Enhancing the Quality of IEP Goals Using an Interactive Feedback Procedure
Yazarlar (3)
Doç. Dr. Muhammed Akif KARAL Sinop Üniversitesi, Türkiye
Neslihan Ünlüol Ünal Karamanoğlu Mehmetbey Üniversitesi, Türkiye
Doç. Dr. Sema TAN Sinop Üniversitesi, Türkiye
| Makale Türü | Özgün Makale (SCOPUS dergilerinde yayınlanan tam makale) | ||
| Dergi Adı | Exceptionality Education International | ||
| Dergi ISSN | 1918-5227 Dergi Bilgileri (2022) | ||
| Dergi Tarandığı Indeksler | Journals Indexed in Eric | ||
| Makale Dili | Ingilizce | Basım Tarihi | 11-2022 |
| Cilt / Sayı / Sayfa | 32 / 1 / 77–89 | DOI | – |
| Makale Linki | https://ojs.lib.uwo.ca/index.php/eei/article/view/14600 | ||
| UAK Araştırma Alanları |
Zihin Engelliler Eğitimi
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| Özet |
| Research emphasizes the necessity of improving teachers’ skills in writing individualized education program (IEP) goals. Thus, we aimed to develop an interactive feedback procedure and examine its effects on teacher candidates’ performance in writing IEP goals. We also examined whether there was a difference between treatment and control groups regarding their goal-writing skills. The 119 teacher candidates were divided into treatment (n= 58) and control groups (n= 61). The quality of IEP goals was rated using the first section of the IEP/IFSP Goals and Objectives Rating Instrument (GORI; Notari & Bricker, 1990). In this quasi-experimental study, we implemented an interactive feedback procedure for the treatment group while the control group was given only verbal feedback. ANCOVA revealed that the interactive feedback procedure was statistically significantly more effective than verbal feedback in improving the quality of IEP goals. The results suggest a useful framework that teacher-training programs can use to deliver effective instruction for teachers working with students with special needs. |
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