Vinja Ðorðic and Tatjana Tubic, Faculty of Sport and Physical Education
University of Novi Sad, Serbia
Abstract
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 Vojvodinas
intradepartmental commissions. According to data submitted by commissions coordinators from
30 local communities, the greatest challenge in commissions 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 commission opinion is invaluable, because it contains a complete
insight into childs 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.
Keywords: inclusive education, physical education, intradepartmental commission
References
Center, Y., & Ward, J. (1987). Teachers attitudes towards the integration of disabled children
into regular schools. The Exceptional Child, 34, 41-56.
Forlin, C., Douglas, G., & Hattie, J. (1996). Inclusive practices: How accepting are teachers?
International Journal of Disability, Development and Education, 43(2), 119-133
Jovanoviã, V., Zaviiã, V., Lazareviã, S. i Jerotijeviã, M. (2010). Priruènik za rad interresorne
Komisije za procenu potreba za pruanjem dodatne obrazovne, zdravstvene ili socijalne
podrke detetu i uèeniku [Intradepartmental Commission for the Evaluation of Giving
Additional Education, Health or Social Support to a Child/Student Guide]. Beograd:
Ministarstvo prosvete Republike Srbije.
Odluka o kriterijumima za razvrstavanje dece ometene u razvoju i naèinu rada Komisije za
pregled dece ometene u razvoju [Decision on criteria of classifying challenged children
and medical commission work methods] (1986). Slubeni Glasnik SRS, 15.
Pravilnik o bliim uputstvima za utvrðivanje prava na individualni obrazovni plan, njegovu
primenu i vrednovanje [Regulation on Further Instructions for Claiming Rights in
V. Ðorðiã and T. Tubiã
Individual Education Plan, Its Implementation and Merits]. (2010). Ñëóæáåíè ãëàñíèê
ÐÑ, 76.
Pravilnik o dodatnoj obrazovnoj, zdravstvenoj i socijalnoj podrci detetu i uèeniku [Additional
Child and Student Education, Health and Social Support Regulation]. (2010). Slubeni
glasnik RS, 63.
Rainforth, B. (2000). Preparing teachers to educate students with severe disabilities in inclusive
settings despite contextual constraints. Journal of the Association for Persons with Severe
Handicaps, 25(2), 83-91.
Salamanca statement and framework for action on special needs education (1994). Paris:
UNESCO.
Scruggs, T. E., & Mastropieri, M. A. (1996). Teacher perceptions of mainstreaming/inclusion,
1958-1995: a research synthesis. Exceptional Children, 63(1), 59-74.
United Nations (1948). Universal Declaration on Human Rights. Retrieved August 8, 2011,
from http://www.un.org/en/documents/udhr/index.shtml
United Nations (1989). Convention on the Rights of the Child. Retrieved August 8, 2011, from
http://www2.ohchr.org/english/law/crc.htm
United Nations (2001). United Nations Millennium Declaration. Retrieved August 8, 2011, from
http://www.un.org/millennium/declaration/ares552e.htm
Zakon o osnovama sistema obrazovanja i vaspitanja [The low on the fundamentals of the
education system]. (2009). Belgrade: Ministry of Education.