AMANDA HYNAN FINAL THESIS PDF

Chapter 7
Practical applications and concluding comments
7.1. Practical applications of the proposed grounded theory
As this refined grounded theory is based on the original presented (section 4.13. and
Figure D) I will not re-iterate all of the information covered there again. The new
diagrammatic form of the practical applications grounded theory (Figure E) maintains
the same causal conditions, central phenomenon and consequences as established
within the theoretical grounded theory (Figure D, section 4.13). The refinement is
achieved by moving the conceptual focus away from separately considering
limitations, context, interaction/action and strategies and synthesising and refining
these into a new conceptualisation of facilitators and barriers. As outlined in section
1.1. a refined grounded theory has been developed as it is felt that the original level of
theoretical detail is not helpful for those seeking a more practical application of the
grounded theory. The new theory has been developed to consider the facilitators and
barriers relating to use of the internet and online social media by young people who
use AAC.
The facilitators identified can be conceptualised in terms of the ICF-CY framework as
focusing on personal characteristics which facilitate access such as mobility,
cognitive, sensory and perceptual abilities as well as language and literacy skills.
From an immediate environmental perspective then factors such as: suitable language
programmes (symbolised vocabulary), targeted access technology and training are
important. From a more distant environmental perspective, issues such as parental and
personal staff acting as collaborative partners, funding, equipment supply and support
from educational settings, NHS, AAC charities and specialist centres, and AAC
manufacturers’ commitment to training, equipment provision and inclusion-focused
policies are all relevant to success.
The barriers are mapped within the same personal and environmental constructs but in
opposite ways. Personal skills which can on one hand be strengths and facilitate use,
may also be barriers when there are challenges in terms of mobility, cognitive,
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