2006) stresses
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Amanda’s memo thoughts on the tra
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Original Interview Transcription Da
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Rick: “grandma granddad excited
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is reflexive as it relies on a subj
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equipment set up by technical teams
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Chapter 5 Discussion 5.1. Introduct
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limitations, the interaction/action
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equipment directly using touch or e
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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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