Examining long-term impacts of a training programme to improve quality of IEP goals


Rakap S., Balikci S., KALKAN S., Coleman H., AYDIN B., Gülboy E.

European Journal of Special Needs Education, 2024 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Publication Date: 2024
  • Doi Number: 10.1080/08856257.2024.2314423
  • Journal Name: European Journal of Special Needs Education
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, FRANCIS, Periodicals Index Online, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), EMBASE, ERIC (Education Resources Information Center), Index Islamicus, Linguistics & Language Behavior Abstracts, Psycinfo
  • Keywords: Individualized education programme, goal quality, preservice teacher, special education, professional development, teacher preparation
  • Çanakkale Onsekiz Mart University Affiliated: Yes

Abstract

High-quality IEP goals developed based on a comprehensive assessment of child functioning are more likely to result in individualisation of services and improved learning outcomes for students with disabilities. This study investigated the impact of a training programme on the quality of individualised education programme (IEP) goals written by Turkish special education preservice teachers and examined whether participants could transfer goal writing skills from preservice to in-service settings. A total of 44 preservice teachers participated in the study and were randomly assigned to service-as-usual control or training groups. Preservice teachers in the experimental group received a manual focused on writing high-quality IEP goals and participated in a series of two in-person trainings across 2 weeks. Preservice teachers in the control group were given the same manual focused on writing high-quality IEP goals and asked to review the manual. Results showed that the training method used was effective in improving the quality of IEP goals special education preservice teachers developed and wrote. Moreover, preservice teachers maintained their performance during the 4-month follow-up and demonstrated evidence for generalisation of skills to in-service settings at 12 months post-training.