Admitting toddlers with disabilities to day care facilities
Pages 5 to 19
Cite this article
- PINEL-JACQUEMIN, Stéphanie,
- KOLIOULI, Flora,
- MOSCARITOLO, Alice
- and ZAOUCHE-GAUDRON, Chantal,
- Pinel-Jacquemin, Stéphanie.,
- et al.
- Pinel-Jacquemin, S.,
- Koliouli, F.,
- Moscaritolo, A.
- and Zaouche-Gaudron, C.
https://doi.org/10.3917/dev.201.0005
Cite this article
- Pinel-Jacquemin, S.,
- Koliouli, F.,
- Moscaritolo, A.
- and Zaouche-Gaudron, C.
- Pinel-Jacquemin, Stéphanie.,
- et al.
- PINEL-JACQUEMIN, Stéphanie,
- KOLIOULI, Flora,
- MOSCARITOLO, Alice
- and ZAOUCHE-GAUDRON, Chantal,
https://doi.org/10.3917/dev.201.0005
Taking an inclusive approach to children with disabilities, France’s law 2005-102 of February 11, 2005 stipulates the right of children with disabilities to register at and attend the school closest to their home. However, it does not mention anything about these children’s early development or their admission into childcare facilities when they are aged under three. We present an overview of the recent scientific literature, from 2007 to 2018, highlighting the benefits that admitting children with disabilities to day care brings for their parents. We will also examine the limits, obstacles, and facilitators identified in these scientific contributions.
- early childhood
- disability
- inclusion
- day care
- family
- parents
Publisher keywords: day care, disability, early childhood, family, inclusion, parents