Rightful Presence explores the idea of visibility, belonging, and the human need to be acknowledged within shared spaces. The video invites viewers to consider how presence is not merely physical, but also social and emotional, shaped by power, identity, and perception. The video challenges audiences to question who is granted legitimacy in public or personal environments, and who is overlooked or marginalized. By combining imagery with a reflective tone, Rightful Presence encourages a deeper awareness of inclusion, agency, and the significance of being seen.

This letter from California Department of Education (CDE) is in support of rightful presence it is the deliberate commitment to ensuring that children with disabilities are meaningfully included, respected, and supported within the educational environments they would naturally attend if they did not have a disability.

A blend of professional development and podcast-style learning, Belonging Basics combines practical tools, engaging videos, and reflective activities. Designed for educators and caregivers working with children ages 2 through 3rd grade, it supports meaningful exploration of inclusion and belonging in early childhood settings. While not exhaustive, it offers a strong and thoughtful starting point. 

Building a Belonging Classroom emphasizes that students achieve better academic outcomes when they feel a strong sense of belonging in their learning environment. It highlights the importance of fostering positive relationships between teachers and students, as well as among peers, to create a supportive and inclusive classroom culture. By implementing simple strategies such as greeting students by name, encouraging collaboration, and valuing each student’s identity and voice, educators can promote engagement, motivation, and overall student success.

School should be an environment in which all individuals feel a sense of belonging. However, this has not consistently been the experience for students with disabilities, as the education system has historically been marked by exclusion and segregation of these individuals. Until relatively recently, there was little expectation that children with disabilities would or could attend public schools. The Individuals with Disabilities Education Act (IDEA) addressed this inequity by requiring that students with disabilities are entitled to a free appropriate public education, delivered alongside their peers in general education settings or in the least restrictive environment to the maximum extent appropriate. Despite these legal mandates, achieving this standard in practice remains challenging.

This website is designed to help families, communities, and educators easily discover inclusive playgrounds in California and around the world. Inclusive playgrounds are specially designed spaces where children of all abilities including those with physical, sensory, or developmental disabilities can play together in a safe and welcoming environment.

These playgrounds often include features such as wheelchair-accessible ramps, adaptive swings, sensory play equipment, and barrier-free surfaces so that every child can participate and interact with others. By organizing playgrounds by city in California and by locations worldwide, this website makes it easier to find places where all children and families can enjoy play, build friendships, and feel included in their communities.

It’s simple to say that belonging matters, but much more difficult to clearly define it. What does genuine belonging actually look like for students with disabilities in inclusive school settings? Both research and real-world practice offer important insights into what fosters a sense of belonging. By examining existing literature and carrying out numerous studies on inclusive education, research has identified ten key dimensions of belonging for students with significant cognitive disabilities.