Equitable access to inclusive early learning and childcare for children with disabilities: The family experience

Abstract

Families of children with disabilities have endured a long history of inequitable access to inclusive early learning and childcare programs due to financial, institutional, sociocultural, and discriminatory barriers. When children with disabilities are excluded from early learning and childcare, they are also excluded from opportunities to participate in different types of play, social, and physical activities, resulting in negative physical, developmental, psychological, and socio-emotional health and well-being outcomes. There is unequivocal evidence showing that high quality, inclusive early learning and childcare can mitigate the effects of social inequities and promote child health and development. In this research, we explored the following questions: 1) What are the barriers and facilitators to accessing inclusive early learning and/or childcare for families with preschool-aged (0-5 years) children with disabilities? and 2) How does navigating access to inclusive early learning and/or childcare affect family life? An interpretive qualitative study was conducted using semi-structured interviews with a diverse sample of 17 parents of children with disabilities and 4 key informants from the early childhood sector in Nova Scotia, Canada. Critical disability and ecocultural theoretical perspectives were used to illuminate how sociocultural factors shaped access, inclusion, and felt experiences of family well-being. Findings: Reflexive thematic analysis generated the following themes: (1) Money Makes a Difference, (2) It Takes the Right Village, and (3) Disabling Systems and Exclusionary Effects. Barriers to access have a cascade of effects on families, resulting in invisible work, uncertainty, and overall negative effects on mental health and emotional well-being. We propose key considerations for policy and practice to actively promote disability-affirming inclusive early learning and childcare cultures and communities. Inclusion is necessary for children with disabilities and their families to thrive in their communities and lead healthy, happy lives. The research findings will support families of children with disabilities, decision-makers, health professionals, and service providers in mitigating health and social inequities, facilitating opportunities, and attending to the unique needs of families of children with disabilities seeking inclusion and belonging in early learning and childcare programs in their communities.