Background: Anatomy education has traditionally relied on cadaveric dissection. Cadavers provide a visual-spatial learning, but in a physically rigid environment. This often proves disadvantageous to students with physical, sensory, or psychological disabilities. The anatomy learning spaces and pedagogical designs remain largely inequitable, despite calls for inclusivity. This study investigates how person-centered pedagogy modules and inclusive architecture can enhance accessibility and engagement for disabled learners in anatomy education. Methods: A qualitative, case-based study was conducted using five representative scenarios depicting challenges faced by students with disabilities in anatomy learning. The participants (medical undergraduates) were asked to write their reflections on the cases presented. The reflections were analysed along with observational audits of dissection hall architecture. A thorough review of Universal Design for Learning (UDL) principles and accessibility standards was performed for. Thematic analysis was used to identify key barriers and effective person-centered strategies. Results: Two dominant themes emerged: (1) Physical inaccessibility— fixed dissection tables heights, inadequate lighting, and poor acoustics, restricted participation due to large number of students; and (2) Pedagogical inflexibility—visual-dependent teaching, and lack of assistive technology like extended reality, limited equitable engagement. Implementation of adaptive solutions such as adjustable-height tables, tactile and audio-enhanced resources (AR, VR), immersive virtual dissection tools (VR and hololens), and improved spatial layouts will enhance learner participation, confidence, and performance. Inclusive architectural features—such as mobility access, acoustic control, and sensory-safe zones— will foster a more collaborative and psychologically safe environment. Conclusion: Equity in anatomy education can be brought about by merging inclusive architecture with pedagogical inclusivity. By doing this, anatomy education can move from an age-old model to a flexible, human-centered framework. Institutions should sensitize faculty, incorporate accessibility audits and universal design standards into anatomy curriculum planning to ensure all learners can meaningfully engage in understanding the human body.