This study investigates the perceived accessibility of educational infrastructure, with particular emphasis on school buildings, facilities, and architectural features as evaluated by primary users. The research adopts a quantitative descriptive approach, employing a structured questionnaire as the primary data collection instrument. A total of 120 questionnaires were distributed through simple random sampling to ensure representativeness of the target population, of which 118 valid responses were retrieved, yielding a response rate of 98.3%. The instrument was designed to capture users’ evaluations of accessibility features and their adequacy in facilitating unrestricted mobility and functionality within the school environment. The collected data were subjected to rigorous statistical analysis using the Statistical Package for the Social Sciences (SPSS), enabling both descriptive and inferential interpretations. Findings indicate that a substantial proportion of respondents perceive current school building designs and facilities as insufficiently inclusive, emphasizing the need for structural modifications to enhance universal accessibility. These results underscore the persistent gap between existing design standards and the principles of universal design, which advocate for equitable access regardless of users’ physical abilities or limitations. The study concludes by recommending that educational infrastructure planning and design transcend conventional norms that cater primarily to the average user. Instead, it advocates for the integration of inclusive design strategies that comply with accessibility regulations and international best practices. Such measures are imperative to promoting spatial equity, fostering inclusive learning environments, and aligning institutional facilities with contemporary standards for diversity and inclusion in educational settings.
Ediae et al. (Wed,) studied this question.