Abstract
There are qualitative studies aimed at identifying the problems encountered in the course of preparing individualized education programs (IEP). However, these studies are conducted with only a few participants. There is a need to test the results on a larger sample size. A questionnaire based on findings of interview techniques, used in qualitative research methodology, is developed. Using this questionnaire will identify the actual problems based on wider sample size, creating guidance for the required measures and actions. Thus, the purpose of this study is to identify the processes of preparing individualized education programs by special education teachers and of the problems they encounter. The sample group for this study, which utilized cross-sectional screening methods, is 1,000 teachers working in the special education field. At the end of the study, in addition to characteristics of IEP planning, performance measurement and IEP drafting by teachers, findings on problems faced due to teacher, room, material, parent, student, and personnel, in the course of preparation of IEP, were identified. Key words: Individualized education program, individualized instruction plan, problems, questionnaire, cross-sectional screening.
Highlights
Individualized education programs (IEP) are special education programs, developed in writing, by an educational institution for a student with disabilities, intending to meet the special needs and requirements of the students, teachers, and parents (Gibb and Taylor, 2016; Vuran, 2000)
Research findings are organized under four headings, planning of IEP development, determination of performance level, IEP drafting, and problems encountered in the course of preparation of IEP
The planning work for IEP development consists of the collection of information aimed to get to know the students, and IEP team meetings held with individuals who contribute to the education and instruction of the students to determine what should be included in the contents of IEP
Summary
Individualized education programs (IEP) are special education programs, developed in writing, by an educational institution for a student with disabilities, intending to meet the special needs and requirements of the students, teachers, and parents (Gibb and Taylor, 2016; Vuran, 2000). Disability, annual goals and short-term objectives, description of the needed special education and related services, description of general curriculum areas the students can participate in, assessment period, and information on how and how often the parents will be informed (Pierangelo and Giuliani, 2007; Siegal, 2003). Common elements of IEP and IIP are present levels of educational performance of the student, annual goals, and short-term objectives. IIP, differing from IEP, contains such information as instructional goals, instructional method, materials, prompt level, reinforcement type and schedule, assessment method and, frequency (Fiscus and Mandell, 2002; Özyürek, 2004). The IEP preparation process comprises three stages; planning, determination of performance level, and drafting
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