Teachers' attitudes and the challenges they experience concerning individualized education program (IEP): A mixed method study

Kozikoğlu, İshak; Albayrak, Ezgi Nur

doi:10.17275/per.22.6.9.1

Cited by 10 publications

(10 citation statements)

References 11 publications

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“…In the study of Kozikoglu & Albayrak (2022), among the elements that related to the level of special education teachers' knowledge of IEP includes information about the IEP implementation process, knowing the support materials that can be used to learn the IEP implementation process, knowing how to obtain support materials, knowing one's own responsibility in implementing IEP, knowing how to identify the level SEN students' current performance, knowing how to determine annual goals and knowing the intervention activities that can be implemented to achieve the IEP goals. At the same time, the results of this study contradict Kozikoglu's findings who reported that teachers do not have sufficient knowledge about the concept of IEP.…”

Section: Discussionmentioning

confidence: 99%

Challenges of Special Education Teachers in Implementation Individual Education Plan (IEP) For Students With Learning Disabilities (LD)

Wong¹,

Rashid²

2022

IJARBSS

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Individual Education Plan (IEP) is a written document that is able to predict the maximum benefits that can be obtained by special education needs (SEN) students through receiving education in the most appropriate learning environment. Therefore, it is important to look into the things that affect the effectiveness of IEP implementation among SEN students. Special education teachers can be considered as the most crucial individuals in the IEP implementation process. This study identified the challenges of special education teachers in implementation IEP for SEN children with learning disabilities (LD). A pilot study was conducted by using a quantitative method which is a survey design. Questionnaire was used in data collection. Descriptive analysis was used to identify the challenges on this topic. The results of the study were obtained from 30 special education teachers that working in Integrated Special Education Program of primary or secondary schools in Selangor, Malaysia. Most of the findings indicate that teachers were facing competency challenges, especially in terms of attitude. The results of the analysis conducted show that teachers were having biggest knowledge and skill challengs in the IEP evaluation process. In terms of attitude challenges, teachers were lack of motivation in implementing IEP for LD students. For further research, the researcher suggests a more comprehensive and in-depth study that involving all stakeholders of IEP team such as parents to determine the main factors that influence the effectiveness of IEP implementation process.

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Section: Discussionmentioning

confidence: 99%

Challenges of Special Education Teachers in Implementation Individual Education Plan (IEP) For Students With Learning Disabilities (LD)

Wong¹,

Rashid²

2022

IJARBSS

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“…One of the main advantages of digital learning is the ability to build an individual learning path; there is a research on this topic [20], its purpose was to study the attitude of teachers and the problems they face in connection with the individual educational program (IEP).…”

Section: Methodsmentioning

confidence: 99%

Formation of Educational Ecosystem as a Key Priority of the Russian Education Development Strategy

Kozyreva¹,

Kotov²,

Morozova³

et al. 2022

Proceedings of the International Scientific and Practical Conference Strategy of Development of Regional Ecosystems “Education-

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The article analyzes the educational ecosystem in the context of the strategic development of education. The purpose of the article is to study the experience of implementing the ecosystem approach while organizing the educational process in accordance with the challenges of the emerging information society. The article presents the basic features of the educational ecosystem and briefly describes the major changes in educational activities: the integrative nature of the content of teaching methods and tools; adaptability, co-evolution of the environment and its subjects; the theory of connectivism dwelling upon learning in the digital age. Referring to the research by V.L. Kvint and O.E. Permyakov, the authors conclude that the ecosystem approach is an essential factor for the strategic development of education. In their research, N.V. Dyorina, L.I. Savva, N.I. Rabina identified the peculiarities of forming the university innovative ecosystems. Particular attention is paid to the ideas of S. Panda on methods for studying the digital footprint of students and the use of cluster analysis of the obtained data for taking the managerial decisions. A paradigm approach, the theory of strategizing and learning models in the context of digital transformation were used during the analysis of the ecosystem approach to the educational system. The analysis of various research positions led to the conclusion that the transformation of the educational environment of a university into an eco-educational one is a comprehensive problem; its solution is in the development of an appropriate theory of education and of a corresponding eco-educational model. The article has considerable practical value because it contains recommendations and suggests approaches that can be taken into account when modernizing educational activities in higher education institutions: a step-by-step transition to the implementation of changes is necessary through the strategic planning of the development of structures and processes in the educational ecosystem of the university with the help of digital innovative technologies used for education and educational management.

