AMANDA HYNAN FINAL THESIS PDF

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families. Retrieved August 26 th 2013 from: http://www.childrenengland.org.uk/upload/Guidance%20.pdf Department of Health (2012). Clinical advisory group for prescribed services. Final recommendations. [online pdf] Retrieved July 3 rd 2013 from: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/141590 /Clinical-Advisory-Group-for-Prescribed-Services.pdf DeRuyter, F., McNaughton, D., Caves, K., Bryen, D.N. and Williams, M. (2007). Enhancing AAC connections with the world. Augmentative and alternative communication, Vol. 23 (3), pp. 258-270 Dowden, P.A., and Cook, A. M. (2002). Selection techniques for individuals with motor impairments. In J. Reichle, D. Beukelman, and J. Light (Eds.) Implementing an augmentative communication system: Exemplary strategies for beginning communicators (pp. 395 – 432). Baltimore, MD: Paul H. Brookes Duckett, N. (2010). Asian work choices: how AAC can liberate the user. Disability and rehabilitation: Assistive Technology, Vol. 5 (4), pp. 236-239 Eaves, Y. (2001). A synthesis technique for grounded theory data analysis. Methodological issues in nursing research, Vol. 35 (5), pp. 654-663 Ellcessor, E. (2012). Access ability: Policies, practices, and representations of disability online. Ph.D. University of Wisconsin-Maddison. Ellison, N.B., Steinfield, C. and Lampe, C. (2007). The benefits of Facebook “friends:” Social capital and college students’ use of the online network sites. Journal of computer-mediated communication, Vol. 12 (4), pp. 1143-1168 Erickson, K.A. and Clendon, S.A. (2005). Responding to individual needs: Promoting the Literacy Development of Students who use AAC. Perspectives on augmentative and alternative communication, Vol. 14 (2), pp. 11-16 248
Erikson, E.H. (1963). Childhood and society, 2 nd edition. New York: Norton Erikson, E.H. (1968). Identity: Youth and crises. New York: Norton Every Child Matters: Change for children (2004). Nottingham: Department for Education and Skills Publications [online pdf] Retrieved June 24 th 2013 from: http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.g ov.uk/publications/eOrderingDownload/DFES10812004.pdf Fager, S., Beukelman, D.R., Fried-Oken, M., Jakobs, T. and Baker, J. (2012). Access interface strategies. Assistive technology: The official journal of RESNA, Vol. 24 (1), pp. 25-33 Farmer, M. and Macleod, F. (2011). Involving disabled people in social research: Guidance by the Office of Disability Issues. Office of Disability Issues, HM Government [online pdf] Retrieved August 29 th 2013 from: http://odi.dwp.gov.uk/docs/res/research/involving-disabled-people-in-socialresearch.pdf Farrall, J. (2012). How do I use a switch or joystick with an iPad? – October 2012 update! [blog] 29 October 2012. Retrieved July 29 th 2013 from: http://www.janefarrall.com/blog/2012/10/29/how-do-i-use-a-switch-or-joystick-withan-ipad-october-2012-update/ Farrall, J. (2013). Switch accessible Apps for iPads/iPhones. [blog] 9 th June 2013. Retrieved August 24 th 2013 from: http://www.janefarrall.com/html/resources/Switch_Accessible_Apps_for_iPad.pdf Fauconnier, J., Dickinson, H.O., Beckung E., Marcelli, M., McManus, V., Michelsen, S., Parkes, J., Parkinson, K.N., Thyen, U., Arnaud, C. and Colver, A. (2009). Participation in life situations of 8-12 year old children with cerebral palsy: cross sectional European study. British medical journal 338. [online pdf] Published online 249
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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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information about switch accessible
Page 199 and 200: computer games, multi-media formats
Page 201 and 202: Moving onto parental (or personal s
Page 203 and 204: participant’s Facebook account wh
Page 205 and 206: scheduled timetable, feeling ICT wa
Page 207 and 208: limitation for consumers with disab
Page 209 and 210: ut that there are still limited res
Page 211 and 212: espond to in order to experience us
Page 213 and 214: supports the findings of Harris (20
Page 215 and 216: interests, self-organisation of act
Page 217 and 218: eveal more about themselves to othe
Page 219 and 220: concerns around socio-economic digi
Page 221 and 222: can be psychologically demoralising
Page 223 and 224: altering the ways that that resilie
Page 225 and 226: terms of expressing intimacy (Bryen
Page 227 and 228: groundedness (having a referent gro
Page 229 and 230: Chapter 6 Conclusions 6.1. Conclusi
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
Page 237 and 238: sensory and perceptual abilities an
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 and 248: Charmaz, K. (2008). Constructionism
Page 249: Craddock, G. (2006). The AT continu
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
Page 299 and 300: 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
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