Spirituality is recognised by many to be an inherent property of the human being. Empirical studies and theoretical literature both suggest that spirituality affects one's quality of life in terms of emotional and physical well-being, relationships, and social inclusion. However, the importance of the spiritual dimension of life is rarely acknowledged in special education, and little has been written on "spirituality in young children with disabilities". Furthermore, in the field of early childhood special education, spirituality is frequently underused in practice. The purpose of this article is to explore issues related to spirituality and early childhood special education. Considerations are given to the following aspects: (a) spirituality as an important aspect of special education, (b) spirituality as an integral part of child development, and (c) implications for teachers and other professionals working with young children with special needs.