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Our understanding of inclusive education, and how we can support learners in these settings, is evolving. Individual Education Plans (IEPs), however, have not—based in a historically deficit based framework often applied only in self-contained special education settings. IEPs emphasize what students can’t do, instead of highlighting strengths, building competencies and relying on student and family voice to lead the conversation. All for One tells the story of how teachers, school districts, and families came together to change the IEP narrative by designing a plan for learning that meets the needs of one and sets the goal of increasing the places where students can be meaningfully included.