Investigation of the compliance of the individualized education program prepared in schools with the objectives determined in the special education choices guidance research centers

The objective of this research is to examine the compatibility of the objectives determined in the guidance research centers with the individualized education programs developed in schools for special education students. The explanatory case study approach, one of the qualitative research designs, was used in the research. Research participants in the Karatay, Selçuklu and Meram districts of Konya; special education practice schools I. and II. It is made up of eight special education teachers who work as special education teachers, eight special education teachers who work in Guidance and Research Centers (RAM) and eight special education teachers who work in rehabilitation centers. The data obtained were analyzed using the descriptive analysis technique. According to the research findings; Although there were fewer problems compared to previous years, in CRC assessments, gains are determined in light of family input and feedback rather than individual performance in self-care skills, and It is not possible to observe and evaluate some of the achievements in this area in a limited time in the RAM social skills environment where it is a bit difficult to work, it is necessary to work at home, families need to be educated on this topic and some are not suitable to work, the field of daily living skills includes gains other than the existing modules in the RAMs, and the given acquisitions in the RAMs have to be the gains in the module With the update made in the MEBBİS-RAM module system in the last 2 years in the field of education, the achievements have become more compatible, but the module system for this field is insufficient, the achievements in the field of communication skills are observable, the student cannot perform adequately in the RAM due to time, and there is no specific program for the student in the field of academic skills, In line with the expectations of families, specific skills are prioritized, there is no specific program for the child, the literature on the system of modules in the RAM is incomplete or insufficient, and the teachers who work in the official special education schools are unaware of these purposes, the physical conditions of each educational environment are the same, it is concluded that the skills for daily life are one of the the most difficult modules to apply in schools there is no adequate environment in most of them, the application is difficult due to the levels of other students in the environment in terms of social skills, the educational environment must be enriched, and the achievements in the module in the field of Academic Skills is very detailed.