THE INTERPLAY OF EDUCATIONAL SUPPORT AND STUDENT PARTICIPATION IN INCLUSIVE EDUCATION

Authors

  • Hristina R. Fidosieva Faculty of Education, Department of Primary School Pedagogy, University of Veliko Tarnovo “St. Cyril and St. Methodius”, Veliko Tarnovo, Bulgaria

DOI:

https://doi.org/10.46827/ejse.v12i1.6456

Keywords:

inclusive education, educational support, student participation, children with disabilities, special educational needs

Abstract

Inclusive education increasingly emphasises the need to ensure equitable learning opportunities for all students, particularly children and students with disabilities. Within this context, educational support and student participation emerge as central constructs shaping the quality and effectiveness of inclusive educational practices. This paper explores the interplay between educational support and student participation from a theoretical perspective, focusing on their role in promoting meaningful engagement and autonomy in inclusive settings. The study is based on a conceptual and analytical review of contemporary literature in inclusive and special education, complemented by an examination of relevant international policy frameworks. Educational support is conceptualised as an integral component of teaching that encompasses environmental adaptation, pedagogical accompaniment, and the facilitation of learner autonomy. Student participation is examined as a multidimensional construct, encompassing academic, social, and emotional engagement in the learning process. The analysis demonstrates that educational support and participation function as interdependent and mutually reinforcing processes. Supportive practices create the conditions for participation, while participation activates and gives purpose to support, particularly for students with disabilities. The paper argues that autonomy emerges as a developmental outcome of sustained participation within supportive learning environments. By conceptualising support and participation as inseparable elements of inclusive education, the study contributes to the theoretical foundations of special and inclusive pedagogy and offers insights for inclusive educational practice.

 

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Author Biography

  • Hristina R. Fidosieva, Faculty of Education, Department of Primary School Pedagogy, University of Veliko Tarnovo “St. Cyril and St. Methodius”, Veliko Tarnovo, Bulgaria

    Hristina R. Fidosieva, PhD, is a Senior Lecturer at the Faculty of Education, St. Cyril and St. Methodius University of Veliko Tarnovo, Bulgaria. She specialises in the field of special pedagogy, with a primary focus on the education and support of children and students with special educational needs. Her academic interests particularly address neurodevelopmental disorders, including Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD). Her research interests encompass inclusive education practices, the development and implementation of Individualised Education Plans (IEPs), teacher education and training, and the integration of assistive technologies to support learning and participation among students with diverse abilities. She has published in peer-reviewed academic journals and has presented her research at international conferences in the field of special and inclusive education. Her work is grounded in the advancement of evidence-based practices in the education of students with disabilities, the promotion of equitable access to quality education, and the strengthening of collaboration among educators, families, and educational communities.

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Published

2026-01-03

Issue

Vol. 12 No. 1 (2026)

Section

Articles

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