The Republic of Kazakhstan has witnessed a growing number of diagnosed cases of autism spectrum disorder (ASD), while the system of comprehensive support for children with ASD and their families remains fragmented and insufficiently coordinated. The existing regulatory framework is largely designed around broader categories of special educational needs and does not adequately address the specific needs associated with emotional and behavioral functioning. This creates challenges for early identification, effective interagency coordination, continuity of support, and the implementation of inclusive education.

This study aims to examine the legal and regulatory framework governing medical, social, psychological, and educational support for individuals with ASD in Kazakhstan, assess its alignment with relevant international standards, and identify regulatory inconsistencies that may hinder access to inclusive and high-quality education. The methodological framework combines comparative legal analysis, systematization and classification, theoretical synthesis, as well as dialectical and prospective approaches.

The findings indicate that Kazakhstan has established a multi-level support system for children with special educational needs, encompassing early identification, comprehensive assessment, specialized psychological and educational assistance, and inclusive education. Nevertheless, several systemic challenges remain. These include insufficiently defined mechanisms for interagency cooperation, the risk of needs assessment becoming largely procedural rather than individualized, disparities in professional capacity and service provision across regions, and constraints related to funding and the duration of support available to children with ASD.

The study concludes that further improvement of the regulatory framework is required to establish a comprehensive, continuous, and needs-based system of support for children with ASD and their families throughout different stages of life. Such improvements should draw on relevant international practices while taking into account the institutional, social, and educational context of Kazakhstan.