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Inclusive education ensures equal access for all learners, including those with special needs. Universal Design (UD) offers a framework for creating safe, supportive, and participatory learning environments. This study evaluates the implementation of UD principles at the President Special Needs Center (PSNC) in Cikarang across four classrooms—Sun, Mercury, Venus, and Earth—categorized by students’ developmental levels. Data were collected through observations, visual documentation, and questionnaires from 20 respondents (teachers, parents, and architecture students). The analysis applied seven UD principles using a 1-4 Likert scale. Results show uneven application of UD. Sun and Mercury Classrooms scored higher in Tolerance for Error, Flexibility in Use, and Perceptible Information, indicating better support for students with mild to moderate needs. Venus and Earth Classrooms scored lower in Perceptible Information, Low Physical Effort, and Size and Space for Approach and Use, revealing challenges for students with more complex conditions. Overall, UD has been implemented at PSNC, but improvements in information clarity, ergonomics, and spatial accessibility are needed to achieve more inclusive learning environments.