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“…However, three of the reviewed articles contradicted the findings of teacher negative attitudes towards the IEP implementation process. The three studies found that teachers showed a positive attitude towards all stages in the IEP implementation processes (Karaca et al, 2020;Kozikoğlu & Albayrak, 2022;Ruble et al, 2018).…”

Section: Teacher Attitude Challengesmentioning

confidence: 99%

“…Regarding the aspect of IEP concept, studies by Fu et al (2018) and Kozikoğlu and Albayrak (2022) showed that many teachers (f = 2; 29%) still do not understand the concept of IEP, thus affecting the IEP implementation process. The phenomenon of insufficient understanding of the IEP concept is directly linked to teachers' lack of knowledge about the support materials that are available for IEP learning and the activities that can be carried out to facilitate the IEP implementation process (Kozikoğlu & Albayrak, 2022).…”

Section: Teacher Knowledge Challengesmentioning

confidence: 99%

“…Furthermore, teachers have also been assumed to experience big challenges in the IEP evaluation process (f = 4; 57%). This is because teachers still lack skills in terms of monitoring to identify the effectiveness of the IEP conducted, such as not being skilled in using criterion-referenced tests and being less efficient in identifying the level of development of SEN children after the IEP intervention has been carried out (Akcin, 2022;Al-Shammari & Hornby, 2019;Hott et al, 2021;Kozikoğlu & Albayrak, 2022). However, the study of Shao et al (2022) also found that special education teachers can be considered capable of coordinating IEP interventions by following the SEN children's ability level throughout the IEP implementation process.…”

Section: Teacher Skills Challengesmentioning

confidence: 99%

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Challenges of Implementing the Individualized Education Plan (IEP) for Special Needs Children with Learning Disabilities: Systematic Literature Review (SLR)

Rashid

Wong

2022

IJLTER

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This study identified teacher challenges in the implementation of the individualized education plan (IEP) for special educational needs (SEN) children with learning disabilities (LD). A systematic literature review (SLR) was conducted to identify and synthesize the literature on this topic. Twelve studies met the inclusion criteria and were included in the analysis. Most of the findings indicated that teachers face challenges in all three aspects of competency challenges, that is knowledge, skill, and attitude challenges. Lack of knowledge on criterion-referenced tests (f = 3; 42%) can be considered as the biggest knowledge challenge faced by teachers. The biggest skill challenge was also found in the evaluation process, with teachers being less efficient in carrying out the evaluation process (f = 4; 57%). In terms of attitude challenges, the lack of motivation (f = 4; 66%) in implementing the IEP for LD children is the most common challenge encountered by teachers. Therefore, the results of the analysis and research carried out can serve as a guide and reference for educators, the Ministry of Education (MOE), and future researchers in an effort to solve teachers’ competency challenges in the IEP implementation process. However, additional high-quality research or an empirical study should be conducted to verify the validity of the conceptual framework formed by conducting a survey study in Malaysia.

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Teachers' attitudes and the challenges they experience concerning individualized education program (IEP): A mixed method study

Cited by 10 publications

References 11 publications

Challenges of Special Education Teachers in Implementation Individual Education Plan (IEP) For Students With Learning Disabilities (LD)

Challenges of Special Education Teachers in Implementation Individual Education Plan (IEP) For Students With Learning Disabilities (LD)

Formation of Educational Ecosystem as a Key Priority of the Russian Education Development Strategy

Challenges of Implementing the Individualized Education Plan (IEP) for Special Needs Children with Learning Disabilities: Systematic Literature Review (SLR)

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