The text seeks to discuss communication through affection and the emotional connection between educators and students in a complex approach to Inclusive Education. It takes as a reference the contributions of Maturana and Varela, Morin, Pellanda, Wallon, among others to present a theoretical contribution that tensions behavioralist educational premises and bases. The theoretical discussion uses statements from educators caring for children diagnosed with Autism Spectrum Disorder (ASD) as basic empirical elements. It is concluded that verbal communication, often compromised in the case of neurodivergent children, finds outlet in affectionate expressions manifested by interpersonal relationships and/or technological coupling. Inclusive Education, in turn, approached by complex and holistic parameters, points to the disorder as essential for the ontoepistemogenesis of subjects.