Inclusion is a process of dynamic diversity through which people live. Specific settings where inclusion is mandatory (e.g., schools) call for preparing institutions to think about inclusion procedures rather than the included person. This paper aims to highlight the complexity of the inclusion process in the school context by building a representation based on a Cultural Psychology framework. To do this, we explain how some inclusion processes must integrate schools’ realities shaped in their contexts. The visual representation pictured through Cultural Psychology theory enhances the complexity and synthesis concerning individual and social dimensions. Change at any level can reverberate in others, leading to a comprehension of inclusion as an interconnected process that allows institutions to grasp the needs of children in an inclusion situation. The dialogicality propels meaning-making processes from various directions, creating room for changes at the social and individual levels. It must be done to enable diversity and development by unfolding institutional changes.
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