For many years, the term "special education" was used to denote the education of students with disabilities in either segregated or mainstreamed classrooms. The term "special education" is swiftly fading from the lexicon of academia. In today's schools, all education is considered to be "special." Educational reformers are embracing the concept of universal design, whereby instruction is equitable, and flexible enough to be applicable to all students regardless of their abilities or disabilities. Universal design is sometimes referred to as inclusive design, or design-for-all. The principles of universal design were first applied to architectural models with the goal of providing individuals with barrier-free structures. These same universal design principles of parity are now being applied to academic instruction. Universal design instruction (UDI) operates on the premise that the planning and delivery of instruction, as well as the evaluation of student learning, can incorporate inclusive attributes that accommodate learner differences without excluding learners, and without compromising academic standards. This article provides a brief summary of the seven universal design principles, namely, (1) equitable use; (2) flexibility in use; (3) simple and intuitive use; (4) perceptible information; (5) tolerance for error; (6) low physical effort; and (7) size and space for approach and use. They are followed by Burgstahler's (2007a, pp. 1-2) examples of their application to instruction.