Quality of Individualized Education Programs (IEP) Developed in Special Education School

Şükran Alan; Veysel Aksoy

Makale detayları

Quality of Individualized Education Programs (IEP) Developed in Special Education School

Yazarlar:

Şükran Alan | Veysel Aksoy

Yayıncı:

Ondokuz Mayıs University

Ana Başlıklar:

Özel Eğitim ve Engelli Eğitimi

Dergi:

Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi Vol.42 Issue 1, pp.161-194

Belge Tipi:

Makale

Yayın Tarihi:

6/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001295273

pISSN:

2548-0278

Anahtar kelimeler:

Özet:

 Individualised education programs one of the basic principles of special education. It is stated that individualised education programs quality should be monitored to ensure that the goals and services determined in individualised education programs are implemented and monitored as planned. Studies examining individualised education programs concluded that quality levels were generally low. However, it was also observed that there were limitations in the psychometric properties of the tools used in these studies. This studys purpose is to develop a valid and reliable tool to evaluate individualised education programs quality and examine the qualities of individualised education programs using the created tool. At the first stage of the study, the Individualised Education Program Quality Assessment Scale was developed, and its validity and reliability were tested using 180 individualised education programs . At the second stage, the quality of 211 individualised education programs was examined using the scale. Results indicated that the Individualised Education Program Quality Assessment Scale was a valid and reliable scale, the quality scores of individualised education programs were low, the number of goals was very high, the quality scores decreased as the school stage increased, and they differed according to the diagnosis and professional experience of teachers. The results suggest that teachers experience difficulty preparing individualised education programs, individualised education programs are not used as educational guides, and individualised education programs are prepared as documents only due to legal necessity.

 Individualised education programs one of the basic principles of special education. It is stated that individualised education programs quality should be monitored to ensure that the goals and services determined in individualised education programs are implemented and monitored as planned. Studies examining individualised education programs concluded that quality levels were generally low. However, it was also observed that there were limitations in the psychometric properties of the tools used in these studies. This studys purpose is to develop a valid and reliable tool to evaluate individualised education programs quality and examine the qualities of individualised education programs using the created tool. At the first stage of the study, the Individualised Education Program Quality Assessment Scale was developed, and its validity and reliability were tested using 180 individualised education programs . At the second stage, the quality of 211 individualised education programs was examined using the scale. Results indicated that the Individualised Education Program Quality Assessment Scale was a valid and reliable scale, the quality scores of individualised education programs were low, the number of goals was very high, the quality scores decreased as the school stage increased, and they differed according to the diagnosis and professional experience of teachers. The results suggest that teachers experience difficulty preparing individualised education programs, individualised education programs are not used as educational guides, and individualised education programs are prepared as documents only due to legal necessity.

 Individualised education programs one of the basic principles of special education. It is stated that individualised education programs quality should be monitored to ensure that the goals and services determined in individualised education programs are implemented and monitored as planned. Studies examining individualised education programs concluded that quality levels were generally low. However, it was also observed that there were limitations in the psychometric properties of the tools used in these studies. This studys purpose is to develop a valid and reliable tool to evaluate individualised education programs quality and examine the qualities of individualised education programs using the created tool. At the first stage of the study, the Individualised Education Program Quality Assessment Scale was developed, and its validity and reliability were tested using 180 individualised education programs . At the second stage, the quality of 211 individualised education programs was examined using the scale. Results indicated that the Individualised Education Program Quality Assessment Scale was a valid and reliable scale, the quality scores of individualised education programs were low, the number of goals was very high, the quality scores decreased as the school stage increased, and they differed according to the diagnosis and professional experience of teachers. The results suggest that teachers experience difficulty preparing individualised education programs, individualised education programs are not used as educational guides, and individualised education programs are prepared as documents only due to legal necessity.

 Bireyselleştirilmiş eğitim programı özel eğitimin temel ilkelerinden biridir. Bireyselleştirilmiş eğitim programında amaçların ve hizmetlerin belirlendiği biçimde uygulandığından ve izlendiğinden emin olmak için bireyselleştirilmiş eğitim programı kalitesinin belirlenmesi ve takip edilmesi gerektiği ifade edilmektedir. Bireyselleştirilmiş eğitim programlarının kalitesinin genel olarak düşük olduğu ifade edilmektedir. Ayrıca kalite incelemesi amacıyla kullanılan araçların psikometrik niteliklerinde sınırlılıklar söz konusudur. Bu araştırmanın amacı; bireyselleştirilmiş eğitim programı kalitesini değerlendirmeyi hedefleyen geçerli ve güvenilir bir ölçme aracı geliştirmek ve geliştirilen araçla özel eğitim okullarında geliştirilen bireyselleştirilmiş eğitim programının kalitelerini incelemektir. Araştırmanın birinci aşamasında Bireyselleştirilmiş Eğitim Programı Kalitesini Değerlendirme Ölçeği geliştirilmiş ve 180 bireyselleştirilmiş eğitim programı kullanılarak geçerliliği ve güvenirliği sınanmıştır. İkinci aşamasında Bireyselleştirilmiş Eğitim Programı Kalitesini Değerlendirme Ölçeği kullanılarak, 211 bireyselleştirilmiş eğitim programının kalitesi incelenmiştir. Araştırma sonucunda Bireyselleştirilmiş Eğitim Programı Kalitesini Değerlendirme Ölçeğinin geçerli ve güvenilir bir ölçek olduğu, bireyselleştirilmiş eğitim programlarının kalite puanlarının düşük olduğu, amaç sayılarının çok yüksek olduğu, okul kademesi yükseldikçe kalite puanlarının düştüğü, tanıya ve öğretmen mesleki deneyimine göre kalite puanının farklılaştığı görülmüştür. Elde edilen sonuçlar; öğretmenlerin bireyselleştirilmiş eğitim programı hazırlamakta güçlük çektiğini, eğitsel bir rehber olarak bireyselleştirilmiş eğitim programlarının kullanılmadığını ve bireyselleştirilmiş eğitim programlarının yalnızca yasal zorunluluk sebebiyle bir belge olarak hazırlandığını düşündürmektedir.

Makale detayları

Quality of Individualized Education Programs (IEP) Developed in Special Education School

Yazarlar:

Şükran Alan | Veysel Aksoy

Yayıncı:

Ondokuz Mayıs University

Ana Başlıklar:

Özel Eğitim ve Engelli Eğitimi

Dergi:

Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi Vol.42 Issue 1, pp.161-194

Belge Tipi:

Makale

Yayın Tarihi:

6/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001295273

pISSN:

2548-0278

Special education

Individualised education program

IEP quality

IEP quality scaleÖzel eğitim

Bireyselleştirilmiş eğitim programı

BEP kalitesi

BEP kalitesi ölçeği

Sayı

Makale detayları

Yazarlar: Şükran Alan | Veysel Aksoy

Yayıncı: Ondokuz Mayıs University

Ana Başlıklar: Özel Eğitim ve Engelli Eğitimi

Dergi: Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi Vol.42 Issue 1, pp.161-194

Belge Tipi: Makale

Yayın Tarihi: 6/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001295273

pISSN: 2548-0278

Sayı

Yazarlar:

Şükran Alan | Veysel Aksoy

Yayıncı:

Ondokuz Mayıs University

Ana Başlıklar:

Özel Eğitim ve Engelli Eğitimi

Dergi:

Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi Vol.42 Issue 1, pp.161-194

Belge Tipi:

Makale

Yayın Tarihi:

6/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001295273

pISSN:

2548-0278