When I lead professional development on inclusion for Jewish early childhood educators, I often begin with a familiar teaching: “Educate each child according to their way” (Proverbs 22:6). It calls on us not only to teach, but to see each child, recognize strengths, understand needs, and create environments where every learner can thrive.
Inclusion can feel complex and overwhelming. It is often seen as something extra - something we do for certain children. But inclusion is not an add-on or even a program. It’s a culture and a mindset. At its best, it reflects the belief that special education is just really good education. When we design schools and classrooms with inclusion in mind, they work better for everyone.
At its core, inclusion means that every child can meaningfully participate in classroom life. Instead of asking whether a child can succeed, we ask how to design environments that support every child’s success.
That work begins with culture. All children must experience their classroom as a place of belonging. This is built through intentional language, clear expectations, and modeled values. In inclusive classrooms, differences are acknowledged openly and respectfully. Even with our youngest learners, teachers can help children understand that everyone has strengths and needs, modeling that “fair” does not need to mean “same.” Over time, this shapes how children see themselves and one another.
Inclusion must also be reflected in classroom design. Rather than reacting when challenges arise, educators can proactively create flexible, accessible environments. Visual schedules, varied seating (i.e. wobble cushions, cube chairs), movement opportunities (i.e. frog jump to your center, circle time yoga poses), and multiple ways to engage with materials (i.e. provide vertical (easel) and horizontal (table/floor) workspaces; offer blocks, Magnatiles, loose parts, and recycled materials) support a wide range of learners. These strategies, often associated with disability support, benefit all children by creating calmer, more predictable classrooms.
Understand that behavior is communication. When a child struggles, we can take on a “detective role,” asking ourselves what the child may be trying to express. A child who resists transitions may be overwhelmed; one who cannot sit in the circle may need movement to regulate. When we address the underlying need, we create more lasting change.
Some children will need additional, individualized support. Through thoughtful scaffolding, such as visual plans, personalized schedules, weighted lap pads or stuffed animals, fidgets or tools that ease transitions, educators can make success possible while maintaining opportunities for growth.
This work thrives on collaboration among educators, specialists, and families, and extends beyond individual children to the entire classroom community. When inclusion is done well, all children benefit with stronger social skills, deeper empathy, and more meaningful learning.
It’s important to remember that Inclusion is not about perfection. It is about commitment to flexibility, reflection, and possibility. When we create schools and classrooms where every child belongs, we bring our deepest values to life and begin to see how we can truly educate each child according to their way.
Meredith Polsky
Executive Director
Matan (www.mataninc.org)
MPolsky@mataninc.org
