&NA;In New Zealand, a major intended outcome of the early childhood curriculum is the enhancement of children's “learning dispositions.” Assessment of learning dispositions is made via a new assessment model known as “learning stories.” Children with special needs in New Zealand attend early childhood centers with their typically developing peers, but assessment and programming continue to focus exclusively on the acquisition of skills for children with special needs. By ignoring the development of learning dispositions in children with special needs, early interventionists risk excluding those children from a fundamental aspect of the early childhood curriculum. This article proposes that the learning stories model can be used effectively for children with special needs.