Abstract: This study aims to critically evaluate the progress made in inclusive education in Bulgaria since The Salamanca Statement, with a specific focus on transitioning from mere inclusion to fostering a sense of belonging for students with special educational needs (SEN). A mixed-method approach was employed, combining quantitative surveys distributed to students, teachers, and administrators with qualitative data from interviews and focus groups. The study examined key factors influencing inclusion and belonging, such as teacher attitudes, peer interactions, and school culture. The findings highlight significant progress in policy implementation, teacher preparedness, and support systems for SEN students. However, challenges persist in fostering true belonging, with factors such as negative teacher attitudes and lack of specialised support being prominent barriers. The creation of Spaces for Intensive Additional Support (SIAS) has demonstrated potential but requires nationwide scaling. While Bulgaria has made advancements in inclusive education, further efforts are required to bridge the gap between policy and practice. Emphasising functional assessments and developing supportive school cultures are essential for creating environments in which all students feel valued and connected.
Keywords: Inclusive Education, Belonging, The Salamanca Statement
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Author Info:
Chief Assist. Prof. Kaloyan Ivanov Damyanov, PhD
Department of Special Education
Faculty of Educational Sciences and Arts
Sofia University “St. Kliment Ohridski”, Bulgaria
е-mail: kdamjanov@uni-sofia.bg
English 
Български