AMANDA HYNAN FINAL THESIS PDF

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Amanda: Nancy: Amanda: Nancy: Amanda: Nancy: Amanda: Nancy: Amanda: Nancy: Amanda: Nancy: Amanda: Nancy: Amanda: Nancy: Amanda: Nancy: Amanda: Nancy: Amanda: yeah, okay. So were you helped with online safety and things like that when you first got told about how to go online yeah did people tell you about safety yeah okay and do you feel that is there anything not very nice that has ever happened to you online or anything like that ‘no’ (shakes head) has everything always been alright when you’ve been online yeah so you haven’t ever had any experiences that have made you unhappy no response oh sorry I’ll make that a … er a yes or no question have you had any experiences that made you unhappy ‘no’ (shakes head) no okay good. Um oh how do you like to represent yourself on Facebook and things? Do you have a photograph of yourself yeah yeah, are you doing anything in the photograph? Is it just a picture of your face or is it on holiday or… can you remember ‘no’ (shakes head) no so it’s just a photograph of you that someone took. And some people have told me that they um like using Facebook cos they feel it’s a chance for them to tell people about themselves, they like the timeline, they can share memories, they like to be able to show their humour, they like to be able to show places that they’ve been or holiday and things. Do you have any thoughts about that? (no response) Do you think Facebook is a place where you can show people your personality yeah what kind of thoughts would you have on that 300
Nancy: Amanda: Nancy: Amanda: Nancy: Amanda: Nancy: Amanda: Nancy: Amanda: Nancy: Amanda: Nancy: Amanda: (starts working on communication aid, 1 minute 50 second pause) “it good show pictures” okay that’s my favourite thing. I like looking at pictures, I love looking at where people have been and stuff. Um do you um so it’s good to show pictures and share things with people do you um.. one girl was saying to me that she felt that sometimes people didn’t really understand her under lying ability and that they didn’t give her time to talk and to say things and she felt that because she was able to show people what she thought on Facebook or using email cos she had more time to get messages ready that she thought it showed people that they had to give her more time to say things in face-to-face conversations. What do you think, would you agree with that ‘no’ (shakes head) no so it doesn’t seem to, you don’t feel that it makes much difference that you can either tell people face-to-face or doing things online doesn’t make much difference ‘no’ (shakes head) okay, did you understand what I meant ‘yes’ (nods head) yeah but that’s not something that’s important to you ‘no’ (shakes head) okay, what do you think the main benefit of being online is, what do you think the most important thing is (1 minute, 10 second pause) “people understand me better in writing” okay, so can I just check that I’ve understood that so you’re saying that when you can write things down you can give people more information and they can understand you better yeah so in a way it’s a little bit like the same thing that other girl I was talking about she was trying.. I think she was trying to say the same thing that by being able to write things down people can understand her better and she can show people more. So do you think there is something about time that is important 301
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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
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Charmaz, K. (2008). Constructionism
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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 and 298: Thematic Network 3 Online Identity
Page 299 and 300: APPENDIX M - ANONYMISED VERBATIM TR
Page 301: 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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