The role of educational technology in promoting access for students with special educational needs in inclusive settings
TL;DR
While teacher attitudes were favorable, systemic gaps in budget, planning time, and specialized assistive technology training hindered optimal implementation and an evidence-based action plan, “Project ACCESS,” was proposed to address these gaps and enhance inclusive education practices at ACT-IS.
Abstract
In inclusive classrooms, EdTech can work wonders, but only if teachers embrace it, use it well, and have the right support in place. This descriptive-correlational study examined the extent of technological integration in inclusive classrooms and its influence on teachers’ acceptance and utilization of technology for learners with Special Educational Needs (SEN) at Asian College of Technology Integrated School (ACT-IS), Talisay City, Cebu, during the school year 2025–2026. A total population sampling of 33 teacher-respondents participated, utilizing a validated questionnaire adapted from the Unified Theory of Acceptance and Use of Technology (UTAUT). Data were analyzed using descriptive statistics, and Pearson product-moment correlation coefficient. Findings revealed that most teachers were young, female, novice educators with intermediate ICT competence. Teachers demonstrated “Strongly Agree” levels of technology acceptance, with Performance Expectancy rating highest and Facilitating Conditions rating lowest. Accessibility and instructional support for SEN learners was perceived as “Strongly Agree” while the extent of technology utilization was “Always” though specialized assistive software was underutilized. Significant positive correlations were found between teachers’ technology acceptance and accessibility for SEN learners (r = 0.556 to 0.765), and between accessibility and extent of technology utilization (r = 0.556). The study concluded that while teacher attitudes were favorable, systemic gaps in budget, planning time, and specialized assistive technology training hindered optimal implementation. An evidence-based action plan, “Project ACCESS,” was proposed to address these gaps and enhance inclusive education practices at ACT-IS.