The third step to follow will be to make a complete master's education accessible to students with disabilities. But it is possible to be consciously striving to make it easier to acquire knowledge, and we are doing just that by focusing on giving learning for and about people with disabilities an honest chance. All previous changes in everyday education have had one thing in common - they have influenced some particular aspect, perhaps a certain perspective or a minor part of a course or a lecture or a book. And suddenly it is possible, for example, to let the students be the ones who are asking the questions. Whether disabled or not.
Students are able to get to the very source.
Thereby, the iterative process can sometimes take place inside the individual person, which certainly reduces the risk of mistakes being made. Peter Anderberg is an excellent example of such a person and of the importance of such a person. The university's famous bridge between research and education could be sturdier and stronger if it was built between research and learning instead. The latter processes are the ones that are most closely related. Research generates knowledge which is new to the researcher and to humanity, while learning generates knowledge which is new only to the student.