This paper has two purposes: (1) to describe definition and interpretation of "children with special needs" and "Developmentally Appropriate Practices"(DAP) (2) to discuss how DAP fits with the desired outcomes of Early Childhood Special Education (3) to conceptualize developmentally appropriate practice (include goals, basic premises, teaching practice) for young children with special needs. Special needs children are a tremendously diverse group who share needs with all other children but also have unique needs of their own. As children with special needs are, after all children, they have ordinary needs(physical needs for shelter, rest, and nourishment and psychologial needs to be nurtured, safe, and accepted). And children with developmental delays and disabilities have needs that are not shared by all other children. Children with disabilities ought to be able to participate in programs provided for children with typical development. Within the mainstream program, children with special needs should receive normalized life and educational experiences. Teachers should use normal teaching strategies, such as developmentally appropriate practices, and provide classrooms similar to those for normally abled children. Mainstream programs that use the DAP guidlines may be good places for children with special needs to receive their early education, but those programs must be adjusted to provide the best possible education for children with special needs, maximally beneficial to those children and their families.