AMANDA HYNAN FINAL THESIS PDF

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Organising themes FAMILY FRIENDS RELATIONSHIP Basic themes 1. Skype increases family intimacy 1. Only contacts people online known offline 2. Prefers to see and hear people 3. 70% of friends use Facebook 4. Nearly all friends use email 5. No friendships via solely meeting online 1. Social media supported relationship with another AAC user 296
APPENDIX M – ANONYMISED VERBATIM TRANSCRIPT 1 Amanda = Researcher, Nancy = female VOCA user, indirect access via headswitch. Uses gesture for yes (opens mouth wide or smiles) and shakes head for no. Uses natural voice to say yeah Transcription: Naturally spoken words are italicised e.g. naturally spoken speech and machine-produced digitized or synthesized speech (aided speech) e.g.“words and sentences spoken by a machine” and non-verbal expressions are presented in quotation marks with an explanation given in brackets e.g. ‘no’ (shakes head). Overall interview time: 30 minutes 9 seconds. Amanda: Nancy: Amanda: Nancy Amanda: Nancy: Amanda: Nancy: Amanda: Nancy: Amanda: Nancy: Amanda: Nancy: Amanda: Nancy: I was wondering do you use the internet could you tell me about that first (starts typing on communication aid) what you like to use, oo sorry I went too quickly I’ll wait (53 second pause) “I like use Facebook Skype” Okay that’s interesting and do you use the internet as well for example um do you go and look at YouTube yeah yup and how do you access things on the internet and social media. Do you use it on your communication aid yeah so you can access it on here yeah would you mind just showing me how you do it would that, is that something you wouldn’t mind (23 second pause) “need my cable to computer” ah. Right I’ve got you so um your you would use this (pointing to communication aid) as a mouse control ‘yes’ (smiles) and you would have like a USB cable onto a computer ‘yes’ (opens mouth wide) 297
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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
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groundedness (having a referent gro
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Chapter 6 Conclusions 6.1. Conclusi
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exploratory step to examine whether
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6.3. Methodological considerations
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3. This study helps to give voice t
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sensory and perceptual abilities an
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The following is a summarisation of
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References AAC-RERC (2011). Mobile
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Bednarska, D. (2009). Re-thinking a
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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 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: Thematic Network 3 Online Identity
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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