A humanist orientation has been foundational to recognizing the educational rights of students with disabilities and for ensuring access to mainstream schooling experiences. Humanism has also produced fissures within the scholarly community about what constitutes “best practices” for students with disabilities. This paper is a preliminary exploration of the affordances of posthumanism to deepen our understandings of inclusion. Weaving examples from schools, I examine posthumanist orientations that recognize material and non-material, human and non-human bodies as entangled in arrangements produced by/within particular relations with each other. I use data from schools to illustrate forms of reading stimulated by a posthumanist stance. I conclude with implications for the ethical commitments of inclusive education scholars and a call for becoming posthuman humans in our efforts to advance inclusion.