Technological integration in inclusive classrooms: Enhancing access for learners with Special Educational Needs (SEN)

Abstract

This study determined the extent of technological integration in inclusive classrooms and its relationship with teachers’ acceptance and utilization of technology for learners with Special Educational Needs (SEN) at Moalboal National High School, Moalboal, Cebu during the School Year 2025–2026. Utilizing a descriptive-correlational research design, data were gathered from 46 teacher-respondents selected through purposive sampling. The adapted UTAUT-based questionnaire measured teachers’ profile, acceptance and utilization of technology, accessibility and instructional support for SEN learners. Findings revealed that teachers demonstrated high levels of performance expectancy, effort expectancy, behavioral intentions, and social influence while facilitating conditions and use behavior were significantly lower. Accessibility and instructional support for SEN learners was high. However, utilization of specialized assistive technologies lagged behind general instructional technology use. Significant positive relationships were found between teachers’ acceptance and accessibility outcomes (r=0.371 to 0.748, p<0.05), and between accessibility and extent of utilization (r=0.463, p=0.001). The study concluded that while teachers strongly accept technology, inadequate facilitating conditions create an intention-behavior gap. An evidence-based action plan was proposed to strengthen infrastructure, budget allocation, professional development, and specialized assistive technology utilization to enhance inclusive education for learners with SEN.