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

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dc.authoridKalkan, Sinan / 0000-0001-6890-6421
dc.contributor.authorRakap, Salih
dc.contributor.authorBalıkcı, Şerife
dc.contributor.authorKalkan, Sinan
dc.contributor.authorColeman, Heather
dc.contributor.authorAydın, Burak
dc.contributor.authorGülboy, Emrah
dc.date.accessioned2025-01-27T20:53:48Z
dc.date.available2025-01-27T20:53:48Z
dc.date.issued2024
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
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.
dc.identifier.doi10.1080/08856257.2024.2314423
dc.identifier.issn0885-6257
dc.identifier.issn1469-591X
dc.identifier.scopus2-s2.0-85184923761
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1080/08856257.2024.2314423
dc.identifier.urihttps://hdl.handle.net/20.500.12428/25843
dc.identifier.wosWOS:001159974800001
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherRoutledge Journals, Taylor & Francis Ltd
dc.relation.ispartofEuropean Journal of Special Needs Education
dc.relation.publicationcategoryinfo:eu-repo/semantics/openAccess
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WoS_20250125
dc.subjectIndividualized education programme
dc.subjectgoal quality
dc.subjectpreservice teacher
dc.subjectspecial education
dc.subjectprofessional development
dc.subjectteacher preparation
dc.titleExamining long-term impacts of a training programme to improve quality of IEP goals
dc.typeArticle

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