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A learning environment designed to meet the specific needs of these students reduces learning barriers and fosters an inclusive learning atmosphere. This study aims to explore teachers' perceptions of inclusive infrastructure based on the concept of Universal Design in primary special education schools. The study employs a descriptive qualitative research design and uses purposive sampling, selecting 10 special education teachers from 4 primary special education school in Klang Valley, Malaysia, with at least a minimum of 6 months of teaching experience in primary special education school. Data were collected through semi-structured interviews, where participants were interviewed on a one-to-one basis. The interviews were recorded, transcribed verbatim and translated, with the findings analysed using thematic analysis. Four main themes were identified and discussed. The study reveals that teachers' perceptions of infrastructure based on the Universal Design concept are positive in terms of functionality and physical aspects. However, the impact of inclusive infrastructure on social and emotional aspects has received less attention. Therefore, this study hopes that the policymakers will develop a standardised school design template based on the Universal Design concept to enhance the quality of infrastructure in primary special education school and improve the learning experiences of students with special educational needs (SEN).
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