AMANDA HYNAN FINAL THESIS PDF

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Hynan, A. (2012b). How I use the internet and social media: Experiences of young people who use AAC. In: Communication Matters. Communication Matters 2012 National conference, University of Leicester, 15 th -17 th September, 2012. Edinburgh: Communication Matters Hynan, A. (2013). How I use the internet and social media: Experiences of young people who use AAC. Communication Matters, Vol. 27 (2), pp. 10-12 Imms, C. (2008). ‘Children with cerebral palsy participate: A review of the literature’. Disability and rehabilitation, Vol. 30, pp. 1867-1884 Jenkins, E.W. (2006). The student voice and school science education. Studies in science education, Vol. 42 (1), pp. 49-88 Kang, L.J., Palisano, R.J., Orlin, M.N., Chiarello, L.A., King, G.A. and Polansky, M. (2010). Determinants of social participation - with friends and others who are not family members - for youths with cerebral palsy. Physical therapy, Vol. 90 (12), pp. 1743-1757 Kelle, U. (1997). ‘Theory building in qualitative research and computer programs for the management of textual data’ Sociological research online, Vol. 2 (2). [online] Retrieved August 12 th 2013 from: http://www.socresonline.org.uk/2/2/1 Kendall, J. (1999). Axial coding and grounded theory controversy. Western journal of nursing research. Vol. 21 (6), pp. 743-757 Kim, B. (2001). Social constructivism. In M. Orey, (Ed), Emerging perspectives on learning, teaching and technology. [online] Retrieved November 26 th 2012 from: http://projects.coe.uga.edu/epltt/ Kirk, S. (2008). Transitions in the lives of young people with complex healthcare needs. Child: Care, health and development, Vol. 34 (5), pp. 567-575 256
Koca-Atabey, M. (2013). A personal validation of the social nature of disability: different environments, different experiences. Disability and society, DOI: 10.1080/09687599.2013.820535 [online] Retrieved August 20 th 2013 from: http://www.tandfonline.com.ezproxy.mmu.ac.uk/doi/abs/10.1080/09687599.2013.820 535#.Uiy138aTiSo Komulainen, S. (2007). The ambiguity of the child’s ‘voice’ in social research. Childhood, Vol. 14, pp.11-28 Krogh, K. and Lindsay, P. (1999). Including people with disabilities in research: Implications for the field of augmentative and alternative communication. Augmentative and alternative communication, Vol. 15 (4), pp. 222-233 Kvale, S. (1996). An introduction to qualitative research interviewing. Thousand Oaks, CA: Sage Publications Kvale, S. (2007). Doing interviews. London: Sage Lansdown, G. (2005). Can you hear me? The right of young children to participate in decisions affecting them. Working paper 36. Bernard van Leer foundation, The Hague, The Netherlands Larned, D. (2012). Discovering empowerment through writing. ConnSense bulletin [online] Retrieved July 6 th 2013 from: http://aac-rerc.psu.edu/index.php/publications/list/page/4 Lathouwers, K., de Moor, J. and Didden, R. (2009). Access to and use of internet by adolescents who have a physical disability: A comparative study. Research in Developmental Disabilities Vol. 30, pp. 702-711 LeCompte, M.D. and Schensul, J.J. (2010). Designing and conducting ethnographic research, an introduction. 2 nd Edition. Plymouth, UK: AltaMira Press 257
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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
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computer games, multi-media formats
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Moving onto parental (or personal s
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participant’s Facebook account wh
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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 and 250: Craddock, G. (2006). The AT continu
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: Horton, R., Horton, K. and Meyers,
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
Page 301 and 302: Nancy: Amanda: Nancy: Amanda: Nancy
Page 303 and 304: Nancy: Amanda: Nancy: Amanda: Nancy
Page 305 and 306: Amanda: Nancy: Amanda: Nancy: Amand
Page 307 and 308: PA: No, no, we’re not ready, not
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APPENDIX O - CHILD LANGUAGE TEACHIN
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