VOLUME 05 ISSUE 08 AUGUST 2026
1,2Rezel Aragon Salarda
1Student, MAED -ESL, West Visayas State University–Janiuay Campus
2Faculty, English Department, Janiuay National Comprehensive High School
DOI : https://doi.org/10.58806/ijsshmr.2026.v5i8n12Google Scholar Download Pdf
ABSTRACT
The purpose of the study was to investigate how secondary school teachers use ChatGPT to support learners with special educational needs (LSEN) in inclusive classrooms. The study focused on how teachers are using ChatGPT in their teaching practices. It investigated the benefits and challenges faced by teachers along with their views on the responsible use of generative AI in inclusive education. A qualitative inquiry was employed involving secondary school teachers having experience in handling learners with special educational needs in an inclusive education framework. Data were collected through semi-structured interviews and driven by thematic analysis. The results produced four main themes: (1) ChatGPT as a tool for instructional planning and differentiated learning, (2) improving teaching efficiency and supporting learner diversity through ChatGPT, (3) challenges and ethical concerns in using ChatGPT for inclusive education, and (4) responsible integration of ChatGPT in inclusive classrooms. The findings showed that teachers utilize ChatGPT to develop differentiated activities, clarify instructional materials, organize lessons, design learner-centered activities, as well as facilitate learning for diverse learners. In addition, teachers cited advantages like spending less time on preparations, organizing their lesson plans, getting new instructional ideas and more support for inclusive practice. Nonetheless, they faced difficulties with generic responses, the need for effective prompting, potential dependency on AI, as well as concerns over student privacy and responsible use. The study concludes that ChatGPT represents a sound instructional support tool in inclusive education when guided by the teachers’ professional judgment, pedagogical expertise, and ethical awareness. Instead of taking the place of teachers, ChatGPT can enhance teaching practices by providing extra resources and opportunities for creating responsive and inclusive learning environments for learners with special educational needs.
KEYWORDS:ChatGPT, generative artificial intelligence, inclusive education, learners with special educational needs, secondary school teachers, qualitative inquiry
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Cite this Article: Salarda, R. A. (2026). Secondary School Teachers' Experiences of Using Chatgpt to Support Learners with Special Educational Needs: A Qualitative Inquiry. INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCHS, 5(8), 2202-2208. https://doi.org/10.58806/ijsshmr.2026.v5i8n12