This issue describes promising research and development in the use of universal design principles to ensure curriculum access. It defines universal design and describes the differences between universal design and assistive technology. The activities of the Center for Applied Special Technology, the National Center to Improve the Tools of Educators, and the University of Kentucky in applying the concept of universal design to cognitive issues are highlighted. Universal access principles for designing curriculum, which include focusing on big ideas, using conspicuous strategies, implementing mediated scaffolding, integrating strategies, providing judicious review, and providing primed background knowledge are listed. Tips for designing web sites for universal access, which include: (1) use high contrast backgrounds and text; (2) use Sans Serif fonts for text; (3) make liberal use of chunking; (4) avoid using italics; (5) make use of alt tags when using graphics; (6) avoid the use of frames; and (7) include scripts when using audio files, are also discussed. In sections titled "Views from the Field" and "State and Regional Perspectives," school districts and states share their experiences in providing universal access. (CR)