ZEBRA CROSSING SAFETY FOR INDIVIDUAL WITH SPECIAL NEEDS: A MULTI-PERSPECTIVE STUDY

Abstract

Zebra crossings, designed as safe passageways, often present unique challenges for children with special needs. Difficulties in hazard perception, attention, and decision‑making make these everyday encounters with traffic far more complex and risky than for their peers. This study explores the issue through a multi‑perspective approach, integrating public perceptions, professional insights, and driver behaviour. A mixed‑method design was employed, combining an online questionnaire with university students, semi‑structured interviews with lecturers in special education, and structured observations of driver compliance at a signal‑controlled zebra crossing in Ipoh, Malaysia. Results revealed that university students expressed moderate confidence in their own safety but identified heightened risks for children with special needs, particularly in relation to inattentive drivers and inadequate infrastructure design. Lecturers emphasised systemic shortcomings, noting that current road environments and safety education programs insufficiently address the needs of vulnerable groups. Observational data confirmed frequent driver violations, with a notable proportion of vehicles failing to stop at red lights, thereby posing a direct risk to pedestrians. The discussion highlights the mismatch between road infrastructure assumptions and the capabilities of children with special needs, as well as the gap between public awareness and actual driver behaviour. The integration of perspectives underscores the importance of interdisciplinary collaboration between traffic engineering, special education, and public policy. In conclusion, the study demonstrates that zebra crossing safety for children with special needs is compromised by both environmental and behavioural factors. Addressing these risks requires targeted public education, enhanced teacher training, stricter enforcement of traffic laws, and inclusive infrastructure design.