Factors influencing collaboration in assistive technology use in preschool and school institutions: involvement of educators

Abstract

C-board is a web Augmentative and Alternative Communication (AAC) application meant for persons not able to effectively use speech or writing. Adapted to the Serbian language, it is available in open access and is recommended for the promotion of communication, education, and inclusion of children with complex communication disabilities in regular school. This qualitative exploratory study is a formative evaluation of the C-board implementation with special attention to transfer to educational institutions. A semistructured focus group discussion included a moderator, notetaker, and 6 practitioners working with the C-board: special education teachers, professional associates, and language therapists. The participants discussed their viewpoints, barriers, and facilitators regarding the C-board use, and educators’ involvement in the partnership. The data were analyzed by inductive content analysis. The research suggests that partnership is the major obstacle to developing adequate support in the educational context. The findings reveal that educators’ involvement is dependent on several groups of determinants: a. parent-related factors b. educator-related factors, c. partnership in process management, and d. institutional support.