Inclusive education has been a particular focus of the education system in Serbia since the 2009 Law on Foundations of the Education System (SIPRU and UNICEF, 2014), which introduced individual education plans (IEP) as a way to individualise the curriculum for each student. This implied that students with special educational needs and disabilities (SEND) should be supported according to their learning needs within mainstream schools, rather than being taught a restricted curriculum within special schools. As a physics and chemistry teacher, I have always believed that science provides a range of opportunities to engage SEND students, from walks to observe the environment to demonstrations and hands-on experiments in the classroom. However, it also presents challenges, and the introduction of IEPs raised questions around the implementation and assessment of inclusive education in science.
The development of inclusive education in Serbia
While the inclusive model of education has been
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