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For children with special needs, integration into childcare services is essential, notably because it promotes their development. Yet, in Quebec, very few places available are actually occupied by these children. Their low representation in these environments could be due to the educators' beliefs, which may also influence their adaptation. The goal of the present study is to explore the perspective of educators regarding the adjustment of 173 children from a clinical population. Educators' responses to the question 'Does the child benefit from the daycare?' were coded as positive, nuanced, or negative. The children's social competence was assessed by the Social Competence and Behavior Evaluation scale (SCBE; LaFreniere et al., 1995). Most perceptions were positive (71%). Analysis of the factors influencing educators' perceptions revealed a significant association with social competence and child diagnosis, but not with type of daycare. Thus, the educators mostly perceive integration of children with special needs positively. Keywords: Educators perceptions, Children with special needs, Integration, Preschoolers, Social competence Pour les enfants ayant des besoins particuliers, l'integration au prescolaire est essentielle, puisqu'elle permet de promouvoir leur developpement. Pourtant, au Quebec, ils occupent peu des places disponibles et leur faible representation pourrait etre due aux croyances des educatrices, ces croyances pouvant egalement influencer leur adaptation. Cette etude explore les perceptions des educatrices quant a l'adaptation de 173 enfants d'une population clinique, par leur reponse a la question << L'enfant profite-t-il de la garderie? >>. Les reponses sont codifiees selon qu'elles refletent des perceptions positives, nuancees ou negatives. Le Profil socio-affectif (PSA) de LaFreniere et al. (1997) a servi a mesurer la competence sociale des enfants. La majorite des perceptions est positive (71 %). L'analyse des facteurs d'influence de la perception revele des associations significatives avec la competence sociale de l'enfant et son diagnostic, mais pas avec le type de milieu frequente. Les educatrices percoivent majoritairement les enfants vus en pedopsychiatrie comme profitant de la garderie. Mots-cles : perceptions des educatrices, enfants ayant des besoins particuliers, integration, prescolaire, competence sociale, Introduction Au Quebec, depuis la mise en place en 1977 de l'allocation pour l'integration des enfants handicapes (AIEH) (ministere de la Famille et des Aines [MFA], 2008), on observe une [...]