Abstract:

Our first work written in the name of the Turkish Teaching as a Foreign Language is the work of the Kaşgarlı Mahmut's Divanü Lügati't Turk. But as a foreign language, the history of Turkish teaching can be taken to the Sumer period. We understand this from the words borrowed. The field of Turkish teaching as a foreign language with such a historic history seems to be behind due to the lack of written documents. After the proclamation of the Republic, the area winning the momentum began to progress in a massive collective manner, especially with the establishment of the University of Ankara TÖMER in 1984. After the University of Ankara TÖMER, steps have been taken in the name of Turkish teaching as a foreign language in other universities. Many studies have been conducted in the academic sense of application and theory. According to the stage currency system, the teaching of Turkish as a foreign language is continued through four basic skills. In some universities there are positive studies towards postgraduate education. The interest of the Turkish Education and Turkish Language Literature department students in the field is increasing every day. As a foreign language, there are positive developments in the direction of the opening of the license departments of Turkish Teaching as a foreign language. Despite all this positive weather, it has not yet been able to reach the desired level. Especially in terms of source, there are significant shortcomings in the method and method. In a world where disabled people are everywhere in our lives, neglecting disabled people is the greatest mistake that can be made. For there is no obstacle to the obstacles, except that we ignore them. Especially if we want to make Turkish a world language, we must aim to reach more people by working twice as much as other communities. There is no study in the field of English as a foreign language for disabled persons. As the disabled people are everywhere in our lives, urgent work toward disabled people should be done. In this statement, we will try to examine the teaching of Turkish as a foreign language to those with visual disabilities within the framework of social responsibility by addressing different variables. During this review, we will also talk about the problems of the "Turkish Teaching as a Foreign Language for Invisible People" and tell those with Invisible People what to do when the Turkish Teaching as a Foreign Language is done.

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