Inclusion is not a “place”, but a culture that we create when practices are based on rights and inclusive belonging and contribution (McAnelly & Gaffney, 2019). Early childhood education settings in particular have witnessed an increase in inclusive settings over the past several decades. Much of the research that explores inclusive early childhood settings has revealed positive findings for students both with and without disabilities when high-quality instruction and support is provided (Weiland, 2016). In inclusive classrooms instruction and focused interventions must be planned to include all children while meeting individual needs. In this paper, a tiered approach to teaching a communication symbol for entering play groups for all students using supports that fit group and individual needs is described. A simple planning form to outline this approach to teaching the new skill across the three tiers is also introduced.