In Chile, educational establishments that have Programas de Integracion escolar (PIE) support the learning process of students with special educational needs (SEN) through co-teaching and the Universal Learning Design (ULD) implementation. In this context, a questionnaire is applied to 155 teachers (primary and special education) from Valparaiso to analyze their levels of knowledge and perception of self-efficacy to use digital technologies. The results show that special Education teachers and those who work in municipal schools declare higher levels of knowledge and perception of self-efficacy to incorporate digital technologies.