EVALUATING THE COMPETENCE OF THE PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT TEAM IN FORMULATING SMART GOALS FOR CHILDREN WITH SPECIAL EDUCATION NEEDS: RESULTS OF AN EMPIRICAL STUDY

Abstract

The article presents the findings of an empirical study examining the competence of psychological and pedagogical support teams in developing and implementing SMART goals for children with educational needs in inclusive education settings. The relevance of the study stems from the need to enhance the quality of individualised planning within the Individual Support Plan (ISP), where the clarity, measurability, and feasibility of goals directly influence the effectiveness of support services. The study aimed to assess the level of theoretical knowledge, practical readiness, and motivational engagement of support team members in applying the SMART approach. Competence was evaluated at three levels: theory (knowledge about the approach), practice (ability to implement the approach), and motivation (to implement the approach). Data were collected through a 29-item questionnaire completed by 22 teachers and specialists from an inclusive resource center. The findings were analysed using both quantitative and qualitative methods. The results indicate that the overall level of competence in applying SMART goals is predominantly moderate. While participants generally demonstrate sufficient theoretical understanding, this knowledge does not consistently translate into well-developed practical skills for formulating measurable and time-bound goals. At the same time, a strong motivational component provides a favorable foundation for targeted professional development initiatives aimed at strengthening practical competencies in the use of SMART-based planning within the ISP framework. The findings support the need to design and implement practice-oriented professional development programmes focused on improving skills in formulating, integrating, and refining SMART goals within individualised programme planning.