Višnja Ðorðic and Tatjana Tubic, Faculty of Sport and Physical Education
University of Novi Sad, Serbia


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 Vojvodina’s
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 child’s 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


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