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

Research output: Journal contributionsJournal articlesResearchpeer-review


  • Salih Rakap
  • Serife Balikci
  • Sinan Kalkan
  • Heather Coleman
  • Burak Aydin
  • Emrah Gulboy

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.

Original languageEnglish
JournalEuropean Journal of Special Needs Education
Number of pages18
Publication statusE-pub ahead of print - 10.02.2024

Bibliographical note

Publisher Copyright:
© 2024 Informa UK Limited, trading as Taylor & Francis Group.

    Research areas

  • goal quality, Individualized education programme, preservice teacher, professional development, special education, teacher preparation
  • Educational science