The proficiency levels of secondary school teachers who have inclusive students in their classrooms in preparing individualized education programs, the problems they experience and the examination of current programs

The purpose of this research is to examine the individualized education program (IEP) proficiency of secondary school teachers who have inclusive students in their class, the problems they have experienced during the preparation and implementation of IEP, and the IEPs they have prepared. In the research; convergent parallel design, one of the mixed research methods, was used. The population of the research is secondary school teachers who have inclusive students in their classes in the city center of Uşak. The sample of the research was determined by cluster sampling method and the research was conducted in 12 secondary schools in the city center of Uşak, where inclusive education was applied. The quantitative data of the study were collected by using the "Individualized Education Program Competency Scale for Teachers" developed by İlik and Sarı (2018). Qualitative data were collected with a semi-structured interview form and the "IEP Quality Evaluation Scale" developed by Alan (2019). The quantitative data of the study were collected from 307 teachers who had inclusive students in their classes. Qualitative data was collected by interviewing 12 teachers and document analysis of 242 IEPs. As a result of the analysis of the quantitative data, the IEP competencies of secondary school teachers who have inclusive students in their classes do not differ significantly according to gender, service area and service field variables; it has seen that age, professional experience, branch and IEP preparation and application training variables differ profoundly. In the interviews, it was seen that the problems that the teachers encountered while preparing the IEP were identifying the level of performance, family participation, lack of guidance, lack of material, determination of acquisition, lack of information, workload and lack of time. It has been observed that the problems encountered in the IEP implementation process were behavioral problems, individualization of instruction, lack of knowledge, transferring the acquisitions, curriculum anxiety; the students with special needs are affected by disability, forgetting, family, lack of assessment and material. It has been found that the quality of the IEP's examined within the scope of the research is also low.