CrecheFinder DublinEvery child has the right to take part in early learning alongside their peers. If your child has additional needs, whether diagnosed or not, you may have extra questions about how a creche or preschool will support them.
This guide offers general information on what inclusive practice looks like, how the Access and Inclusion Model (AIM) can help in the ECCE programme, and how to plan a positive start. It is not a substitute for advice from professionals who know your child.
Five steps to a good start
Shortlist services and ask about their experience of inclusion.
Bring your child if possible and see how staff interact with them.
Tell the setting about your child's strengths, needs and any reports.
Agree a settling plan and any supports, including AIM if relevant.
Meet regularly to check how things are going and adjust.
What inclusive practice looks like
An inclusive setting adapts to the child, rather than expecting the child to fit in unchanged. Staff get to know each child's strengths and interests, adjust activities and routines where needed, and make sure every child can take part meaningfully. Ask how the setting has supported other children with additional needs in the past.
The Access and Inclusion Model (AIM)
AIM is a national model of supports designed to help children with disabilities take part fully in the ECCE free preschool programme. It does not require a diagnosis. Supports can range from advice and training for preschool staff to equipment, minor alterations and, in some cases, additional capacity in the room. The preschool applies for AIM support in partnership with parents.
- AIM is linked to the ECCE programme in participating settings.
- A diagnosis is not required to access AIM supports.
- The setting applies in partnership with you.
Inclusion coordinators and staff training
Many settings have a staff member with specific training in inclusion who leads on supporting children with additional needs. Ask whether the setting has an inclusion coordinator, what training the team has, and how they share strategies across all staff who will work with your child.
Sharing information
You know your child best. Sharing information about their communication, routines, sensory preferences, likes, triggers and what helps them feel calm makes a real difference. If your child has reports from therapists or other professionals, consider sharing relevant parts with the setting, and ask how the information will be kept confidential.
Planning the settling-in period
A careful transition helps every child, and it can be especially important for children with additional needs. Ask about extra visits, a gradual start, visual timetables, quiet spaces and consistent key staff. Agree how you will communicate in the early weeks and how you will review progress together.
Questions to ask
- How would you get to know my child before they start?
- How would you adapt routines and activities for them?
- Do you have experience of applying for AIM supports?
- How will you work with any therapists or professionals involved?
- How will we review progress together?
Where to find more information
The official AIM website provides detailed information for parents about the supports available and how they work. Your local City or County Childcare Committee can also give general guidance about inclusion and early years services in your area. If your child is under the care of a public health nurse, GP or early intervention team, they may be able to advise on what kind of setting and support would suit your child best. Combining this advice with your own knowledge of your child and visits to settings will help you make a confident choice.
With openness, planning and partnership, children with additional needs can thrive in early years settings. You are your child's best advocate, and a good setting will value your insight.