Wendy Murawski is a veteran professor and author. She has worked at the university level for 20 years after first working as a high school teacher. She now runs The Center on Teaching and Learning at CSUN. She has authored numerous journal articles in both general and special education journals as well as multiple book chapters and an instructor's manual. With Corwin, she has two solo-authored books on Co-Teaching (both bestsellers), a co-authored book on Collaboration and Differentiation (bestseller), and three co-edited books on What Really Works in Elementary and Secondary Education (2015) and Exceptional Learners (2017). She has co-authored a bestselling book and ebook with the Council for Exceptional Children on co-teaching for administrators and she has co-authored a new book on co-teaching and data collection with ASCD (2017). She has self-published Co-Teaching in the Inclusive Classroom, a resourcehandbook on co-teaching, selling more than 8,000 copies. She has established herself as a researcher (receiving the 2002 Dissertation Award from CEC's Division of Learning Disabilities), an award-winning author (receiving the 2004 Publication Award from CEC's Division of Research), and as a teacher educator (receiving the 2004 California Teacher Educator of the Year Award from the California Council of Teacher Educators [CCTE] and the 2017 Distinguished Service Award from the Teacher Education Division of CEC). Her meta-analysis on co-teaching research is often cited in the literature (Murawski and Swanson, 2001) and she is a national and international speaker on the topic of co-teaching and inclusive practices. She is on the speaker's bureau with the Bureau of Education and Research (BER) and is often requested to consult and do keynotes to schools, districts, conferences, and state departments. Finally, she owns her own national educational consulting company. This has enabled her to work with many additional groups outside of PK-12 and university education. In the last 12 months, she has worked in multiple school districts in West Virginia, Virginia, California, Arizona, Illinois, Ohio, and New Jersey; in 2017 she was the keynote speaker for the National Co-Teaching Conference as well as the keynote speaker in Denmark, England, Abu Dhabi (UAE), and Shanghai, China. She has several independent contractors who also present for her across the nation.
? Kathy Scott has her PhD from Pennsylvania State in Art Education. Prior to that, she received her Masters degree in Art Education from the University of Arizona and her Bachelors in Visual Arts and Art History from Rutgers. She has worked in multiple states in a variety of capacities related to education. This diverse experience has allowed her to see education from a variety of perspectives. She ran a federal grant for students with learning disabilities while she was at Rutgers. Now, as the administrative analyst for the Center for Teaching and Learning at CSUN, she offers workshops on writing and APA style for faculty and students. She also runs large and small events for the University and surrounding community, organizes materials, runs the logistical aspects of the Center, and works collaboratively with Wendy on a daily basis.

Preface
About the Editors
About the Contributors
UDL: An Introduction From Pizza Parlor to the World - Katie Novak
SECTION I. WHAT REALLY WORKS WITH CONTENT AREAS
Chapter 1: UDL and Literacy: Providing Options for Language Success - Ruby L. Owiny, Anne Brawand, Janet Josephson
Chapter 2: UDL and Mathematics: Making Algebra Accessible - Sarah A. Nagro, Jaime True Daley, Cathy R. Gaspard
Chapter 3: UDL and Social Studies: Applying Project-Based Learning - Philip E. Bernhardt
Chapter 4: UDL and Science: Integrating STEM - Barbara Serianni, Carolyn Rethwisch
Chapter 5: UDL and the Performing Arts: Inspiring Creativity - Rebecca M. Ashton, Tamarah M. Ashton
SECTION II. WHAT REALLY WORKS WITH BEHAVIOR
Chapter 6: UDL and Executive Functioning: Unlocking the Capacity for Learning - Jennifer D. Walker, Victoria Russell
Chapter 7: UDL and Positive Behavioral Interventions and Supports: Making Classroom Management Positive - Brittany L. Hott, Kathleen M. Randolph, Amelia Martin
Chapter 8: UDL and Adaptive Behavior: Addressing Conceptual, Social, and Practical Skills - Caitlyn A. Bukaty, Lauren A. Delisio
SECTION III. WHAT REALLY WORKS WITH INSTRUCTION
Chapter 9: UDL and Co-Teaching: Establishing the Perfect Union - Wendy W. Murawski, Leila Ansari Ricci
Chapter 10: UDL and Assistive Technology: Utilizing Technology Beyond Mere Accessibility - Lauren A. Delisio, Caitlyn A. Bukaty
Chapter 11: UDL and Implementation Fidelity: Providing Consistency Within Flexibility - Kimberly M. Johnson, Kyena E. Cornelius
SECTION IV. WHAT REALLY WORKS WITH SPECIAL POPULATIONS
Chapter 12: UDL for Advancement: Unblocking the Traffic Jam - Claire E. Hughes
Chapter 13: UDL and Early Childhood: Giving Young Children Choices Too - Zhen Chai, Ching-I Chen
Chapter 14: UDL and Students With Emotional/Behavioral Disorders: Promoting Self-Managers - Kimberly M. Johnson, Kyena E. Cornelius
SECTION V. WHAT REALLY WORKS BEYOND THE CLASSROOM
Chapter 15: UDL and Administrators: Leading the Charge - Amy Kramer
Chapter 16. UDL and Home School Collaboration: Partnering for Empowerment - Tesha Fritzgerald
Chapter 17: UDL and Policy: Considering Legal Implications - Jacqueline Rodriguez
Chapter 18: UDL and Change: Taking Baby Steps to Success - Wendy W. Murawski, Katie Novak
Index