Examining long-term impacts of a training programme to improve quality of IEP goals
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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in: European Journal of Special Needs Education, Jahrgang 40, Nr. 1, 2025, S. 35-52.
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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TY - JOUR
T1 - Examining long-term impacts of a training programme to improve quality of IEP goals
AU - Rakap, Salih
AU - Balikci, Serife
AU - Kalkan, Sinan
AU - Coleman, Heather
AU - Aydin, Burak
AU - Gulboy, Emrah
N1 - Publisher Copyright: © 2024 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2025
Y1 - 2025
N2 - 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.
AB - 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.
KW - goal quality
KW - Individualized education programme
KW - preservice teacher
KW - professional development
KW - special education
KW - teacher preparation
KW - Educational science
UR - http://www.scopus.com/inward/record.url?scp=85184923761&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/548c5512-ae41-3268-a64e-8ee59d6831e5/
U2 - 10.1080/08856257.2024.2314423
DO - 10.1080/08856257.2024.2314423
M3 - Journal articles
AN - SCOPUS:85184923761
VL - 40
SP - 35
EP - 52
JO - European Journal of Special Needs Education
JF - European Journal of Special Needs Education
SN - 0885-6257
IS - 1
ER -