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

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dc.authoridAYDIN, Burak/0000-0003-4462-1784
dc.authoridGÜLBOY, EMRAH/0000-0002-7802-6839
dc.authoridKalkan, Sinan/0000-0001-6890-6421
dc.authoridRakap, Salih/0000-0001-7853-3825
dc.authorid(Rakap) Balikci, Serife/0000-0003-3740-8037
dc.authoridColeman, Heather/0000-0002-0629-7947
dc.contributor.authorRakap, Salih
dc.contributor.authorBalikci, Serife
dc.contributor.authorKalkan, Sinan
dc.contributor.authorColeman, Heather
dc.contributor.authorAydin, Burak
dc.contributor.authorGulboy, Emrah
dc.date.accessioned2024-08-31T07:49:24Z
dc.date.available2024-08-31T07:49:24Z
dc.date.issued2024
dc.departmentEge Üniversitesien_US
dc.description.abstractHigh-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.en_US
dc.identifier.doi10.1080/08856257.2024.2314423
dc.identifier.issn0885-6257
dc.identifier.issn1469-591X
dc.identifier.scopus2-s2.0-85184923761en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.urihttps://doi.org/10.1080/08856257.2024.2314423
dc.identifier.urihttps://hdl.handle.net/11454/104853
dc.identifier.wosWOS:001159974800001en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.relation.ispartofEuropean Journal of Special Needs Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.snmz20240831_Uen_US
dc.subjectIndividualized Education Programmeen_US
dc.subjectGoal Qualityen_US
dc.subjectPreservice Teacheren_US
dc.subjectSpecial Educationen_US
dc.subjectProfessional Developmenten_US
dc.subjectTeacher Preparationen_US
dc.titleExamining long-term impacts of a training programme to improve quality of IEP goalsen_US
dc.typeArticleen_US

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