Promoting equitable access to disability inclusive early learning & childcare in Nova Scotia: The family experience (Summary Report)

Abstract

Introduction: In this research, we asked: How do families in Nova Scotia navigate access to inclusive early learning and childcare programs for preschool-aged children experiencing disability? We wanted to know: 1) What are the barriers and facilitators to accessing inclusive early learning and childcare? and 2) How does navigating access to inclusive early learning and childcare affect family life? Methods: 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 (3 centre directors and 1 inclusion co-ordinator) from the early childhood sector in Nova Scotia, Canada. 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. Parents highlighted the importance of inclusion for their children. They shared that their children who experience disability are often denied access to early learning and childcare. Without provincial policies or frameworks to champion inclusion, families are often left to champion inclusion themselves. Parents also highlighted the need for more assistance in navigating support systems and finding tailored care for their children. Conclusion: 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. Ultimately, we can start by listening to families’ stories and making decisions that offer flexibility and prioritize inclusion and belonging.