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Skills such as taking a first step, smiling for the first time, and waving “bye-bye” are called developmental milestones. Children reach milestones in how they play, learn, speak, behave, and move (for example, crawling and walking).

Developmental disabilities begin anytime during the developmental period and usually last throughout a person’s lifetime. Most developmental disabilities begin before a baby is born, but some can happen after birth because of injury, infection, or other factors.

The Individuals with Disabilities Education Act (IDEA) states that students with individual education plans (IEPs) must be educated in the least-restrictive environments (LREs) available. Under IDEA, inclusive education (or mainstreaming) has become a standard operating procedure for US public schools. Students with IEPs can range from individuals with Down syndrome or forms of autism to those with speech impediments or dyslexia—all of which require varying levels of support.

For inclusion to show positive benefits, the learning environment and instructional models must be carefully established to provide strong learning opportunities for all students. Special education and general education teachers must have mutual respect and open minds toward the philosophy of inclusion, as well as strong administrative support and knowledge of how to meet the needs of students with disabilities.

Special education teachers serve as advocates for students with disabilities and special needs. This includes ensuring that all school officials and employees understand the importance of inclusion and how to best implement inclusion in all campus activities. Advocacy might include requesting inclusion-focused professional development activities—especially programs that help general education teachers better understand inclusion best practices—or providing information to community members about success rates of inclusive teaching.