This research explores universal access in schools through the lens of non-discrimination and educational equality, emphasising access to education and the legal frameworks that protect their rights. The study analyses how the Social Model of Disability might enable universal access by focusing on Sustainable Development Goal 4 (SDG 4), which aspires to provide inclusive, equitable, and excellent education for everyone. The Social Model of Disability highlights those impediments whether physical, social, or institutional, restrict access rather than individual limitations. This paradigm is used to better understand how marginalised populations encounter systematic impediments to educational access. By examining legal and legislative frameworks that combat prejudice, this study investigates the confluence of disability and racism, exposing how existing mechanisms frequently miss the compounded issues these groups confront. The findings highlight the need for comprehensive policies that line with SDG 4 to promote equitable educational opportunities and eliminate structural disparities in education.