Integrating technology in inclusive classrooms to improve accessibility for learners with Special Educational Needs (SEN)

Abstract

The success of technology in inclusive classrooms hinges on teacher acceptance and use. This study aimed to determine 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 Intellectual Development for Early Age School (IDEAS), Talisay City, Cebu, during the school year 2025–2026 as a basis for an action plan. Utilizing a descriptive-correlational research design, data were gathered from 30 teachers through a validated questionnaire adapted from the Unified Theory of Acceptance and Use of Technology (UTAUT). Descriptive and inferential statistics were employed for data analysis. The findings revealed that teachers demonstrated high performance expectancy and behavioral intentions, but lower facilitating conditions and use behavior. Assistive software utilization and specialized device utilization were rated lower compared to general multimedia tools. Significant positive relationships were established between all UTAUT dimensions and accessibility outcomes, with performance expectancy showing the strongest correlation (r = 0.756, p = 0.000). A moderate to strong correlation was also found between technology utilization and instructional support (r = 0.652, p = 0.000). The null hypotheses were rejected for all relationships at 0.05 level of significance. An evidence-based action plan was formulated to address identified gaps, including strengthening facilitating conditions through responsive technical support and dedicated budget allocation for SEN assistive tools, bridging the intention-behavior gap, and enhancing specialized assistive technology utilization through targeted professional development.