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How I use the internet and online s
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Abstract This thesis addresses a sp
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Dedication For Dermot, Veronica and
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Table of contents Abstract ........
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3.4.1. Ethical approval............
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4.8.4. Repairing VOCAs and future p
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6.4. Potential areas of further stu
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Chapter 1 Introduction This thesis
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the basis for the development of co
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The stance taken by this study is t
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suggested by Balandin (2002) to rep
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Petrides, Griffiths, Lysley & Price
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aspect for considering the mode of
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2.2.5. Interactional strategies wit
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used AAC. The most notable differen
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Narratives and storytelling support
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formally organised field bringing t
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of using mainstream mobile technolo
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App improvements are made he can se
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The other side of this bright view
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“improving the delivery to disabl
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good online social connections to t
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Whilst noting these criticisms and
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People with disabilities have the s
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Goffman (1959) discussed the presen
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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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- Page 201 and 202: Moving onto parental (or personal s
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- Page 219 and 220: concerns around socio-economic digi
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- Page 223 and 224: altering the ways that that resilie
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- Page 231 and 232: exploratory step to examine whether
- Page 233 and 234: 6.3. Methodological considerations
- Page 235 and 236: 3. This study helps to give voice t
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- Page 239 and 240: The following is a summarisation of
- Page 241 and 242: References AAC-RERC (2011). Mobile
- Page 243 and 244: Bednarska, D. (2009). Re-thinking a
- Page 245 and 246: Browning, N. (2002). Literacy of ch
- Page 247: Charmaz, K. (2008). Constructionism
- Page 251 and 252: Erikson, E.H. (1963). Childhood and
- Page 253 and 254: Gibbs, G. R. (2010). Grounded theor
- Page 255 and 256: September 24 th 2012 from http://ww
- Page 257 and 258: Horton, R., Horton, K. and Meyers,
- Page 259 and 260: Koca-Atabey, M. (2013). A personal
- Page 261 and 262: Light, J. and McNaughton, D. (2012)
- Page 263 and 264: Masten, A.S. (2001). Ordinary magic
- Page 265 and 266: McNaughton, D. and Light, J. (2013)
- Page 267 and 268: Ofcom (2011) Children and parents:
- Page 269 and 270: Priestley, M. (2003). Disability: A
- Page 271 and 272: Rowland, C., Fried-Oken, M., Steine
- Page 273 and 274: Slater, J. (2013). Constructions, p
- Page 275 and 276: Thistle. J.J. and Wilkinson, K.M. (
- Page 277 and 278: Waller, A. and O’Mara, D.A. (2003
- Page 279 and 280: Appendices APPENDIX A - THEMES AND
- Page 281 and 282: APPENDIX B - DETAILED INFORMATION S
- Page 283 and 284: How do I know it is safe for me to
- Page 285 and 286: APPENDIX D - DIFFERENTIATED INFORMA
- Page 287 and 288: APPENDIX F - DIFFERENTIATED CONSENT
- Page 289 and 290: APPENDIX H - APPROVAL OF ETHICAL VA
- Page 291 and 292: APPENDIX J - JOURNAL ARTICLE OF PIL
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- Page 295 and 296: APPENDIX L - THEMATIC NETWORKS FROM
- Page 297 and 298: 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