AMANDA HYNAN FINAL THESIS PDF

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Retrieved August 23 rd 2013 from: file:///C:/Users/Amanda/Desktop/LITERATURE%20IN%20THEMES%202/SOCIAL %20CAPITAL/Williams%202006%20social%20capital%20online.htm Williams, M.B., Krezman, C. and McNaughton, D. (2008). “Reach for the stars”: Five principles for the next 25 years of AAC. Augmentative and alternative communication, Vol. 24 (3), pp. 194-206 Wise, P.H. (2012). Emerging technologies and their impact on disability. The future of children: Children with disabilities, Vol. 22, pp.169-191 World Health Organisation (WHO). (2001) International classification of functioning disability, and health. Geneva: Author World Health Organisation (WHO). (2007). International classification of functioning, disability, and health – Children and youth. Geneva: Author Wright, K. (2005). Researching internet based populations: Advantages and disadvantages of online survey research, online questionnaire authoring software packages, and web survey services. Journal of computer mediated communication, Vol. 10 (3) article 11. [online] Retrieved 4 th December 2012 from: http://jcmc.indiana.edu/vol10/issue3/wright.html Zhao, S., Grasmuck, S. and Martin, J. (2008). Identity construction on Facebook: Digital empowerment in anchored relationships. Computers in human behavior, Vol. 24, pp. 1816-1836 276
Appendices APPENDIX A - THEMES AND QUESTION GUIDE Accessibility Use of the internet and online social Role Online friendships media Can you tell Can you tell me Do you feel using Has using the me about how about what you use the internet is an internet changed you access the internet for? important part of the way you your your life? socialise? computer? Could you How would you How do you What are your describe things describe your use of perceive the feelings about that help you the internet for social internet has offline and online access the purposes? (for changed your life? friendships? internet example, email, forums, blogs, Facebook, Twitter) Could you Describe how you Do many of your Do you have any describe things use the internet other friends use the friendships that you find than for social internet or online only exist online? challenging purposes (for social media? when using the example, business, internet study, politics) Can you Tell me about how How would losing Have you ever met describe how you represent access to the with anyone you you first yourself internet affect your first made contact learned to use life? with online? the internet 277
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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
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espond to in order to experience us
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supports the findings of Harris (20
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interests, self-organisation of act
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eveal more about themselves to othe
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concerns around socio-economic digi
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can be psychologically demoralising
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altering the ways that that resilie
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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 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: Waller, A. and O’Mara, D.A. (2003
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
Page 293 and 294: 291
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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