Team Collaboration in the Implementation of Assistive Technology in Preschool Settings
DOI:
https://doi.org/10.59519/mper8203Keywords:
Assistive technology, augmentative and alternative communication, Early Childhood Intervention, inclusionAbstract
Assistive technology (AT) is recognised as a key means of ensuring access, participation and learning for children with developmental disabilities in early childhood education and care. Research over the past decade consistently shows that device availability alone does not guarantee meaningful use: decisive is how the professionals around the child jointly decide, plan, learn and act. This review analyses findings published between 2015 and 2026 on team collaboration as a factor in successful AT implementation in preschools and relates them to the Croatian system. The strongest predictors of success are organisational rather than technical: protected time for joint planning, distributed responsibilities, continuous support within the work context, and an institutional culture treating technology as part of everyday routines. Croatian data additionally highlight the absence of standardised assessment instruments, poor collaboration with families and the unregulated transition to school. A framework protocol adapted to Croatian preschools is proposed.
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