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Cited by 22Collaborative Teaching and InclusionBehavioral and Psychological StudiesLegal Issues in Education

The DOI matches its Crossref record; 22 of the 22 references it cites were found in a registry or an index.

How complete are individualized education programmes developed for students with disabilities served in inclusive classroom settings?

Rakap, Salih, Yucesoy-Ozkan, Serife, Kalkan, Sinan·2019·European Journal of Special Needs Education
DOI 10.1080/08856257.2019.1580840
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Abstract

Development of high-quality individualized education programmes (IEP) is vital for students with disabilities. Although legislations and literature provide guidelines for which components to be included in IEPs, there is limited research about whether these components are actually included in IEPs developed for students with disabilities served in inclusive classrooms in Turkey. In this study, we explored the extent to which IEPs include components required by laws and regulations in Turkey and those recommended by inclusive education literature and whether there was a relationship between student characteristics and percentages of legal or recommended components included in IEPs. We evaluated 206 IEPs obtained from 60 inclusive elementary schools located in 26 different cities. We developed an IEP Component Checklist to evaluate whether IEPs included legal requirements and recommended components. Descriptive findings of the study demonstrated that IEPs failed to include majority of legal requirements and recommended components. Correlational findings indicated that percentages of legal requirements or recommended components included in IEPs were not associated with student characteristics. Findings were discussed in relation to the extant literate and recommendations for future research and practice were provided.

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Crossref · 10.1080/08856257.2019.1580840

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Show all 22 references

Research works printed but not linked: 8

  1. Bateman B., 2006, Better IEPs
  2. Gay L. R., 2012, Educational Research: Competencies for Analysis and Applications, Student Value Edition
  3. Gibb G. S., 2015, IEPs: Writing Quality Individualized Education Programmes
  4. Gursel O., 2013, Ozel egitim, 93
  5. Lake S. W., 2002, Slippery Slope: The IEP Missteps Every Team Must Know-And How to Avoid Them
  6. Ozyurek M., 2009, Bireysellestirilmis egitim programını gelistirme ve temelleri
  7. Schenck S. J., 1979, Paper presented at the meeting of the American Educational Research Association
  8. Smith S. W., 2000, Creating Useful Individualized Education Programmes (Ieps). ERIC Digest# E600

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Metadata

Authors
Rakap, S., Yucesoy-Ozkan, S., & Kalkan, S.
Affiliations
  • Ondokuz Mayıs University (TR)
  • Department of Special Education, College of Education, Anadolu University, Eskisehir, Turkey
  • Department of Special Education, College of Education, Ondokuz Mayis University, Samsun, Turkey
Corresponding author
Rakap, Salih
ORCID
Venue
European Journal of Special Needs Education
Publisher
Informa UK Limited
Published
2019-02-20
Volume
34
Issue
5
Pages
663-677
ISSN
  • 0885-6257 (ISSN-L)
  • 1469-591X
DOI
10.1080/08856257.2019.1580840
OpenAlex
W2915752313
Cited by
22
References
22
Citations by year
2026: 4 · 2025: 2 · 2024: 6 · 2023: 4 · 2022: 3 · 2021: 2 · 2020: 1
FWCI
4.05
Type
journal article
Language
en
Open access
closed
Locations
  • European Journal of Special Needs Education (publishedVersion)
  • Çanakkale Onsekiz Mart University AVESIS (submittedVersion)
Topics
  • Social Sciences › Education › Collaborative Teaching and Inclusion
  • Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
  • Social Sciences › Law › Legal Issues in Education
Keywords
inclusive education, students with disabilities, special education law compliance, elementary school, Turkey, student characteristics

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