Jewish schools that exclude children with learning disabilities not only perpetuate educational neglect but deny these students their fundamental religious heritage. While 5-10% of children have learning disabilities, many Jewish educational institutions still lack adequate programs to serve this population. Through analysis of current practices across families, synagogues, and schools, this research reveals how methodological modifications - rather than remedial interventions - enable special needs students to achieve learning outcomes comparable to their mainstream peers. The study evaluates various programmatic approaches, from individualized support to specialized resource rooms, while emphasizing continued integration with the general student population. Findings demonstrate that comprehensive special education programs are essential for helping these children develop positive self-images and meaningful connections to Jewish community and tradition. Success requires both rabbinic leadership and sustained community commitment, as serving special needs children represents both a religious obligation and institutional privilege. The research provides a framework for Jewish schools to fulfill their critical role in meeting both the educational and spiritual needs of all students, regardless of learning differences.