In this paper, we discuss the notion of embodiment in the context of the ECHOES project, which aims at developing a multi-modal interactive environment for scaffolding young typically developing (TD) children and children with Asperger Syndrome (AS) in acquiring social interaction skills. Whilst, our approach to embodiment is in line with the current HCI trends, the pedagogical nature of ECHOES and the specific target users pose unusual challenges to the design and implementation of embodied interaction
