**Abstract**

The school is a multi-sectoral creation with a diverse spatial structure, in which various layers of assumed and unpredictable functions can be implemented. Therefore, a school can be not only a place for didactic activities but also a meeting place, a square for competition, a theater, a temple, a factory, a family, or a barracks. The school's public space changes its functions along with the time of day and the schedule of classes, which also affects its use by students and teachers, who give its crevices intimacy and privacy to hide from the eye of the authorities (panopticon). As long as the school architecture is not changed, it will not be possible to include children as learners for themselves, for their own development along with socialization, and there will be no change in didactic thinking in teachers, which will lead to the necessary innovations in the education process to make it more effective and valuable for each child. Changing the paradigm of thinking and didactic activity is not only a matter of obtaining an adequate level, substantive, and methodological scope of education but above all, taking into account the everyday environment of students at school.

**Keywords:** inclusion, Israel, primary education, architecture of school, education
