Even though transition planning is an important focus of the Individuals with Disabilities Improvement Act and the Workforce Innovation and Opportunity Act, students with disabilities from historically marginalized backgrounds continue to experience disparities in education, support services, and adult outcomes. These students with disabilities, especially those from marginalized racial, gender, linguistic backgrounds experience inequities that adversely impact their school, employment, independent living, postsecondary, and self-determination outcomes.  Most supports during the transition process provide a broad range of planning and services for racially minoritized students with disabilities without linking them to culturally responsive and sustaining practices, supports, and services. In order to meet the needs of all learners, educators must be able to understand the cultural needs of these students and create barrier-free and culturally responsive methods to instruction and transition supports and services. Building from the content of the first edition, Universal Design for Transition: The Educators' Guide for Equity-Focused Transition Planning, Second Edition reintroduces readers to UDT framework using culturally responsive and sustaining approaches that reduce opportunity gaps related to student academic achievement and transition planning success.  With a goal to improve post-school outcomes for students from historically marginalized backgrounds, this new edition focuses on equitable practices that blend academic and transition planning and places greater emphasis on acknowledging the rich cultural heritages of historically marginalized children and youth when planning their academic and transition curriculum.

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