The aim of this paper is to present a study regarding the embodiment issue (body-mind-other-context relationship), through the investigation of the inclusion of two children with cerebral palsy in school. Based on the Network of Meanings perspective, microgenetic analysis of video recording transcriptions revealed embodiment through the places where such children are put in, through the ways adults treat them and how they react as well as by the discourse practices regarding education, inclusion processes and deficiency. The others' perceptions and glances simultaneously derive from and give directions to the practices and conceptions used. They are continuously and mutually constructed in relations between children and others which are related to the children's and adults' bodies and conceptions; dynamically producing significations, positions and social identities.
Embodiment; Dialogism; Inclusion; Cerebral Palsy