Parent and Professional Perceptions of Inclusion in Childcare: A Literature Review

Document Type

Article

Publication Date

6-1-2018

Publication Title

Infants & Young Children

Volume

31

Issue

2

First page number:

128

Last page number:

143

Abstract

Many families seek quality, inclusive care for their young children with disabilities. A key to successful inclusion is understanding the needs of families and professionals who serve them. This review examined literature about the inclusion of young children with disabilities in childcare programs and collaboration among early childhood professionals from the perspectives of parents and professionals. Twenty-five studies were selected through searches of online databases, leading researchers, and journals on the topic. Study participants included childcare providers across all program types, special educators, specialized therapists, and parents. Topics addressed included professionals' experiences of inclusion and collaboration, factors that influenced these experiences, quality of care for young children with disabilities, and parental decisions regarding childcare. The results indicated that more research is needed specific to infants and toddlers with disabilities in childcare settings as well as the experiences of parents and providers. This greater understanding would bridge the gaps between policy, research, and practice.

Keywords

Childcare; Collaboration; Inclusion

Disciplines

Disability and Equity in Education | Early Childhood Education | Special Education and Teaching

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