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The will to recognize and to take into account the needs and the skills of Special Education Need children in order to give them perspectives of an inclusive education cursus is already possible in nurseries. Inclusive education of such babies can be enriching for everyone; but it can also become a source of stress and anxiety for the nursery professionals. It challenges all their working procedures, the usual standards and reference marks but also the perceptions and conceptions they acquired over time about children care. So they have to adjust the way they work with children and accept to be more flexible. (Bazier & Mercier, 2009; Béclin & De Pauw, 2014; Camus & Rogier, 2012; Garcia, 2014; Hendrix, 2013). This research focuses on workers of two public nurseries who welcome Special Education Need babies in the French speaking part of Belgium. We met eleven nursery nurses, a director and the parents of two SEN children. We used semi directive interviews with each of them. We also used three additional tools with the nursery nurses: the Spielberger’s State-Trait Anxiety Inventory (STAI-Y) (1990 trad), the Follenfant and Meyer’s working self-efficacy scale (2003) and the drawing of a nursery typical day. Our results show that the type of disability influences the workers conceptions and practice. Investing inclusive education is not so easy for the workers. Various factors influence their feelings and could be approached through specific actions in order to reduce their anxiety (anticipation of the child’s reception conditions, better communication between parents and workers, specific training programs, professional support and assistance). Choosing inclusive education must always be carefully and properly thought and care must be taken to constantly improve the working procedures.

INCLUSIVE EDUCATION OF SEN CHILDREN IN NURSERY: ANXIETY AND SELF-EFFICACY OF CHILDCARE PROFESSIONALS