Review of the relationship between the competencies and attitudes of the individualized education program (IEP) of the classroom teachers

People are different from each other, physically, mentally and socially. Every human being has the right to receive education in accordance with the individual difference they have. Individuals with special requirements also have the right to receive education in accordance with the type and level of incompetence they have. It is possible to meet the educational needs of students with special requirements who have been educated in the general education class through Individualized Education Program (IEP). This research aims to examine the relationship between the IEP competencies and attitudes of classroom teachers. As a Quantitative Research method, correlational survey model was applied. The sample of the research consists of 277 classroom teachers who were having inclusion students in their classes in Spring Semester of 2020-2021 Educational Year, in Batman Centre. In this study, "The Attitude Scale for Individualized Education Program" (ASIEP) developed by the researcher, "The Individualized Education Program Competency Scale for Teachers" (IEPCST) developed by Ilik and Sarı (2018), were used. The data collection tool has been implemented both online and hands-on due to the interim of face-to-face education in schools during the COVID-19 pandemic process. The data obtained from the tools was analyzed by the SPSS statistical package program. Besides, the descriptive XIII statistics (frequency, percentage, arithmetic mean, standard deviation, etc.), non-parametric analysis techniques (Mann Whitney U, Kruskal Wallis H) are used in the analysis of data. In addition, the Spearman product-moment correlation coefficient test was used to determine the relationship between IEP attitudes and IEP competencies of classroom teachers. In the research, it was determined that the overall attitude of the classroom teachers on IEP was positive at the level of "I Agree". In the research, it was determined that it is difficult for classroom teachers to prepare suitable material for IEP, that they want to exchange opinions with their colleagues during the IEP implementation process, believe IEP is useful for the inclusive students, participate in the study on IEP preparation, and that they are willing to fulfill their own responsibilities on IEP. Furthermore the study found out that IEP increases teacher-student communication and is effective in solving problems that may arise during implementation process and contributes to teacher professional development. The study revealed that while gender, seniority, educational background, the number of inclusion students variables do not have an impact on the general attitude of classroom teachers toward IEP, the inservice training variable has a significant impact in the attitude of classroom teachers toward IEP. As a result of the study, the IEP competencies of the classroom teachers were found to be "I Agree" and positive in the whole scale in the headings "Pre-Preparation", "Preparation Phase", "Family Participation", "Implementation and Evaluation of the IEP". In addition, it is concluded that the classroom teachers are sufficient to prepare the proper IEP, know the roles and responsibilities of the IEP team, contribute to the determination of the educational performance required for IEP, know that family participation is required at each stage of IEP, advocate that education must be carried out in accordance with the IEP and make the necessary adaptations, and that they could evaluate students based on their development after the implementation of IEP. Finally, the study revealed that while gender, seniority, educational background, the number of inclusion students variables do not have an impact on the general attitude of classroom teachers toward IEP, the inservice training variable has created a significant difference in the attitude of classroom teachers toward IEP. In addition, it was determined that the attitude of classroom teachers toward IEP positively impacted their competence regarding IEP. XIV Keywords: IEP, individual with special needs, implementations of inclusive education, special education