The individualized educational program experiences of elemantary education and guidance and psychological counseling teachers

Meeting the educational needs of mainstreamed students can only be possible with the implementation of Individualized Education Plans. Worldwide literature points to the various difficulties faced by educators in IEP practices. This study aimed at identifying these difficulties experienced by general education teachers and guidance and psychological teachers. The basic qualitative study was conducted with 12 general educators and 11 guidance and psychological teachers working in primary schools in Izmir, a metropolitan in the Western region of Turkey. The views of the participants regarding the research questions were collected via four focus group discussions. Data were analyzed using an inductive content analysis approach, yielding seven overlapping themes across both groups of participants. Themes derived from both groups of participants yielded limited communication and collaboration among the team members, limited administrator and educator professional skills, lack of parental involvement, as well as lack of special education support services within the IEP process. Participant recommendations regarding an effective IEP process included the active participation of all IEP team members, supporting their professional development and the provision of special education support services throughout the IEP process. Taken together, it was believed that the major reason behind the difficulties faced by all parties in the IEP process may be due to a lack of developing an understanding within an inclusive framework of education. Therefore a thorough discussion was held involving a need for inclusive school practices including the provision of special education support services to all involved.