This article reports on a "universal design" concept that is being pushed by a coalition of education groups for education. Called "universal design for learning," the philosophy advocates creating lessons and classroom materials that are flexible enough to accommodate different learning styles. The coalition has drafted language it wants to have included in federal education law. A requirement for states to "develop a comprehensive plan to address the implementation of universal design for learning" is in the draft bill for reauthorizing the No Child Left Behind Act released in August by the House Education and Labor Committee. Universal design for learning, or UDL, is also supported in a reauthorization measure sponsored by Senator Joseph I. Lieberman, I-Conn. and co-sponsored by Senators Norm Coleman, R-Minn., and Mary L. Landrieu, D-La. According to the tenets of UDL, lessons should be designed with accessibility in mind, instead of retrofitting existing materials in an attempt to accommodate students with learning differences. While the early days of UDL focused on helping students with disabilities, supporters say it has benefits for any student, including those who are learning English, gifted students, or students who simply learn better through methods other than a teacher's lecture. [This article was produced by Editorial Projects in Education, Bethesda, MD.]