Examining the Quality of Individualized Education Programs for Students with Autism Spectrum Disorder and Intellectual Disability in Turkey

Abstract

The Individualized Education Program (IEP) is a foundational tool for supporting the educational, social, and developmental progress of students with disabilities. Using a relational quantitative research design, this study examined the quality of 487 IEPs developed for students with autism spectrum disorder (ASD; n = 214) and intellectual disability (ID; n = 273) in Turkey. IEPs were sourced from 193 teachers across 19 special and general education schools. A total of 487 IEPs were analyzed using the Individualized Education Program Quality Assessment Scale. Descriptive and inferential analyses were conducted to determine differences based on student and teacher characteristics. Results indicated that the overall quality of IEPs was moderately low. Significant relationships were found between IEP quality and both student age and teacher age, although these associations were small in magnitude. IEPs developed for students with ASD were of higher quality than those for students with ID, and quality declined as the severity of disability increased. IEPs written by certified teachers were rated higher in quality than those written by special education program graduates. These findings highlight the need to strengthen teacher preparation and professional development programs to ensure that educators are equipped with both specialized and developmental knowledge to create high-quality, individualized plans.