Increasingly, young children with disabilities are included in natural learning environments such as home- and center-based childcare settings. Childcare providers are asked to adapt their practices and make accommodations to include these children. In this qualitative study, six childcare providers who provide inclusive childcare in a Midwest city were interviewed. They discussed factors that contribute to their ability to provide inclusive childcare. The authors analyzed the data according to grounded theory methodology. They identified the following main contributing factors: (a) the providers' commitment, (b) finding the bafance between resources and needs, (c) problem-solving with parents, (d) access to emotional support and technical assistance, and (e) access to other supports. The authors discuss commonalties and divergences between home-based and center-based programs and implications for future practices.
ASJC Scopus subject areas
- Developmental and Educational Psychology