Parents' experiences trying to find childcare for their disabled pre-school children : an interpretive description study

Introduction: Parents of disabled children encounter substantial barriers when seeking and using childcare. This requires them to navigate fragmented childcare systems, identify providers capable of responding to the child’s specific needs, advocate for appropriate accommodations and manage the emotional and financial pressures tied to securing a spot. Despite the profound implications of these processes for both parents and their disabled children, there remains little empirical research on parents’ experiences accessing childcare for their disabled children in the Canadian context. Objectives: This study aimed to 1) explore the experiences of parents with disabled children trying to obtain childcare service, and 2) examine how they attempt to identify and obtain appropriate childcare services for their disabled children. Methods: This interpretive description study involved in-depth interviews with 21 participants (20 mothers and one grandmother) of disabled children aged 0-5 years representing a range of disabilities. Participants were from three Canadian provinces: British Columbia, Ontario and Quebec. Results: Five overarching themes were identified: 1) “We’re really left to our own devices’: Limited support for finding inclusive childcare; 2) “A red flag goes up”: Diagnosis as a barrier to childcare access; 3) “We don’t have the resources”: Exclusion shaped by limited capacity and support; 4) “You just have to find something”: Uncertainty and urgency shaping constrained childcare decisions; and 5) “It’s always explaining again and again”: The cumulative emotional, practical and advocacy burden of securing childcare. Conclusion: Examining participants’ experiences across provincial contexts highlights that expanding childcare spaces and reducing fees are not sufficient to secure equitable access for disabled children. Meaningful inclusion requires redesigning childcare systems so that disability is anticipated, supported and integrated.