In this article, I provide a brief discussion of the papers presented in the special issue titled “In Service of Equity? Exploring Universal Design for Learning's Transformative Potential.” Collectively the papers act as an Ahdooga'chn story, presenting a powerful narrative that helps readers understand the root problems of the Hobson choice experienced by parents of students with disabilities, particularly those experiencing other forms of structural inequities due to racism, classism, ethnocentrism, and patriarchism. The papers also provide important insights on how to dismantle the Hobson choice conundrum and its related barriers and forms of oppression. I end the commentary with some questions for further thought.

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