In this article we take a social, embodied stance towards autism that includes both the celebrating of difference as well as the notion of vulnerabilities. The hypothesis of Hanne de Jaegher (2013) serves as the main starting point of present research study. This hypothesis states that children with autism have a different embodiment and as a result their sense-making processes differ too. The capacity to interact in a flexible manner with the social partner and to communicate through gestures, movement, and language is different in children with autism. An ethnographic case study is used to analyze the participatory sense-making process of an 8-year-old boy with autism within the context of a dance intervention. Since dance is the art of the kinesthetic, we argue here that a dance intervention can provide excellent opportunities to describe, understand, and stimulate embodied processes of shared meaning making in children with autism.