Abstract
The aim of this study was to investigate how frequently the different forms of work (frontal, individual and group) are used in the Serbian inclusive education. The sample consisted of 16 elementary schools in Serbia which pupils with sensory impairments attend (visual and auditory impairments: N=69). Systematic observation has been used on 382 classes. Results have shown that in the majority of classes the frontal form was predominantly used (67.7%). Significantly less present was the individual form (22.6%), while the variations of group work were the least frequently used. Considering the goals of inclusive education with the fact that the social engagement of pupils with sensory impairments in class can be beneficial, the frontal form alone is not enough for an effective teaching process. Despite its practicality, it is necessary to use the frontal form in balance with other work forms in all the phases of the class.
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