Engagement in school and having a “quality education” is a fundamental right for children, yet this right is challenged in the public school system for those who are marginalized. Through auto-ethnography I reflected on and observed my lived experiences as a mother of grade school aged children with multiple exceptionalities. Through the lens of Inclusive Design and Inclusive Learning I examined how labels, identifications and diagnosis mean something different to our family than they do within the school context; how my unintentional advocacy supported my children’s agency; and how unpacking everyday stories, scenarios or ‘incidents’ within the learning context contributed to the self knowledge of my children’s strengths and in turn perpetuated the desire to co-design one-size-fits-one solutions for successful learning outcomes. Finally, I brought the reflections and observations to the three Inclusive Learning Dimensions to explore the depth of inclusion achieved and where the barriers remain. The suggested next step would be to further explore the development of self-knowledge and agency in a broader context and develop a framework to implement Co-design Jams or Co-design Hacks with school children to generate ideas for new ways they want to learn.