Abstract:

This study aims to reveal the opinions of school managers on the preparation and implementation of the Individual Education Plan (BEP) for special needs students. The research work group consists of 36 volunteer managers working in 20 schools. The data of the research was obtained by forms of questions consisting of open end questions created by the researchers, the data analytics used imagistic analysis. The study found that the majority of managers believe the need for preparation/application of BEP for special needs students, that their knowledge of preparation/application of BEP is partially sufficient, that they have not previously received training in this area and that they need training. The majority of schools established BEP development units, the work of these units was partially achieved, but the BEPs prepared/applicated for special needs students, the teachers and managers, the educational conditions (learning-learning process), the guidance research centers (RAM) and the guardians of special needs students were partially benefited due to a number of problems. These issues were discussed by the managers and proposed solutions and the need for a series of legal regulations was stated.

Abstract:

In this study, it was aimed to reveal the opinions of school administrators (director/deputy director) on the preparation and implementation of Individualized Education Plan (IEP) for students with special needs. The research study group consisted of 36 volunteer managers working in 20 schools. Research data were obtained by the questionnaires consisting of open-ended questions created by the researchers and the descriptive analysis method was used in the analysis of the data. At the end of the study, it was found that the majority of the managers believed in the necessity of preparation/implementation of the IEP for the mainstreaming students, that their knowledge on the preparation/implementation of the IEP was partially sufficient and that they did not receive any prior education and that they needed training, and that the IEP development unit was established in the majority of the schools. However, it has been determined that some beneficiaries have been benefited from some problems arising from teachers and managers prepared for the mainstreaming students, their educational status (learningteaching process), and guidance research centers (GRC) and parents of mainstreaming students. These problems were suggested by the managers and some legal regulations were required. 

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