The term children with developmental disabilities includes children with congenital and acquired conditions of the organism. Each child must be approached according to their needs, because their developmental difficulties can be caused by various factors such as genetic predisposition, neurological and biological factors, and trauma. Unlike children with normal development, children with developmental disabilities require special care, especially when it comes to physical activity and motivating the child in order to encourage a healthy lifestyle. The aim of this paper is to determine the difference in physical activity between students with regular development in elementary schools in the city of Osijek and students with developmental disabilities from the Center for Autism Osijek and the Center for Education "Ivan Štark" in Osijek. The research was conducted with a total of 1295 students, of which 1242 were children with normal development and 53 students with developmental disabilities. In the framework of this research, the IPAQ questionnaire designed to determine the level of physical activity of the respondents in the last seven days was used. The aim of the research was to clarify the extent to which developmental differences affect physical activity patterns. The questionnaire is focused on different types of activities that include playing sports, dancing or games that require intense physical effort such as running, climbing, jumping, cycling and the like. This aspect of the research is crucial, given that various indicators of physical condition and health, as well as the quality of life of the respondents in general, can be determined through the mentioned activities. The research results indicate significant differences in the levels of physical activity between the two groups. The research has useful information for all professionals who aim to promote physical activity for all students. In addition, by encouraging more equitable and accessible access to physical activity, competent professionals can contribute to the general well-being and social integration of students with different developmental needs. By recognizing variations in engaging in physical activity, interventions can be designed to respond to the specific needs of students with developmental disabilities and ultimately foster a fairer and more accessible environment for participation in physical activity.