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This paper consolidates data gathered through four recently conducted research studies on inclusive education in Serbia, all of them based on multiple-perspective design and mixed method approach. The main purpose is to explore achievements and unresolved contradictions in the implementation of individual education plan as a critical tool in the schooling of students who need additional support. The results suggest that the introduction of individual education plans has produced multiple contradictions between “old habits” of schools and teachers and new tasks required by inclusive educational policy. Different attempts to resolve these contradictions are evident in the school practice, changing the use of individual education plans, the understanding of inclusive education of all involved actors and at the same time transforming the everyday education practice. Findings are discussed in the light of activity theory. [Projekat Ministarstva nauke Republike Srbije, br. 179018]

Relying on Bronfenbrenner’s ecological model, this paper attempts to identify school-level factors that contribute to effective implementation of inclusive education. We also explored how government policy, with emphasis on individual education plans, school teams, Roma assistants and inter-sectorial committees, is implemented at the school level. Qualitative data were collected from various informants (students, parents, teachers, school associates, Roma assistants and local community representatives) in five schools selected on the basis of regional distribution and success in supporting diverse student needs. Two core categories of school-level facilitators were generated: inclusive practices and inclusive culture. Within the first category, which refers to concrete actions and relationships in the school and local community, five themes emerged: individualisation and use of individual education plans; cooperation between teachers and school inclusive education expert team; cooperation with internal and external specialists; cooperation with parents, and cooperation with the local community. The second category, which reflects beliefs, values and implicit school norms, was further divided into five subcategories: willingness for life-long learning; proactive stance; sense of teamwork; sophisticated personal philosophies of development and learning; and acceptance of difference. We concluded that successful schools have developed into professional learning communities. Finally, recommendations for improving relevant practices were provided. [ABSTRACT FROM AUTHOR]