Competencies of Religious Culture and Ethics (DKAB) teachers in individual education plan (Iep)

Developing societies take individual differences into account when determining their educational needs. As the characteristics of individuals differ, the preferred trainings also differ. Since the education system in our country has a student-centered education approach, special programs are prepared for students with special needs. BEP is a program prepared by teachers, taking into account the students and their own competencies, in order to support students' social, academic, self-care and communication skills. Prepared to meet the educational needs of individuals with special needs, BEP reveals the competencies of teachers on the subject during the preparation and implementation processes and some of the difficulties they face during this period. In this study, the BEP Proficiency Scale and demographic survey results were analyzed on 225 DKAB teachers working in Ordu province to investigate the IEP preparation competencies of DKAB teachers. The data were analyzed using the SPSS program; Non-parametric Mann-Whitney U and Kruskal-Wallis tests were applied. According to the research findings, it was determined that variables such as teachers' gender, age, length of service, training they received, and the number of students and class sizes in their schools affected their knowledge and skill levels in the IEP preparation process. It has been determined that especially teachers who take special education or inclusion courses are more competent in the IEP preparation, implementation and evaluation processes. At the same time, it was observed that class sizes and the presence of support education rooms in schools did not have a significant effect on teachers' competence in IEP preparation processes. Key Words: Religious Education, Special Education, Individual Education Plan, Religious Culture and Ethics Course, Teacher Competencies.