Assessing Inclusivity: Evaluating School Facilities For Students With Disabilities in Terengganu, Malaysia

Abstract

Introduction, Inclusive education requires schools to offer facilities that are accessible, usable, and supportive so that students with disabilities (SWD) can take part fully in learning. Malaysia has introduced initiatives to strengthen inclusive education, yet concerns persist about the adequacy of physical infrastructure, assistive technologies, learning resources, and other school facilities. Focusing on schools in Besut, Terengganu, this study assessed how well existing facilities meet the educational needs of SWD and reflect universal design principles. The study evaluated the adequacy, accessibility, and usability of the educational facilities and resources provided for students with disabilities in Besut, Terengganu. It examined how these facilities were perceived to affect students’ learning experiences and identified areas needing improvement. The study also assessed how far current provisions support inclusive education and universal design principles. As for the Methods, a quantitative research design was employed. Data were gathered through a structured questionnaire given to 281 SWD, aged between 10 and 18 years, who attended schools in Besut and were registered as active OKU cardholders with the Department of Social Welfare Malaysia. The participants came from several disability categories: hearing, visual, speech, physical, learning, and multiple disabilities. Descriptive statistics were used to examine their views on facility adequacy, accessibility, the impact on learning, assistive technologies, and areas that needed improvement. Ethical approval was secured through the relevant institutional research ethics procedures. The findings showed that SWD generally viewed their school facilities positively. Overall, 83.3% of respondents agreed or strongly agreed that the facilities provided were adequate, whereas 16.7% were dissatisfied. Regarding accessibility, 93.3% agreed or strongly agreed that the school’s resources and facilities were accessible. Similarly, 93.3% of respondents said the existing facilities had positively affected their learning experiences. Ramps, elevators, accessible classrooms, adjustable furniture, specialized educational software, tailored learning tools, and hearing-assistance technologies were all seen as important to inclusive learning. Still, classrooms and playgrounds or sports fields were most often named as areas needing improvement, with each identified by 33.3% of respondents. Libraries, corridors, restrooms, canteens, laboratories, and other school spaces were also mentioned as concerns. This study concluded that school facilities in Besut, Terengganu, are generally viewed as supportive, accessible, and beneficial to SWD and their learning experiences. At the same time, the findings point to ongoing shortcomings in certain physical spaces, assistive technologies, and learning resources. Positive views of the facilities already in place should not be taken to mean that every accessibility requirement has been fully met. Further improvement depends on regular evaluation grounded in the actual experiences and needs of SWD. For Recommendations, schools and relevant authorities should give priority to improving classrooms and playgrounds. This includes adaptable furniture, accessible pathways, inclusive play equipment, and suitable learning materials. They believed that adapted of materials such as Braille, audio, and screen-reader-compatible content enable SWD to learn and participate fully, advancing SDGs 3, 8, 10, and 11 by promoting inclusion, accessibility, employability, and well-being through universal design and accessible education facilities. Regular audits grounded in universal design principles can help identify physical and technological barriers. Teachers, school administrators, parents, and SWD should have a role in planning and assessing facility improvements. Future research should also involve teachers, school management, parents, and policymakers to develop a more complete understanding of facility-related challenges and how they relate to student enrollment and educational participation.