‘You know that collaboration works when … ’ identifying the features of successful collaboration on behalf of children with disabilities in early childhood education and care

The purpose of the study was to identify characteristics of successful collaboration between staff and parents/guardians to support children with disabilities in kindergarten.

Based on a system theory approach, the analyses of the interview material led to the development of a framework based on ‘internal’ and ‘external’ characteristics of collaboration. Where the internal aspects mainly refer to interpersonal interactions between parents/guardians and staff, the external aspects refer to relationships with a greater ‘distance’ from these interactions, but at the same time it seems that they can greatly influence the participants’ perception of whether the collaboration is successful or not. The authors argue that these external circumstances are often overlooked in the literature on interdisciplinary collaboration in this area.

The study is based on six different case studies in which a total of 30 adult informants were interviewed about the collaboration on behalf of six children aged 3–5 years old who had significant disabilities. In total, the researchers conducted 26 interviews with parents, IP coordinators, special needs teachers, kindergarten staff and other professionals who worked with the child in each case. In addition, two focus group interviews were conducted with professionals from the educational and psychological counselling service and the habilitation service. The researchers also observed three IP plan meetings.

Cameron, D. L. & Tveit, A. D. (2019). “‘You know that collaboration works when … ’ identifying the features of successful collaboration on behalf of children with disabilities in early childhood education and care”. Early Child Development and Care, 189(7):1189-1202.