Disability should be a concern for those interested in analysing and subverting the cultural politics of education. In this paper we address this concern through connecting critical analyses of "developmental disabilities" (formerly "mental retardation"), disability studies and poststructuralism. We target normative constructions of "developmental disabilities"--and we propose alternative dynamic possibilities--through reference to narratives from our political and personal work with people with the label of "developmental disabilities". Our aim is to unveil the ways in which we might understand the cultural formations of "impairment"--as they relate to "developmental disabilities"--in order to propel scholars, activists and practitioners towards a cultural politics of inclusion. First, we summarise some key debates from disability studies that have engaged with "impairment": social model, relational and psychosocial models. We suggest that these debates benefit from a more grounded engagement with poststructuralist ideas. Second, we bring in the work of the poststructuralist thinkers Gilles Deleuze and Felix Guattari and the poststructuralist feminist Rosi Braidotti to tackle the social, historical, cultural and political conditions of "developmental disabilities" through experimentation with rhizomes and nomads. In conclusion, we appeal for the development of a cultural politics of "impairment" and "developmental disabilities" that draws upon a vocabulary applicable to the post-modern subject of the contemporary world: as uncertain, productive and moveable. (Contains 4 notes.)