AMANDA HYNAN FINAL THESIS PDF

limitation for consumers with disabilities. Lewis (2010) found frustrations with the
design of websites by exploring the use of online social networks through qualitative
interviews with people affected by cerebral palsy. The current research found that
some of the participants found Facebook too confusing to navigate on their own and
needed the support of their parents to be able to use it.
5.5. Interaction and action
This area of the grounded theory explains how the participants enact the desire to use
the internet and online social media by describing the interaction/action required to
achieve the central phenomenon. It also addresses research objectives 1 and 2 in
relation to accessibility and use of the internet and online social media. Craddock
(2006) explored the impact on assistive technology (AT) on quality of life and selfesteem,
and also the satisfaction of using AT, by students with disabilities. He found
that those who used technology extensively had more than just technical skills; they
also had an emotional attachment to devices in terms of what they enabled them to do.
He pointed out people are less likely to speak about the design and capabilities of a
device and are far more likely to describe the benefits and context of how a device is
used (where, when, how and with whom).
This area of the grounded theory is where questions are asked of the data in relation to
who is involved, why and how are they involved and can a participant act alone to
achieve the central phenomenon? In terms of who is involved, the data revealed
parents, family members (especially siblings), personal staff, teaching and technical
staff within educational settings, health professionals, AAC manufacturers and AAC
based charities. How they are involved is predominantly to provide support by giving
advice or training, supplying and repairing equipment or by working collaboratively
to co-create, share and exchange content information and ideas. Approximately two
thirds of the participants at the time of the interview had received the relevant
hardware for access, software to enable them to create content, and had the individual
skills to create, share and exchange content so they could act alone although they may
have needed help to make cable connections in order to get started. It was apparent
they had received help and training in reaching this stage. The other participants
205