All Rights Reserved ©, 2019 Céline Chatenoud, Delphine Odier-Guedj, Sophie Camard, Mélina Rivard, Heather Aldersey, Ann Turnbull This document is protected by copyright law. Use of the services of Érudit (including reproduction) is subject to its terms and conditions, which can be viewed online. https://apropos.erudit.org/en/users/policy-on-use/ This article is disseminated and preserved by Érudit. Érudit is a non-profit inter-university consortium of the Université de Montréal, Université Laval, and the Université du Québec à Montréal. Its mission is to promote and disseminate research. https://www.erudit.org/en/ Document generated on 05/25/2020 8:34 p.m. McGill Journal of Education Revue des sciences de l'éducation de McGill ADVOCACY DE PARENTS D’ENFANTS AYANT UN TROUBLE DU DÉVELOPPEMENT ET MÉCANISMES D’EXCLUSION PRÉSCOLAIRES ET SCOLAIRES : ÉTUDE DE PORTÉE ADVOCACY AMONG PARENTS OF CHILDREN WITH DEVELOPMENTAL DISABILITIES AND EXCLUSION MECHANISMS WITHIN PRESCHOOL AND SCHOOL: A SCOPING REVIEW Céline Chatenoud, Delphine Odier-Guedj, Sophie Camard, Mélina Rivard, Heather Aldersey and Ann Turnbull Understanding Exclusion to Better Work Towards Inclusion? Comprendre l’exclusion pour mieux tendre vers l’inclusion? Volume 54, Number 2, Spring 2019 URI: https://id.erudit.org/iderudit/1065664ar DOI: https://doi.org/10.7202/1065664ar See table of contents Publisher(s) Faculty of Education, McGill University ISSN 0024-9033 (print) 1916-0666 (digital) Explore this journal Cite this article Chatenoud, C., Odier-Guedj, D., Camard, S., Rivard, M., Aldersey, H. & Turnbull, A. (2019). ADVOCACY DE PARENTS D’ENFANTS AYANT UN TROUBLE DU DÉVELOPPEMENT ET MÉCANISMES D’EXCLUSION PRÉSCOLAIRES ET SCOLAIRES : ÉTUDE DE PORTÉE. McGill Journal of Education / Revue des sciences de l'éducation de McGill, 54 (2), 388–406. https://doi.org/10.7202/1065664ar Article abstract This scoping review draws a portrait of current literature in the field of early childhood on parents’ advocacy against exclusion mechanisms still frequently experienced by their children with a developmental disability in our education systems which seek to be more inclusive. Twenty-two journal articles have been selected, demonstrating that parents face a twofold exclusion process. On the one hand, they fight for their children’s right to an inclusive education and, on the other hand, for their own right to fully and actively be part of the educational team. In order to push back against this phenomenon, one can rely on a model of partnership between families and service providers.