Investigation of the challenges primary school administrators face in the application of individualized education programs (İEP) (The case of the central districts of Gaziantep province)

Individuals who do not look like their peers cognitively, emotionally and physically are provided with inclusive education together with those showing normal development in order to ensure equal opportunities in education and social acceptance and not to turn the individuals? disabilities into a challenge. In this inclusive education, it is required to plan behaviours to be adopted by the individual in various developmental areas by identifying what s/he can do currently. With the study called Individualized Education Program (IEP), where, how, by whom and through which methods education will be given to the individual with special needs is planned. Many regulations have been acted for the individuals with special education needs, and thus, the number of the individuals provided with special education has increased. However, despite the regulations, because of various reasons, it is difficult to say that quality education is given in the schools offering inclusive education. İn this research, it was aimed to explore the challenges faced in the application of Individualized Education Programs which are prepared for the individuals with special education needs, based on the views of the administrators working in primary schools in the central districts of Gaziantep. With the solutions proposed at the end of the study, it is aimed to contribute to those dealing with this topic. The study was conducted on 12 primary school administrators working in the central districts of Gaziantep through face-to-face interviews. In the current research, a semi-structured interview protocol consisting of 25 questions was formed to determine school administrators? views about the topic. Case study which is one of qualitative research methods was employed in the study. Research results indicated that the challenges emerging in the application of IEP were teachers? lack of training, lack of materials, inadequacy of infrastructure, lack of support staff, lack of facilities, lack of consulting services, lacks in the regulations, teacher resistance and insensitivity of the families. Key Words: Special Education, Inclusion, Individualized Education Program.