This paper posits that when new technologies in education move beyond their initial stages of development, innovations in curriculum design, teaching strategies, and policies will be driven by the needs of students "at the margin," those for whom present technologies are least effective, students with disabilities, and that all students will be the beneficiaries of these innovations. After discussing the present assistive technologies and their benefits for students with disabilities, the future of universal design for learning is discussed. New technologies are highlighted that are changing our concept of the nature of learning, of media, of the learner, of teaching and learning, and of assessment. The paper concludes that the particular benefits for students with disabilities are that the new technologies will, by necessity, recognize both the reality and virtue of diversity. The technologies of the future will be more, not less, diverse, and they will engage many kinds of learners. It is predicted that the implicit goals of education will change from homogenization to diversification--identifying and fostering the inherent diversity among all students, identifying new kinds of learning, new kinds of teaching, and new kinds of success. (CR)