Assessing disability prevalence is essential for program development and providing intervention in the community. However, the lack of measures resulted in misaligned programs that can be utilized as the bases for crafting the necessary intervention and framework for the schools and community. Extant literature proved that there are still limited studies on the use of the Washington Group Short set of questions on Disability (WGSQ) in the local context. The present study addresses this concern by providing contextual findings relevant to the student's culture, orientation, and inclusivity.