IN PURSUIT OF INCLUSIVE EARLY LEARNING AND CHILDCARE IN NOVA SCOTIA: THE INVISIBLE WORK OF MOTHERS OF YOUNG CHILDREN EXPERIENCING DISABILITY

Abstract

Through an occupational perspective, this research aims to illuminate the invisible work mothers of pre-school aged children experiencing disability do in pursuit of inclusive early learning and childcare in Nova Scotia, and to understand how sociocultural factors may shape this invisible work. Semi-structured interviews of 16 Nova Scotian mothers pursuing inclusive early learning and childcare were analyzed using interpretive thematic analysis. Mothers took on occupational roles as: 1/ the Navigator, 2/ the Quilter, 3/ the Fighter, 4/ the Juggler, and 5/ the Keeper. This extensive work is not paid or valued, but crucial for children to attend inclusive early learning and childcare settings and to keep family life running. Two key influences that shaped the invisible work were the ‘good mother’ ideology and systemic ableism. To mitigate this work, a fundamental, system change for early learning and childcare is needed to make it inclusive and easily accessible.