For many years now, inclusion has been at the core of reflections on education. Daycare services are no exception, since they are an important phase of inclusive education. This is where children start to learn about living with their peers in society and in a structured environment. In Québec, daycare centres are not legally required to serve children with special needs. Although there is a government policy promoting inclusion, each daycare centre is free to decide whether or not it will accept children with special needs. The decision is in the hands of each centre’s administration and board of directors. Therefore, it is not always easy to find daycare for children with special needs (Trépanier and Ayotte, 2000). Yet inclusive daycare has many advantages for the general and social development of special needs children when it is of high quality, has rich and stimulating activities, and where the social participation of special needs children is valued. Support, cooperation among the actors, and positive attitudes among staff members are some of the necessary conditions for quality inclusion. On the flip side, a lack of training and problems finding human, material and financial resources are detrimental to the inclusion process.