This study aims to investigate adults’ perspectives on special needs awareness in moral education within the context of preschool in Kota Damansara, Malaysia. Although an inclusive programme has been instituted to facilitate equitable access to education for all children, significant challenges persist, primarily attributed to issues surrounding social acceptance. A quantitative inquiry employs surveys and structured questionnaires to amass data from 103 participants who work or stay in Kota Damansara. The conceptual framework is underpinning hinge on attitudes, which encompass behavioural, affective and cognitive dimension; hence, a 5-Likert scale is occupied for the analysation of perception. Employing Spearman rho correlations and descriptive statistics, the data undergoes rigorous analysis. The findings reveal no significant correlation between adults’ perspectives and children’s attitude towards peers with SEN or the integration of SEN awareness into preschool moral education. However, the participants express into educational curriculum. This study posits that curriculum developers ought to integrate SEN awareness into preschool moral education, thereby fostering understanding, tolerance, and acceptance of SEN individuals, which could ultimately enhance social acceptance.