Influence of Teachers’ Long-Term IEP Goal Development on Functional Skills Acquisition among Learners with Autism in Kenyan Special Units

Effective implementation of Individualized Education Programme (IEPs) is critical for supporting functional skills development among learners with autism at the foundation and intermediate levels of education. This study investigated the influence of teachers’ development of long-term goals within IEPS on the acquisition of functional skills among learners with autism in special units in Kenya. The study employed a mixed–methods design. Quantitative data were collected using questionnaires administered to teachers in special units and analyzed using descriptive statistics and logistic regression. Qualitative data were gathered through document analysis, interviews and observations and were analyzed thematically involving 47 teachers and 62 learners with ASD IEP files special units. Findings from both strands were integrated through triangulation. The results revealed that teacher participation in the development of long-term goals significantly influenced learners’ acquisition of functional skills. Logistic regression analysis revealed that learners whose teachers developed long-term goals to a large extent were significantly more likely to acquire functional skills (OR= 2.314, p = .037). Findings indicate that clearly defined, measurable and learner centered long-term goals enhance the effectiveness of IEP implementation and improve learner outcomes. However, qualitative analysis revealed inadequate individualization of IEPs, as teachers frequently developed common functional skill goals for learners within the same level rather than tailoring goals to individual needs and abilities. The study concludes that the development of individualized long-term goals is a key factor in promoting functional skill acquisition among learners with autism. It recommends strengthening teachers’ capacity to develop developmentally appropriate, data-driven measurable and individualized learning outcomes that address the unique needs of each learner. Enhanced professional training and support in IEP development may improve the quality of educational programming and functional outcomes for learners with autism in special units. The effectiveness of IEP implementation depends not merely on the existence of long-term goals but on the development of individualized, measurable, and functionally relevant goals that are linked to learners' present levels of performance