Development of inclusive education model in Serbia, evident during last decade, is in accordance with national strategic documents and corresponding international legislative. Special role in inclusive education development belongs to intradepartmental commissions, established to implement inclusive politics at local level. In paper, the normative framework for intradepartmental commissions work is analyzed, as well as first experiences from Vojvodinaís intradepartmental commissions. According to data submitted by commissionsí coordinators from 30 local communities, the greatest challenge in commissionsí work is implementation of suggested individual plan of support. Problems with implementation could be referred to additional educational support, including physical education as well. In inclusive physical education perspective, the commissioní opinion is invaluable, because it contains a complete insight into childís needs for additional support. Identification of barriers child and its family is faced with, as well as supports they have in educational domain, presents the first step in inclusive teaching planning. Data obtained show that within children referred to commissions boys, primary school children and mentally disturbed individuals, represent a majority.

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