Research summary: Children with disabilities and childcare

Title of the report: Children with disabilities and childcare

Authors of the report: Janet Newbury, Alison Gerlach, Shanon Phelan, Sarah Moore, David McConnell, Colleen Diggins, Christine Ausman, Leah Vardy, Audrée Jeanne Beaudoin, Chantal Camden, Gabrielle Pratte, Marie Hélène Gervais and Sarah Essalik

Alternate formats

Why this study

The Multilateral Early Learning and Child Care (ELCC) Framework commits provinces and territories to use federal investments to improve ELCC. Within their jurisdictions, Governments are working towards bettering ELCCs:

• quality
• accessibility
• affordability
• flexibility, and
• inclusivity

Inclusive early learning and childcare systems respect and value diversity, which could include but is not limited to:

• children and families who are experiencing vulnerability, and
• children with varying abilities

There is little research or data on the experiences of families of children with disabilities and childcare. These studies focus on the inclusivity of ELCC specifically for children with disabilities.

What we did

The department commissioned 3 studies. They aimed to understand the experiences of parents with preschool children with disabilities. These parents had accessed, attempted to access, or would have liked to (but could not) access formal childcare for their child(ren). Researchers spoke to parents and interviewed directors of childcare centres in:

• Nova Scotia (Full report: Equitable access to inclusive early learning and childcare for children with disabilities)
• Quebec, and (Full report: Children with disabilities and access to recognized early childhood education and care in Québec)
• British Columbia (Full report: I just want to see my child thrive)

A review of relevant academic literature was also conducted by analysts in ESDC.

What we found

The 3 studies showed that significant barriers exist for parents looking for ELCC for their children with disabilities in these 3 provinces. All the research groups found similar findings, which were that parents:

• had little guidance on finding childcare (often mothers)
• did not know where to start
• relied on social media and informal networks to get information, and
• were aware that childcare spaces are limited due to a shortage of workers

Limitations seem to be worse for children with disabilities because ELCC providers can focus on spaces for children requiring less support. For parents that find childcare, some said that ELCC staff:

• do not fully understand their child's specific needs
• do not encourage their child's participation enough, and
• don't create space for relationships and belonging

ELCC professionals stated that the core childhood educator's curriculum should address a diverse range of children's needs. Training should not be limited to special certification or professional development.

What it means

Researchers for the three studies found ways to help parents access ELCC for children with disabilities. These include:

• helping families navigate access to ELCC and supporting the inclusion of their children
• ensuring fair access between regions
• simplifying the process of applying for government funding, and
• enhancing staff skills and attitudes toward inclusion

The results of these studies will help understand the challenges in expanding access to ELCC for children with disabilities that is:

• high-quality
• accessible
• affordable
• flexible, and
• inclusive

Contact us

Strategic and Service Policy Branch, Social Policy Directorate, Social Research Division

Email: esdc.nc.sspb.research-recherche.dgpss.cn.edsc@hrsdc-rhdcc.gc.ca