Teacher Opinions on the Process of Preparing, Implementing, and Evaluation of an Individualized Education Program for Primary School Mathematics Courses.

Eliminating the problems experienced in the process of IEP preparation, implementation, and evaluation in the mathematics course can ensure that students benefit from IEP activities in a way that they do not fall behind their peers. This study aims to explore the views of classroom teachers who have inclusive students in their classrooms on individualised education programme preparation, implementation, and evaluation in mathematics lessons. The research was designed using the phenomenology method, a qualitative research method. The participant group of the study consisted of 22 classroom teachers with inclusive students. The research data were collected face-toface during the second semester of the 2022-2023 academic year through a semi-structured interview form. In addition, observation and document review methods were used to support the data obtained from the interviews. The content analysis method was used to analyze the data. Because of the content analysis, the data were organized and interpreted under the themes of individualised education programme preparation, implementation, and evaluation in mathematics lessons. Because of the research, it was determined that classroom teachers could not find appropriate and sufficient materials and could not get expert support in the process of Individualized Education Program implementation in mathematics courses. In addition, it was found that classroom teachers were inadequate in monitoring and evaluating the Individualized Education Program in mathematics and used non-standard measurement and evaluation tools. Experimental studies are needed to assess whether or not the Individualized Education Program preparation, implementation, and evaluation process improves students' achievement in mathematics. [ABSTRACT FROM AUTHOR]