JISCRSCYH

Williams (200113. Williams, G. 2001. “Theorizing disability”. In Handbook of disability studies , Edited by: Albrecht, G. L., Seelman, K. D. and Bury, M. London: Sage. View all references) argued that neither personal nor collective experiences of disability can be understood without recognition of both ‘relational’ definitions (which encompass both the perceived social oppression of people with disabilities and a focus on the cultural and ideological construction of impaired bodies), and the ‘property’ definitions found in welfare and medical categorizations. He emphasized the complex ‘negotiated’ aspects of everyday life, whilst in relation to higher education (HE) the case study data of Riddell et al. (200510. Riddell, S., Tinklin, T. and Wilson, A. 2005. Disabled students in higher education: perspectives on widening access and changing policy , London: Routledge. View all references) revealed a range of identities being ‘performed’ by students with disabilities. They found that students' constructions of self were temporal, contingent and negotiated, although they also stressed that some groups of disabled people are subject to greater externally‐imposed constraints on the parameters for negotiation than others.

Social networking is still one of the most popular uses of the internet amongst 12-15s, although the number of children with social networking profiles has stayed static since 2010 at 3 per cent of 5-7s who use the internet at home, 28 per cent of 8-11s and 75 per cent of 12-15s. However, children are visiting social network sites more often on their mobiles, driven by the increase in smart phone ownership. Half (50 per cent) of 12-15s with a smartphone visit them weekly compared with 33 per cent in 2010.

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