Inclusion of Children with Special Needs in Dutch Daycare

Abstract

Inclusive education is a present-day topic worldwide. Various studies showed positive results of inclusion for children with and without special needs, both in primary school and in daycare. This study investigated inclusion in Dutch daycare centres, following the recent changes in the primary educational system, by questioning 50 pedagogical staff members and interviewing seven daycare managers. The mixed method research indicates Dutch daycare centres to be on the right track to offering inclusive daycare, but investments in education of pedagogical staff and collaboration with supportive organisations will be essential. Furthermore, several conditions required to gain benefits from inclusion still need to be improved. Overall, more knowledge about the possibilities of inclusive daycare in the Netherlands is gained. Implications for future research and limitations of this study were mentioned.