Universal access to education is the ability of all people to have equal opportunity in education, regardless of their social class, ethnicity, background or physical disabilities. The term is used both in college admission for the middle and lower classes, and in assistive technology for the disabled. Some critics find this idea an example of "political correctness".
Universal access to education encourages a variety of pedagogical approaches to accomplish the dissemination of knowledge across the diversity of social, political, cultural, economic, national and biological backgrounds. Initially developed with the theme of equal opportunity access and inclusion of students with learning or physical disabilities, the themes governing universal access to education have now expanded across all forms of ability and diversity. However, as the definition of diversity is within itself is a broad amalgamation, teachers exercising universal access will continually face challenges and incorporate adjustments in their lesson plan to foster themes of equal education opportunity.
As universal access continues to be incorporated into the U.S. education system, professors and instructors at the college level are required (in some instances by law) to rethink methods of facilitating universal access in their classrooms. Universal access to college education may involve the provision of a variety of different assessment methods of learning and retention. For example, in order to determine how much of the material was learned, a professor may enlist multiple methods of assessment. Methods of assessment may include a comprehensive exam, unit exams, portfolios, research papers, literature reviews, an oral exam or homework assignments. Providing a variety of ways to assess the extent of learning and retention will not only identify the gaps in universal access but may also elucidate the ways to improve universal access.
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Famous quotes containing the words universal, access and/or education:
“Exporting Church employees to Latin America masks a universal and unconscious fear of a new Church. North and South American authorities, differently motivated but equally fearful, become accomplices in maintaining a clerical and irrelevant Church. Sacralizing employees and property, this Church becomes progressively more blind to the possibilities of sacralizing person and community.”
—Ivan Illich (b. 1926)
“The Hacker Ethic: Access to computers—and anything which might teach you something about the way the world works—should be unlimited and total.
Always yield to the Hands-On Imperative!
All information should be free.
Mistrust authority—promote decentralization.
Hackers should be judged by their hacking, not bogus criteria such as degrees, age, race, or position.
You can create art and beauty on a computer.
Computers can change your life for the better.”
—Steven Levy, U.S. writer. Hackers, ch. 2, “The Hacker Ethic,” pp. 27-33, Anchor Press, Doubleday (1984)
“A two-year-old can be taught to curb his aggressions completely if the parents employ strong enough methods, but the achievement of such control at an early age may be bought at a price which few parents today would be willing to pay. The slow education for control demands much more parental time and patience at the beginning, but the child who learns control in this way will be the child who acquires healthy self-discipline later.”
—Selma H. Fraiberg (20th century)