The present paper discusses the theoretical bases of language development and inclusion, and describes some strategies for scaffolding the communication and language development of children who use manual and graphic communication in ordinary preschool settings. The potential positive effects of being part of an inclusive setting are not yet fully described, but they will depend on whether the language environment is sufficiently adapted to the abilities and limitations of the children. The examples presented focus on child -child interactions and illustrate that alternative language development and enculturation may be supported by the communicative practices of adults and children in ordinary preschools. The examples also illustrate how inclusive practices may be used to promote alternative language development in children with different abilities and limitations; suggest several ways in which peers may interact with children who develop alternative means of communication, including situations involving ordinary child conflicts; and indicate reasons why inclusive settings may be beneficial for many children developing alternative communication.