ABSTRACT

The purpose of this article is the analysis of barriers and facilitators to enroling children with disabilities in inclusive daycare facilities. Data were gathered from nine (N = 9) mothers of children with diverse developmental disabilities who were admitted to inclusive daycare centres in Paris, France. Semi-structured interviews were conducted and analysed using the Inductive Thematic Analysis (Braun and Clarke [2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3 (2): 77–101. doi: 10.1191/1478088706qp063oa]). The emerging themes related to barriers were: lack of inclusive practice training, perceived attitudes towards disability, daycare centre’s directors’ reluctance, and wider challenges on a community level. Facilitators included having a regular contact person, staff training, space adjustment of the daycare facility and adaptive equipment, inclusive daycare centre’s project, getting and sharing information. Finally, further implications for practice and research are proposed.

摘要

本文的目的是分析将残疾儿童纳入包容性日托机构的障碍和促进因素。数据来自九名 ( N  = 9) 被送往法国巴黎的包容性日托中心的各种发育障碍儿童的母亲。使用归纳主题分析（Braun and Clarke [2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology）进行和分析了半结构化访谈3 (2): 77–101。doi：10.1191/1478088706qp063oa]）。与障碍相关的新兴主题是：缺乏包容性实践培训、对残疾的看法、日托中心主任的不情愿以及社区层面更广泛的挑战。促进者包括定期联系人、员工培训、日托设施和适应性设备的空间调整、包容性日托中心的项目、获取和共享信息。最后，提出了对实践和研究的进一步影响。