Bold Ways to Belong: From Margins to Mainstream in Early Years Inclusion

When one of our Grade 1 students stopped for a second by our Flexible Learning space to speak to a parent at the morning drop-off, we didn’t expect to hear what came out of his mouth, “Your son is so lucky to be with Ms. Stephanie. I was there for a while when I joined this school and I learned so much!” This is when we realized that we’ve cultivated a culture of inclusion within Early Years at The KAUST School. 

The Flexible Learning space, or Ms. Stephanie’s room, as the child referred to it, is the name we use for a classroom that serves the students with intensive needs and beyond at our school. It’s this space that we used as a focal point of our presentation at SENIA International in Cambodia, under the powerful theme “Belonging and Beyond.” Stephanie Huestis and I had the opportunity to present a session titled Bold Ways to Belong: Flexible Classroom Models for Students with Intensive Needs. Our goal was to invite educators to go beyond the buzzword of “inclusion” and consider ways to build a culture of belonging. We were honored to connect with a small cohort of educators from all over the world who shared our passion and contributed to a rich conversation. 


(From left to right) Stephanie Huestis and Inna Polianska presenting at the SENIA International conference. (Photo source: SENIA International)

Inclusion and belonging are often used interchangeably in educational institutions. The truth is, inclusion can be mandated while belonging can only be felt, once it becomes part of the school culture. Belonging doesn’t just happen in response to the adopted policies or mission statements. It is often a result of a school culture that recognizes that every child deserves to thrive - supported by systems, policies, and dedicated personnel. 

At The KAUST School, we developed the PreK - 12 Pathways Program, to support students with intensive needs. Our workshop at SENIA focused on the Early Years, demonstrating the program’s evolution from a separate classroom with students on Individualized Learning Plans (ILPs) to a responsive system built on the core principles of access, equity, and accessibility for all. 

So, what systems support belonging at TKS?

For us, it’s a number of things:

• Policies that prioritize access and inclusion for all levels of needs;
• A Multi-Tiered System of Supports (MTSS) model that is responsive to students’ changing needs;
• A multidisciplinary team that works collaboratively to design optimal support programs;
• Access to a range of different spaces, such as sensory room, Flexible Learning space, and outdoor spaces that are available to all students working on specific skill development;
• Integrated programing, from Picture Exchange Communication System (PECS) to the Units of Inquiry;
• Regular progress monitoring that informs next steps and supports effective communication with parents.

But more than the systems, it is our inclusive principles that drive our practice. These are embedded in our guiding statements and lived through the daily collaborative practice of all teachers. Due to these, not only can we include students with intensive needs in our play-based setting but also extend an opportunity for students from mainstream settings to access a more structured environment of the Flexible Learning space. Supported by these principles and practices, we can shift focus from “What do we want from students?” to “What do we owe our students?” in the words of Angeline Aow, a SENIA keynote speaker. 

During the session, we invited participants to reflect on the current practices in their schools. The discussion that followed highlighted a shared understanding that inclusion is not an endpoint; it’s a journey of belonging, and every school is on its own journey. Everyone present stated that they want and can be more inclusive but lack models, resources, or confidence to take the next step. This is where discussion around practical strategies became essential. From collaborative planning to structured transfer of target skills; from reversed inclusion to meaningful presence. Providing opportunities for integration and meaningful connections is a fine balancing act involving the whole team. 

For those looking for ways to strengthen their inclusive needs programs, we shared several resources that are staples in our toolkit. Key tools we rely on include:

• Evidence-based intervention programs, such as Treatment and Education of Autistic and related Communication-handicapped CHildren (TEACCH) , Social Stories ©, and PECS;
• Online tools, such as GoalBook, LessonPix, Boardmaker as well as newly emerging AI tools like Poe, ChatGPT;
• Assessment tools, such as Assessment, Evaluation, and Programming System (AEPS ) and Teaching Strategies GOLD (TSG).

Creating inclusive spaces for students with intensive needs requires bold decisions, supportive systems, flexible models, and a belief that belonging is a right, not a reward. This leads to building more inclusive communities where every learner has access to quality education, is challenged at their level, seen, valued, and celebrated. Because, as Lori Boll, CEO of SENIA International, reminds us, “If not us, then who?”