Perception des éducatrices de l’intégration au préscolaire d’enfants ayant des besoins particuliers : une étude exploratoire
DOI:
https://doi.org/10.53967/cje-rce.5547Keywords:
Educators perceptions, Children with special needs, Integration, Preschoolers, Social competenceAbstract
For children with special needs, integration into childcare services is essential, notably because it promotes their development. Yet, in Quebec, very few places available are actually occupied by these children. Their low representation in these environments could be due to the educators’ beliefs, which may also influence their adaptation. The goal of the present study is to explore the perspective of educators regarding the adjustment of 173 children from a clinical population. Educators’ responses to the question “Does the child benefit from the daycare?” were coded as positive, nuanced, or negative. The children’s social competence was assessed by the Social Competence and Behavior Evaluation scale (SCBE; LaFrenière et al., 1995). Most perceptions were positive (71%). Analysis of the factors influencing educators’ perceptions revealed a significant association with social competence and child diagnosis, but not with type of daycare. Thus, the educators mostly perceive integration of children with special needs positively.
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Author Biography
Clara Soulez, University of Montreal; CIUSS du Nord-de-L’Île-de-Montréal; Hôpital en santé mentale Rivière-des-Prairies
Clara Soulez est candidate au doctorat en psychologie (Ph.D) sous la supervision de Marie-Julie Béliveau. Elle est aussi intervenante spécialisée auprès des enfants ayant un trouble du spectre de l’autisme. Ses recherches portent sur le développement de l’enfant d’âge préscolaire et particulièrement sur l’intégration dans les milieux de garde d’enfants ayant des besoins particuliers.
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