Inclusive Practice for Children Requiring Medical Care in Nursery Schools

Abstract

For this qualitative case study fieldwork was conducted in Japanese nursery schools established by a nurse to investigate the system “inclusive practice” that enables caring for children requiring medical attention. Lack of childcare services is one of the major post–discharge challenges for children requiring medical care. Through fieldwork consisting of participant observation and interviews with the founding nurse of the nursery schools, the staff of the schools, and parents of children, we identified the following three aspects of the inclusive practice employed in these schools: children with disabilities and illnesses are not separated from other children, staff members are not distinguished based on their profession or work style, unnecessary restrictions are not imposed on their work. We also revealed the mechanisms and tools that support this practice, such as the presence of different employee work styles. Although nursery teachers provided limited medical care, the system wherein the staff care for all children together enabled nursery teachers to peripherally participate in nurses’ practice and play important care–related roles.