Functional assessment of the educational needs of students with ASD in Bulgaria

Introduction. The increasing number of students with autism spectrum disorder (ASD) in mainstream schools necessitates the individualisation of educational pathways. The phenotypic heterogeneity of ASD manifestations presents challenges to traditional teaching methods, requiring a shift from the deficit-based medical model to the neurodiversity paradigm. Aim. The present study aims to differentiate the functional deficits and developmental resources of students with ASD in Bulgaria by applying the methodology of the International Classification of Functioning, Disability and Health for Children and Youth (ICF-CY), with the goal of designing an effective inclusive environment. Methodology and research methods. A cross-sectional observational study included 164 students with ASD, aged 3 to 19 years. Assessments were conducted by multidisciplinary teams of specialists through direct observation using an adapted “Functional Assessment Chart”. The textual data, consisting of free-form descriptions across nine criteria, were analysed using qualitative content analysis (semantic grouping) by three independent experts. Results. Twelve key factors contributing to a supportive environment were identified, including visualisation, structuring of the learning space, time management, and sensory safety. Qualitative analysis revealed that speech, behavioural, and cognitive difficulties tend to be mitigated when students’ strengths – such as visual and practical thinking and selective interests – are engaged. The data support the research hypothesis that targeted adaptation of environmental factors can reduce participation restrictions without relying solely on narrowly clinical interventions. Scientific novelty. For the first time in the Bulgarian educational context, the qualitative content of the functional profiles of students with ASD has been systematically categorised according to the ICF-CY framework. This approach goes beyond the traditional clinical description by embracing the neurodiversity paradigm, thereby highlighting the compensatory mechanisms involved in the child’s interaction with their environment. Practical significance. A practical algorithm and applied recommendations have been developed for mainstream teachers, specialists, and families to collaboratively design an inclusive and safe environment, as well as to conduct long-term, longitudinal monitoring of the child’s development.