AMANDA HYNAN FINAL THESIS PDF

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Macdonald, S.J. and Clayton, J. (2012). Back to the future, disability and the digital divide. Disability and society, Vol. 28 (5), pp. 702-718. DOI:10.1080/09687599.2012.732538 [online] Retrieved May 23 rd 2013 from: http://dx.doi.org/10.1080/09687599.2012.732538 MacGillivray, A. and Walker, P. (2000). Local social capital: making it work on the ground. Chapter 11, pp. 197-211. In Stephen Baron, John Field and Tom Schuller (Eds.) Social capital: critical perspectives. Oxford: Oxford University Press Magill-Evans, J., Galambos, N., Darrah, J. and Nickerson, C. (2008). Predictors of employment for young adults with developmental motor disabilities. Work, Vol. 31 (4), pp. 433-442 Mahar, A.L., Cobigo, V. and Stuart, H. (2013). Conceptualizing belonging. Disability and rehabilitation, Vol. 35 (12), pp. 1026-1032 Mann, C. and Stewart, F. (2000). Internet communication and qualitative research. A handbook for researching online. London, Thousand Oaks, New Delhi: Sage Marcia, J. (1980). Identity in adolescence. In J. Adelson (Ed) Handbook of adolescent psychology. New York: Wiley and Sons Marshall, J. and Goldbart, J. (2008). ‘Communication is everything I think.’ Parenting a child who needs augmentative and alternative communication (AAC). International journal of language and communication disorders, Vol. 43 (1), pp. 77-98 Maskos, R. (2006). Self-determination: The other side of the coin. Reflections on a central but ambiguous term of the German disability rights movement. Disability studies quarterly, Vol. 26 (2). [online] Retrieved July 14 th 2013 from: http://dsqsds.org/article/view/693/870 Masson, J. (1991). Adolescent crisis and parental power. Family law, Vol. 21, pp. 528-531 260
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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
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limitation for consumers with disab
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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 and 258: Horton, R., Horton, K. and Meyers,
Page 259 and 260: Koca-Atabey, M. (2013). A personal
Page 261: Light, J. and McNaughton, D. (2012)
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
Page 309 and 310: APPENDIX O - CHILD LANGUAGE TEACHIN
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