This article is a reflection starting from a previous doctoral research on inclusive dance in its artistic, socio-political and educational dimension. This writing reflects on the models that explain the art expansion towards practices focused on the context and on the identity dimension, in order place inclusive dance -in which people with and without functional diversity partcipate-, in the space of art and not only in social or therapeutic spaces as has traditionally happened. Next, we focus on the educational dimension of inclusive dance, exposing some didactic models that advocate for inclusion in school and analyzing how educational dance has tools that can promote inclusive models in the educational field, that activate embodied and multidimensional knowledge of inclusion. We support the text in theoretical critics of contemporary art such as Brea, Kraus, Butler; in educational pedagogues such as Medina Rivilla, Pujolás; in educational dance pedagogues such as Kauffman, Koff; and in inclusive dance artists ‘and researchers such as Benjamin, Kuppers and the author of this article herself.