Table of Contents

Prologue
Acknowledgments
About the Authors
CHAPTER 1 • Universal Design as an Instrument of Change
The Power and Promise of Universal Design for Learning
Connecting UDL and Social Justice
Concrete Examples and Strategies
Implementation Spotlight by Dr. Linda Nathan and Ms. Carmen Torres
Implementation Spotlight by Ian Wilkins
CHAPTER 2 • Laying the Groundwork for Social Justice in Our Classrooms and Learning Communities
Concept Stabilization: Defining Social Justice in Your Context
Concept Calibration: Now That We’ve Defined It, What Does It Look Like?
Implementation Spotlight by Alice Cohen
Identity Development: Who Are We, and What Do We Believe?
Implementation Spotlight by Brian Wright
Implementation Spotlight by Robert Porter
Equity Audit
Take Action and Next Steps
Implementation Spotlight by Michael S. Martin
CHAPTER 3 • Social Justice Through Collaboration and Community
Intentional Learning Communities
Implementation Spotlight by Kari Thierer
Evidence-Based Intentional Learning
Going Beyond Access
Cogen Dialogues
Implementation Spotlight by Pamela Chu-Sheriff
Optimizing Student Voice
CHAPTER 4 • Personalized Learning for Equity
The Design Process
Implementation Spotlight by Angeline UyHam and Khari Milner
Universal Design as Design Thinking
The Power of Student Voice
Implementation Spotlight by Andratesha Fritzgerald
Supporting Executive Function Through UDL
Implementation Spotlight by Amanda Hughes
CHAPTER 5 • Identity, Mirrors, and Funds of Knowledge
Implementation Spotlight by Arthur Lipkin, EdD
Embracing Funds of Knowledge
Funds of Knowledge Activities
Implementation Spotlight by Joni Degner
Facilitating Conversations That Peek Into Mirrors and Windows
Implementation Spotlight by Tammie Reynolds
Exploring Identity and Diversity Through Writing
Implementation Spotlight by Christina Farese
CHAPTER 6 • Cultural Responsiveness and Equity
UDL as a Framework for Culturally Responsive Teaching and Learning
Sustaining Culture Through Relationships
Implementation Spotlight by Juan Gallardo
Sustaining Culture Through Community
Implementation Spotlight by Kristie Jackson
Implementation Spotlight by Angel Tucker
Implementation Spotlight by Samantha Feinberg
Culturally Responsive Curriculum Design
Implementation Spotlight by Lissette Castillo Agyeman
How to Navigate Holidays in an Equitable Way
Implementation Spotlight by Mona M. Abo-Zena and Christina Brown
CHAPTER 7 • Restorative Justice and Restorative Practices
Restorative Practice to Uphold High Expectations
Restorative Practice Continuum
Implementation Spotlight by Talisa Sullivan
Restorative Practice in Action
Implementation Spotlight by Adina Davidson and Annie Leavitt
Implementation Spotlight by Dr. Sarah Couplet
CHAPTER 8 • A Student’s Journey
The Early Years
Encounters With Authority
Appendix A
Appendix B: UDL Progression Rubric
References

About the Author

Mirko Chardin is the Founding Head of School of the Putnam Avenue Upper School in Cambridge, MA. Mirko′s work has involved all areas of school management and student support. His greatest experience and passion revolves around culturally connected teaching and learning, recruiting and retaining educators of color, restorative practice, and school culture.  He delivers keynotes across the nation on equity, social justice and personal narrative. He is also a race, diversity and cultural proficiency facilitator & leadership coach for the Aspire Institute at Boston University’s New Wheelock College of Human Development. He is a principal mentor for the Perone-Sizer Creative Leadership Institute, a Trustee at Wheaton College and is an active hip-hop artist.





Katie Novak, Ed.D. is an internationally renowned education consultant as well as a practicing leader in education in Massachusetts. With 17 years of experience in teaching and administration, an earned doctorate in curriculum and teaching, and seven published books, Katie designs and presents workshops both nationally and internationally focusing on implementation of Universal Design for Learning (UDL) and universally designed leadership.

Reviews

"Many teachers and educators are struggling with the concept that ′teaching is a political act.′ Many want to know, "′s that my responsibility to teach about social issues that are often controversial?′ Equity by Design will allow educators to be reflective and introspective. It is a practical, realistic and useful guide and workbook."
*Paul Forbes*

"Social justice should be the pursuit of every school, institution, organization and individual. The authors have demonstrated how UDL (Universal Design for Learning) can be the technique by which social justice is achievable. Their text makes clear that simply having a social justice lens or desire is insufficient; action is what is needed. From culturally responsive teaching, to restorative justice, to the design process, to navigating holidays, Novak and Chardin provide clear rationales, practical strategies, explicit examples, and next step actions for every educator interested in a just society."
*Wendy Murawski*

"Equity by Design is critically relevant for educators of today’s youth, the leaders of our future global society, to understand how our work influences their place in the world."
*Lisa Graham*

"This book offers a powerful and concrete pathway for educators to incorporate social justice in curriculum development, teaching strategies and practices. Readers meet an array of educators who put these ideas into practice and learn many ideas for creating an equitable and inclusive school."

*Becki Cohn-Vargas*

"Equity by Design will promote usefulness for teachers and students through its research based foundation and practical applications. It is thought provoking!"
*Melanie Sitzer Hedges*

"Equity by Design is a must-read for anyone engaged in educating young people.  It does a phenomenal job of identifying the barriers that many students face, as well as how educators can help students overcome these barriers."
 
*Melissa Miller*

"Now, more than ever, equitable education is of the utmost importance. Equity by Design is a great tool for getting those hard conversations started.
*Kelsey Pretzer*