Abstract
An Individualized Education Program (IEP) is essential for both assisting students to meet their needs and enabling professionals to evaluate the students’ progress. The purpose of this study was to enhance the teacher candidates’ performance of writing IEP goals and objectives by using interactive feedback procedures. Seventy-three pre-service teachers in elementary education program participated in the study. They were required to write IEP goals according to case scenarios at three different times. A two-factor analysis of variance with repeated measures was completed for the dependent variables. The results of this study indicate that there are statistically significant differences between the means at each measurement time for pretest-posttest-maintenance scores. Implementation of interactive feedback procedures are found to be successful at improving the IEP goals and objectives writing skills of the teacher candidates. Limitations and implications for practitioners are presented.
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