Utilization of assistive and instructional technologies to support learners with special educational needs in inclusive classrooms

Abstract

This descriptive-correlational study determined 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 Minglanilla Central Elementary School, Cebu, during School Year 2025–2026. Using purposive sampling, 53 teacher-respondents completed a questionnaire adapted from the Unified Theory of Acceptance and Use of Technology (UTAUT). Findings revealed that teacher-respondents were predominantly female, aged 46 and above, holding Teacher 3 positions, with master’s units, and 13 or more years of teaching experience. The majority had Basic ICT competence and 32.08% had never attended SEN training. Performance Expectancy and Behavioral Intentions were rated Strongly Agree, while Facilitating Conditions received Agree rating. Accessibility and instructional support for SEN learners was rated Strongly Agree with equal participation as the lowest indicator. Extent of technology utilization was rated Always, yet specialized assistive technologies such as text-to-speech software and specialized devices were only Often used. Significant positive correlations were found between all UTAUT constructs and accessibility outcomes (p=0.000), and between accessibility and extent of utilization (r=0.632, p=0.000), leading to rejection of both null hypotheses. The study concluded that while teachers held strong beliefs and intentions regarding technology for SEN learners, actual use was constrained by inadequate facilitating conditions, particularly budget and infrastructure. An evidence-based action plan, Project ASSIST, was proposed to address gaps in assistive technology procurement, teacher training, ICT competence, and implementation support.