To belong fully in a school or post school educational environment, a student has to be transacting the same tasks as class peers. Commonly, students with disabilities are denied the full inclusion experience by being withdrawn for ‘special classes’; working in the mainstream classroom on similar but low level material with an educational assistant; or being given unrelated material considered to be ‘at their level’. As the student moves through school, comments about the ‘increasing gap’ tend to be used more and more to justify both physical and academic segregation. The implicit assumption is that one has to earn participation in the curriculum by a minimum level of competence, even though international data show that large numbers of non-labeled students do not meet standards but are still included in the curriculum. This paper demonstrates that students can be included in the same curriculum, regardless of the impairment. In so doing, the whole class benefits both academically and socially and the foundations of an ordinary life are strengthened. The Social Role Valorisation (SRV) themes of the developmental model, imagery and integration are shown to be interwoven in the strategies necessary to ensure the building of belonging.