Instructional design can be more effective if it is as fixedly dedicated to the accommodation of individual differences as it currently is to the accommodation of subject matters. That is the hypothesis. A menu of accommodation options is provided that is applicable at each of three stages of instructional development or administration: before, during, and after. Some are routinely used now. Some are new. Their collective purpose is to narrow the effects that the distribution of abilities and interests, that is always present, will exact.