Priority Support Areas and Learning Domains for Students with Severe and Profound Multiple Disabilities According to the Views of Pedagogical Specialists in Bulgaria And Flanders (Belgium)

Abstract

The article presents the views of pedagogical specialists supporting students with severe and profound multiple disabilities in the Bulgarian and Flemish education systems about the priorities in education and support of the target group of children and youth. The analysis of the results obtained from the empirical research provides valuable information about the direction in which the greatest efforts are directed in the process of inclusive education in Bulgaria and Belgium, brings out some differences in the prioritization of support and training in the two groups of respondents and opens opportunities for discussion in a comparative plan and taking into account the point of view of the specialists as a key factor for the implementation of an effective process of support and education for students with severe and profound multiple disabilities.