The two disciplines, early childhood education (ECE) and early childhood special educa-tion (ECSE), have separate histories and practices are evolving, and attempts to integrate j them will influence that evolution and may produce improved services for young children who have or who are at risk for disabilities and their families. In early 1990's, with the expanding of inclusion, it was needed that ECSE program which suitable for practice based on the concept of inclusion, and at that time activity-based intervention (ABI) approach is focused by the field of ECSE. Activity-based intervention is a child-directed, transactional approach that embeds children's individual goals and objectives in routine, planned, or child-initiated activities and uses logically occurring antecedents and consequences to de-velop functional and generative skills (Bricker, Pretti-Frontezak, McComas, 1998). This study describes some fundamental elements of ABI, and consider for achieving inclusion to merge ABI with Developmentally Appropriate Practice (Bredekamp, 1987; Bredekamp & Copple, 1997) which accepted by field of ECE as a guideline for the practices. For the practices of I children with or without disabilities in inclusive setting, the ABI will no doubt find its most frequent utilization for acquiring individual goals and objectives.