AMANDA HYNAN FINAL THESIS PDF

MacDonald (2013) report digital access opportunities are influenced by socioeconomic
status.
The limited database surrounding the use of online social media by people who use
AAC has impacted on the ability to relate this finding to previous research within the
field of AAC but the following issues identified for the use of Information and
Communication Technology (ICT) by staff in residential and day care centres for
people with learning difficulties/disabilities may be of relevance in this study.
Parsons, Daniels, Porter and Robertson (2008) found the provision of equipment and
training was not sufficient to ensure the use of ICT with and by people with learning
difficulties/disabilities. Factors identified as important for implementation were
primarily: time, training and budget but on a secondary level the beliefs of staff and
the organisational culture were relevant. Some staff expressed concern about the
suitability of ICT for older and less-able service users and worried it negatively
impacted on interpersonal communication. It was also noted despite similar levels of
equipment, training and support that ICT use differed across different sites.
Some participants within the current study were using the internet and online social
media through their integrated VOCAs. Personal staff may not have the knowledge or
training in relation to these more specialised pieces of technology and so they may
find it difficult to support internet and online social media access through this type of
integrated VOCA. Stancliffe, Larson, Auerbach, Engler, Taub and Lakin, (2010)
found staff knowledge about specialised AAC devices can impact upon use by
suggesting
“our results are consistent with the existence of a systemic weakness in staff
knowledge and skills concerning AAC that likely greatly hinders service users’
communication opportunities (p. 93)
Demetriadis et al. (2003) evaluating an ICT secondary school teacher training project
in Greece found teachers expressed an interest in ICT but needed training and
consistent support as many were novices to ICT. Interest was high for commonly used
tools but not so high for specialist applications. Negative attitudes were seen in
relation to bad experiences of previous training, reluctance to work outside their
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