Level of Perception and Challenges on Technology Utilization in an Inclusive Classroom Setting

This study investigated the perceptions, practices, and challenges of teachers integrating technology in inclusive classrooms at Pilipog Elementary School, Cebu, during the 2024–2025 school year. Using a descriptive-correlational design and complete enumeration of 45 teacher-respondents, the research explored the relationship between teacher perceptions and student technology use, as well as barriers to effective implementation. Findings revealed that teachers held very positive views of their own technology use, particularly for lesson planning, communication, and collaboration, yet their perception of student utilization was generally neutral. Correlation analysis showed a negligible, non-significant relationship between teacher perception and student technology use, highlighting that favorable attitudes alone do not guarantee active learner engagement. Key challenges included inadequate resources, limited internet access, and insufficient technical training. Grounded in the UTAUT and HAAT frameworks, the study underscores the need for systemic support, including sustained professional development, equitable resource allocation, and infrastructure improvement. An action plan was proposed to strengthen inclusive and technology-enhanced learning environments for students with special educational needs.