AMANDA HYNAN FINAL THESIS PDF

questions not considered within this thesis regarding the level of support post
transition into adult services.
5.6. Context
This part of the grounded theory addresses the issue of where and when the
interaction/action to facilitate the use of the internet and online social media occurs.
As stated in the literature review, since 2010 the UK Equality Act states schools and
higher education institutions have a responsibility to improve
“the delivery of information to disabled pupils” (Home Office, 2010, Chapter 15, Part
6, Chapter 1, Section 88, Schedule 10).
As illustrated within the other sections many of the participants were engaging with
the internet and online social media within their educational settings but also at home
with family, friends and/or personal care staff.
In terms of the context of ‘when’, defined within this study as frequency, this was
highly dependent on whether use was collaborative or independent. For those working
collaboratively they would have to wait until help was available, in some cases this
was only at the weekend when they went home and were able to work with personal
staff or parents, which could also be subject to shared resources within the home.
Raghavendra et al. (2012b) reported competing uses at home could create a barrier as
children and parents often vied for access, especially when families only had one
shared computer (also mentioned in this study). For those able to work independently,
they were technically free to use the internet and online social media when desired
within the limitations of educational setting restraints and parental limitations (as
previously discussed).
5.7. Strategies
This part of the grounded theory refers to the strategies that participants and others
have to engage with to bring about the desired use of the internet and online social
media. Many issues within this part of the grounded theory overlap with other areas
but the focus is on what factors the young people have to either initiate proactively or
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