Odgojno-obrazovne teme, Vol. 8 No. 2, 2025.
Pregledni rad
https://doi.org/10.53577/oot.8.2.5
The Role of Digital Technologies in Multidisciplinary Support for Children with Learning Difficulties: A review of collaborative models
Dora Dulemba
orcid.org/0009-0000-2242-1189
; Fakultet za odgojne i obrazovne znanosti, Osijek
*
Korana Horvatek
orcid.org/0009-0008-3296-2091
; Fakultet za odgojne i obrazovne znanosti, Osijek
Barbara Uličnik
orcid.org/0009-0008-7723-117X
; Fakultet za odgojne i obrazovne znanosti, Osijek
* Dopisni autor.
Sažetak
This systematic literature review (SLR) examines how digital technologies enhance multidisciplinary support for children with learning difficulties. Following a PRISMA-aligned selection process, 28 relevant studies were included from an initial pool of 156 publications. The findings show that digital platforms and artificial intelligence significantly improve collaboration among professionals and enable more precise, individualized planning of educational interventions. Key digital solutions identified in the review include virtual reality applications supporting language and reading skills in children with dyslexia, OCR-based handwriting assessment tools for dysgraphia, and eye-tracking systems that facilitate early detection of reading difficulties. The role of educational rehabilitators emerges as central in coordinating multidisciplinary teams through the use of digital tools that support continuous monitoring of progress and tailored instructional adjustments. Early identification technologies, particularly those based on machine learning and educational data analytics, are shown to contribute to timely and more effective interventions. Overall, the review indicates that digital technologies can substantially enhance accessibility, personalization, and quality of support for learners with difficulties. Their effective implementation, however, relies on professional expertise, ongoing training, and systematic evaluation. Further development of digital tools and collaborative models remains essential for advancing inclusive educational practice.
Ključne riječi
1. digital support; 2. multidisciplinarity; 3. learning difficulties; 4. collaborative model
Hrčak ID:
342317
URI
Datum izdavanja:
23.12.2025.
Posjeta: 865 *