Inclusion is an interrelated process within which dynamic relations emerge through the inclusion–exclusion unit. Specific settings where inclusion is mandatory (e.g., schools) call for preparing institutions to think about inclusion procedures rather than focusing on the included person. This chapter highlights the complexity of the inclusion process in the school context by describing a school’s attempt to include a student. Based on a cultural psychology framework, we explain how many levels of analysis must be put into dialogue during an inclusion process. The cultural psychology theory enhances complexity and synthesis in terms of individual, institutional, and social dimensions. Change at any level can reverberate through others, leading to a comprehension of inclusion as an interconnected process that allows institutions to grasp the needs of children in an inclusion situation. Dialogicality enhances meaning-making processes produced from various directions, creating room for changes at the social and individual levels. This must be done to enable diversity and development by unfolding institutional changes.