Universal access to education

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Universal access to education^[1] is the ability of all people to have equal opportunity in education, regardless of their social class, race, gender, sexuality, ethnic background or physical and mental disabilities.^[2] The term is used both in college admission for the middle and lower classes, and in assistive technology^[3] for the disabled. Some critics feel that this practice in higher education, as opposed to a strict meritocracy, causes lower academic standards.^[4] In order to facilitate the access of education to all, countries have right to education.^[5]

Universal access to education encourages a variety of pedagogical approaches to accomplish the dissemination of knowledge across the diversity of social, cultural, economic, national and biological backgrounds. Initially developed with the theme of equal opportunity access and inclusion of students with learning or physical and mental 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 a broad amalgamation, teachers exercising universal access will continually face challenges and incorporate adjustments in their lesson plan to foster themes of equal opportunity of education.^[6]

As universal access continues to be incorporated into the U.S. education system,^[7] 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.^[8] Providing a variety of ways to assess the extent of learning and retention will help identify the gaps in universal access and may also elucidate the ways to improve universal access.

As part of the United Nations Convention on the Rights of the Child, Universal Education for All (EFA) children were adopted according to the United Nations in 1989. The limitation of education existed for students living with disabilities despite international declarations.^[9]