Success Factors and Conditions for Inclusive Education: through the View of Research Practice

Aneliya Garbacheva,

Hristina Fidosieva

St. Cyril and St. Methodius University of Veliko Turnovo

https://doi.org/10.53656/ped2025-8.08

Abstract. Since the 1990s, the Bulgarian education system has gone through a period of dynamic change and development under the sign of inclusion politics. The aim is to ensure the active participation of all students in the educational process, regardless of their differences, disabilities or learning difficulties. However, this change has happened too quickly within a decade; creating the conditions for participation continues to be a daily challenge, even if the mobilisation of professionals around the principles of action is complete. This article focuses on specific experiences in different regions of the country related to students with intellectual disabilities and on the autism spectrum disorders. After a brief overview of the evolution of policy principles, it draws on research conducted. It provides evidence of services provided on the ground. It highlights progress, benefits, barriers and challenges for the future. Finally, it shows the adjustments that are progressively needed in initial and continuing education.

Keywords: transforming school practices; adapting learning environments and teaching; inclusive educational support; intellectual disability; autism spectrum disorder

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