Abstract
<p>Individualized Education Program (IEP) is an important element in the Turkish Education system since it aims students with disabilities to get a systematic, measurable and on point education. Thus, preparation, implementation, and evaluation of the IEP play a critical role for students with disabilities, their parents, and professionals. Researchers conducted studies and provided suggestions to improve the quality of IEPs. However, in the literature, there was not any evaluation tool for the IEP. The purpose of this study is to create an evaluation tool for IEPs, and based on this tool, to measure the quality of prepared IEPs in Turkey. In this study, descriptive analysis was used. The findings demonstrated serious deficiencies in the components of IEPs. Based on that, the researchers provided suggestions to enhance the quality of IEPs.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0688/a.php" alt="Hit counter" /></p>
Highlights
Once students with disabilities (SWD) are identified as eligible to receive special education and related services, the students begin to receive necessary services for them to get an education based on the Individualized Education Plan (IEP) (Lee-Tarver, 2006)
The purpose of this study was to create an evaluation tool for Individualized Education Program (IEP) and measure the quality of IEPs in Turkey based on this tool
Results were consistent with previous research that the essential components of high quality IEP were infrequently included in the reviewed IEPs (Boavida, Aguiar, McWilliam, & Pimentel, 2010; Shinn & Shinn, 2000)
Summary
Once students with disabilities (SWD) are identified as eligible to receive special education and related services, the students begin to receive necessary services for them to get an education based on the Individualized Education Plan (IEP) (Lee-Tarver, 2006). The IEP provides a road map to both special education and general education teachers in preparing an instructional plan for SWD (Kargın, 2007; Rakap, 2015; Rosas & Winterman, 2012) This roadmap directs the education of SWD, and includes four important dimensions: a) a starting point-student's present level of performance, b) goals - measurable and observable objectives, c) support and services needed to achieve the goals, and d) measuring progress toward goal achievement- evaluating the student's performance using appropriate assessment methods (Bateman & Herr, 2006; Lee-Tarver, 2006). It is crucial to design highquality IEPs to support the educational and developmental needs of SWD
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