Özet:

Written narrative skills, like hearing individuals, also have an important role in the academic and social lives of hearing disabled individuals. The importance of a systematic and programmed teaching given in the school age in the acquisition of this skill is great. This study aims to study the written narrative skills of hearing disabled students in the coaching education and the student’s characteristics that are believed to be associated with these skills. This study, designed in the form of a visual model, included 16 listening disabled students who continued to the 4-8 classes of the state schools in the center of Eskişehir. During the data collection stage, a short-term pre-preparation was made with the students; then a story was printed. Stories, scored by the Written Talent Assessment Form, are evaluated using the Written Talent Assessment Tool. In the analysis of the data, the quantum imagistic analysis was carried out and the Pearson Correlation Score was calculated. The findings show that the student’s achievements are =46.99 and that the students have difficulty in their ability to make conclusions by organizing their thoughts and compliance with the multi-write rules. There has been no meaningful relationship between the student’s characteristics that are believed to be associated with the students’ written narrative skills. Possible reasons for this situation may include the lack of the number of participants, the lack of homogeneous distribution, the extensive age range and the characteristics of the educational environment in which the coaching students are located.

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