The article “TrUDL, A Path to Full Inclusion: The Intersectional Possibilities of Translanguaging and Universal Design for Learning” explores how integrating translanguaging and Universal Design for Learning (UDL) can create more inclusive and equitable classrooms for emergent bilingual learners with disabilities (EBLADs). Translanguaging allows students to draw from their full linguistic repertoire, while UDL promotes multiple means of engagement, representation, and expression in teaching. Cioè-Peña argues that combining these approaches (TrUDL) can address the unique challenges EBLADs face, as they are often segregated based on their linguistic and disability needs. The article highlights how TrUDL’s proactive planning helps educators design lessons that are accessible to all students, rather than needing modifications after students’ placement. Translanguaging supports culturally responsive teaching, while UDL offers flexible learning opportunities. By intentionally incorporating multilingual and multimodal practices, TrUDL promotes student engagement, independence, and a more holistic understanding of students’ learning needs. Cioè-Peña emphasizes that TrUDL can be implemented in any classroom setting, providing educators with practical strategies to ensure all students, regardless of their classification, are included and supported. The article calls for further research and encourages teachers to adopt TrUDL for creating authentically inclusive learning environments.