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The purpose of this article is the analysis of barriers and facilitators to enrolling children with disabilities in inclusive daycare facilities. Data were gathered from nine (N = 9) mothers of children with diverse developmental disabilities who were admitted to inclusive daycare centres in Paris, France. Semi-structured interviews were conducted and analysed using the Inductive Thematic Analysis (Braun and Clarke [2006. "Using Thematic Analysis in Psychology." "Qualitative Research in Psychology" 3 (2): 77-101. doi: 10.1191/1478088706qp063oa]). The emerging themes related to barriers were: lack of inclusive practice training, perceived attitudes towards disability, daycare centre's directors' reluctance, and wider challenges on a community level. Facilitators included having a regular contact person, staff training, space adjustment of the daycare facility and adaptive equipment, inclusive daycare centre's project, getting and sharing information. Finally, further implications for practice and research are proposed.

This research aims to analyse the barriers and facilitators to enrolling a toddler in inclusive day care facilities. Data were gathered from ten (N = 10) childcare providers who work in inclusive day care centres in Paris, France. Semi-structured interviews were conducted and analysed using the thematic analysis (Braun and Clarke in Qual Res Psychol 3(2):77-101, 2006. https://doi.org/10.1191/1478088706qp063oa). The emerging categories related to barriers were the challenges induced by the disability itself, childcare provider's emotional exhaustion and parental and childcare providers' perceptions on disability. Facilitators included space adjustment of the day care facility and adequate equipment, specialized inclusive practices, training programmes, support within the childcare team, skills recognition and sense of competence and, finally, partnerships and cooperation with specialized settings. Further implications for practice and research are discussed.