L'inclusion en service de garde au Québec: la situation d'une étape essentielle.
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| Title: | L'inclusion en service de garde au Québec: la situation d'une étape essentielle. |
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| Alternate Title: | Inclusion in Québec's Daycare Centres: A Look at an Essential Stepping Stone. La inclusión en las guarderías de Quebec: la situación de una etapa esencial. |
| Authors: | Point, Mathieu1, Desmarais, Marie-Élaine1 |
| Source: | Éducation et Francophonie. Fall2011, Vol. 39 Issue 2, p71-86. 16p. |
| Subject Terms: | *Inclusive education, *Education policy, *Day care centers, *Education of children with disabilities, *Social development, Social participation |
| Abstract (English): | For many years now, inclusion has been at the core of reflections on education. Daycare services are no exception, since they are an important phase of inclusive education. This is where children start to learn about living with their peers in so ciety and in a structured environment. In Québec, daycare centres are not legally required to serve children with special needs. Although there is a government policy promoting inclusion, each daycare centre is free to decide whether or not it will accept children with special needs. The decision is in the hands of each centre's administration and board of directors. Therefore, it is not always easy to find daycare for children with special needs (Trépanier and Ayotte, 2000). Yet inclusive daycare has many advantages for the general and social development of special needs children when it is of high quality, has rich and stimulating activities, and where the social participation of special needs children is valued. Support, cooperation among the actors, and positive attitudes among staff members are some of the necessary conditions for quality inclusion. On the flip side, a lack of training and problems finding human, material and financial resources are detrimental to the inclusion process. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | La inclusión está en el centro de las reflexiones en educación desde hace varios años. Los servicios de guardería no están exentos y representan una etapa importante de la inclusión efectiva que los niños aprenden desde los principios de la vida en sociedad en el contexto estructurado con los pares de la misma edad. En Quebec no existe la obligación legal para que un servicio de guardería acoja a los niños que presentan necesidades particulares. Aunque existe una política gubernamental favorable a la inclusión, cada servicio de guardería tiene la libertad de acoger o no este tipo de clientela. La decisión recae sobre la dirección del establecimiento y de su consejo de administración. Así, la accesibilidad a los servicios de guardería para los niños que presentan necesidades particulares no siempre es fácil (Trépanier y Ayotte, 2000). Sin embargo, la inclusión en el servicio de guardería conlleva numerosas ventajas sobre el desarrollo general y social de los niños que presentan necesidades particulares cuando ésta se lleva a cabo en un medio de calidad, rico y estimulante, en donde se valoriza la participación social de dichos niños. El apoyo, la concertación de los actores y las actitudes positivas de los trabajadores representan las condiciones necesarias para una inclusión de calidad. Al contrario, la falta de formación y las dificultades de acceso a los recursos humanos, materiales y financieros perjudican el proceso inclusivo. [ABSTRACT FROM AUTHOR] |
| Abstract (French): | L'inclusion est au centre des réflexions en éducation depuis bon nombre d'années. Les services de garde ne font pas exception et représentent une étape importante de l'inclusion du fait que les enfants y apprennent les débuts de la vie en société en contexte structuré avec les pairs de même âge. Au Québec, un service de garde n'a aucune obligation légale d'accueillir des enfants ayant des besoins particuliers. Bien qu'une politique gouvernementale en faveur de l'inclusion existe, chaque service de garde est libre d'accueillir ou non les enfants ayant des besoins particuliers. La décision revient à la direction de l'établissement et à son conseil d'administration. De ce fait, il n'est pas toujours facile pour les enfants ayant des besoins particuliers d'avoir accès aux services de garde (Trépanier et Ayotte, 2000). Pourtant, l'inclusion en ser - vice de garde influe très avantageusement sur le développement général et social des enfants ayant des besoins particuliers lorsqu'elle est effectuée dans un milieu de qualité, c'est-à-dire riche et stimulant, où la participation sociale de ces enfants est valorisée. Le soutien, la concertation des acteurs et les attitudes positives du personnel sont parmi les conditions nécessaires à une inclusion de qualité. À l'inverse, le manque de formation et l'accès difficile aux ressources humaines, matérielles et financières nuisent au processus inclusif. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | For many years now, inclusion has been at the core of reflections on education. Daycare services are no exception, since they are an important phase of inclusive education. This is where children start to learn about living with their peers in so ciety and in a structured environment. In Québec, daycare centres are not legally required to serve children with special needs. Although there is a government policy promoting inclusion, each daycare centre is free to decide whether or not it will accept children with special needs. The decision is in the hands of each centre's administration and board of directors. Therefore, it is not always easy to find daycare for children with special needs (Trépanier and Ayotte, 2000). Yet inclusive daycare has many advantages for the general and social development of special needs children when it is of high quality, has rich and stimulating activities, and where the social participation of special needs children is valued. Support, cooperation among the actors, and positive attitudes among staff members are some of the necessary conditions for quality inclusion. On the flip side, a lack of training and problems finding human, material and financial resources are detrimental to the inclusion process. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 08491089 |
| DOI: | 10.7202/1007728ar |
