Learning disabilities need not prevent children from fully participating in Jewish education, yet many Jewish schools struggle to effectively serve this population. Through qualitative analysis of case studies and interdisciplinary collaboration between Jewish educators, medical professionals, and special education specialists, distinctive patterns emerge in how learning disabilities manifest within Jewish educational contexts. Students often experience sequencing difficulties with religious narratives, challenges in Hebrew language acquisition, and motor-coordination issues during ritual practices. Clinical teaching methods, featuring ongoing diagnostic assessment and individualized curriculum modifications, successfully maintain traditional educational goals while accommodating diverse learning needs. When institutions implement appropriate accommodations—including multisensory learning approaches, modified instructional duration, and alternative assessment methods—learning disabled students thrive in Jewish educational environments. Success depends critically on teachers with dual expertise in special education and Judaic studies. The findings demonstrate that integrating learning disabled children into Jewish educational institutions requires systemic organizational flexibility and represents a moral imperative within Jewish tradition. Reframing learning disabilities as variations in learning style rather than deficits promotes inclusive educational practices that honor each child's birthright to Jewish education while maintaining academic and spiritual objectives.