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Objectives To present the validation of FUNCAS-ESCOLAR, a web-based biopsychosocial assessment battery grounded in the ICF framework. The tool identifies support needs for inclusive education by considering both context and family, using a universal language to describe student needs.Methods The battery was applied to 55 students (ages 4–24) across four types of schools in the Biobío Region, Chile. It assesses sociodemographic and health factors, student functioning (dependence, autonomy/participation, sensorimotor skills), and contextual facilitators (school and family). Analyses included Cronbach’s alpha for reliability, exploratory factor analysis, non-parametric correlations, and cluster analysis.Results FUNCAS-ESCOLAR showed excellent internal consistency (α = 0.890). Significant correlations were observed between dependence and other functioning dimensions (e.g., dependence–autonomy ρ = 0.487; dependence–context ρ = 0.553). Key predictors of student functioning included sleep quality, perceived safety, chronic health conditions, and school attendance. The tool successfully distinguished levels of student dependence and availability of contextual supports across different school types (p < 0.001).Conclusions FUNCAS-ESCOLAR is a reliable, comprehensive tool for personalized planning of supports in inclusive education. Its digital format facilitates accurate identification of biopsychosocial needs and enhances communication among educators, families, and professionals. The tool supports targeted intervention design and offers system-level insights, linking data from policy to practice for more inclusive, equitable education.