A Case Study on the Development Process of Individualized Education Programs

This study examined how individualized education programs (IEPs) are developed in Türkiye. It explored the views of special education teachers and academics on the IEP development process and on related pre-service courses. It also compared these views with a limited classroom observation and with the quality of four teacher-developed IEPs. A holistic single-case design was used. Participants were 10 special education teachers in Isparta and 4 academics who teach undergraduate courses related to IEPs. They were selected through criterion sampling. Data came from standardized open-ended interviews, three lesson hours of observation with one teacher and document analysis. Four IEPs were scored with the IEP Quality Assessment Scale. Interview and observation data were analyzed through content analysis. Academics reported that IEP and assessment courses remain largely theoretical. They also noted the use of ready-made IEPs and weak teamwork in schools. Teachers said they valued goal setting, communication with stakeholders and family involvement. However, these reported practices were not fully reflected in the IEPs examined. IEP scores ranged from 9 to 26 out of 32. Conditions, generalization, timelines, methods and support services were often missing. In the observed lessons, the teacher also carried out the process largely alone. Within the limits of these data, this gap between reported and documented practice points to a need for more practice-based pre-service courses and on-the-job coaching for teachers.