The separation between young children with disabilities and their peers is not merely physical but represents a deeper gap in opportunity, engagement, and understanding. True equity in inclusive education hinges on viewing disability not as an inherent limitation, but as a gap between personal capacity and the demands of the educational context -- a gap that can be bridged with adequate support and modifications. In this article, the author reflexes on the question: Are educators ready to challenge the status quo, or are they complacently following outdated practices that fail to reflect the diverse needs of today's children?