"Inclusion" has long been a term used to describe the practice of including a child with special needs in age-appropriate general education classes in their home schools. Increasingly, the term is being used to describe the process of including very young children--infants and toddlers--with special needs in a setting comprised mostly of children without disabilities. Although most early care and education professionals support inclusion for infants and toddlers, they frequently have questions about how best to meet the needs of children with special needs while continuing to apply developmentally appropriate practice with the rest of the group. Today, most child development programs include children with a range of skills and abilities, some without special needs and some whose development may be either delayed or advanced for their age. Often, inclusion describes what a high-quality early care and education setting is already doing--adapting curricula and approaches to meet the unique needs of each child. This article offers concrete developmentally appropriate strategies that infant/toddler programs can use to support the ongoing development of children with a range of skills and needs.