Riza Özdemir, Buket Kisaç, Emre Ünlü, Gamze Kaplan


Individualized Education Program (IEP) is an important element in the Turkish Education system since it aims students with disabilities to get a systematic, measurable and on point education. Thus, preparation, implementation, and evaluation of the IEP play a critical role for students with disabilities, their parents, and professionals. Researchers conducted studies and provided suggestions to improve the quality of IEPs. However, in the literature, there was not any evaluation tool for the IEP. The purpose of this study is to create an evaluation tool for IEPs, and based on this tool, to measure the quality of prepared IEPs in Turkey. In this study, descriptive analysis was used. The findings demonstrated serious deficiencies in the components of IEPs. Based on that, the researchers provided suggestions to enhance the quality of IEPs.


Article visualizations:

Hit counter


special education, individualized education plan, rubric, students with disabilities, public schools

Full Text:



Airasian, P. W. (2001). Classroom Assesment, Mc Graw Hill, Boston College.

Avcioglu, H. (2011). Zihin engelliler sinif ögretmenlerinin bireysellestirilmis egitim programi (BEP) hazirlamaya iliskin görüsleri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 12(1), 39-56.

Bateman, B. D., & Herr, C. M. (2006). Writing measurable IEP goals and objectives. Verona, WI: IEP Resources.

Çepni, S. (2007). Araştırma ve Proje Çalışmalarına Giriş. Trabzon: Celepler Matbaacılık.

Erbaş, D. (2003). Varolan performans düzeyinin belirlengesi ve yazılması. O. Gürsel (Ed.). Bireyselleştirilmiş eğitim programlarının geliştirilmesi (69–80). Eskişehir: Anadolu Üniversitesi Yayınları.

Gartin, B., C. & Murdick, N. L. (2005). IDEA 2004: The IEP. Remedial and Special Education, 26,6, 327-331.

Goodman, J., & Bond, L. (1993). The individualized education program: A retrospective critique. Journal of Special Education, 26, 408–422.

Grisham-Brown, J. F., & Hemmeter, M. L. (1998). Writing IEP goals and objectives: Reflecting an activity-based approach to instruction for young children with disabilities. Young Exceptional Children, 1(3), 2–10.

Kargın, T. (2007). Eğitsel değerlendirme ve bireyselleştirilmiş eğitim programı hazırlama süreci. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 8(1), 01-16.

Rakap, S. (2015). Quality of individualised education programme goals and objectives for preschool children with disabilities, European Journal of Special Needs Education, 30(2), 173-186, DOI: 10.1080/08856257.2014.986909

Lee-Tarver, A. (2006). Are individualized education plans a good thing? A survey of teachers' perceptions of the utility of IEPs in regular education settings. Journal of Instructional Psychology, 33(4), 263-272.

Lytle, R. K., & Bordin, J. (2001). Enhancing the IEP team strategies for parents and professionals. Teaching Exceptional Children, 33(5), 40-44.

MacLeod, K., Causton, J. N., Radel, M., & Radel, P. (2017). Rethinking the Individualized Education Plan process: voices from the other side of the table. Disability & Society, 32(3), 381-400.

Mason, C. Y., M. McGahee-Kovac, and L. Johnson (2004). How to help students lead their IEP meetings. Teaching Exceptional Children 36 (3), 18–24.

Mueller, T. G. (2009). IEP facilitation. Teaching Exceptional Children 41 (3), 60–67.

Öztürk, C. Ç., & Eratay, E. (2010). Eğitim uygulama okuluna devam eden zihin engelli öğrencilerin öğretmenlerinin Bireyselleştirilmiş Eğitim Programı hakkında görüşlerinin belirlenmesi. Abant İzzet Baysal Üniversitesi Dergisi, 10(2), 146-159.

Pretti-Frontczak, K. & Bricker, D. (2000). Enhancing the quality of individualized education goal and objectives. Journal of Early Intervention, 23(2), 92-105

Rosas, C. E., & Winterman, K. G. (2012). The use of a rubric as a tool to guide pre-service teachers in the development of IEPs. Journal of the American Academy of Special Education Professionals, 136-147.

Rotter, K. (2014). IEP use by general and special education teachers. SAGE Open 4(2), 1-8.

Ruble, L. A., McGrew, J., Dalrymple, N. & Jung, L. A. (2010). Examining the quality of IEPs for young children with autism. Journal of Autism and Developmental Disabilities, 40(12), 1459-1470.

Sanches-Ferreira, M., Lopes-Dos-Santos, P., Alves, S., Santos, M, & Silveira-Maia M. (2013). How individualized are the individualized education programs (IEPs) : an analysis of contents and quality of the IEP goals. European Journal of Special Needs Education, 28(4), 507-520.

Vuran, S. (2007). Bireyselleştirilmiş eğitim programları (BEP). Gürsel, O. (Ed.). Bireyselleştirilmiş eğitim programlarının geliştirilmesi. Eskişehir: Anadolu Üniversitesi Yayınları.

Shriner, J. G., & Destefano, L. (2003). Participation and accommodation in state assessment: The role of individualized education programs. Exceptional Children, 69(2), 147-161.

Smiley, A. D. (2007). Power, families of color, and special education: A qualitative examination of discourse between families and professionals in an urban setting. (Doctoral Dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3255509).

Smith, S. W. (1990). Individualized education programs in special education: From intent to acquiescence. Exceptional Children, 57, 6-14.

Yell, M. L., & Stecker, P. M. (2003). Developing legally correct and educational meaningful IEPs using curriculum-based measurement. Assessment for Effective Intervention, 28, 73–88.

Yell, M. L. (2012). The law in special education. (3rd Ed.) Boston, MA: Pearson.


Copyright © 2015. European Journal of Special Education Research (ISSN 2501 - 2428) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).