Abstract:

This study examines the problems in the education of hearing impaired students in the context of Turkish lesson. In this respect, the aim of the research is to evaluate the Turkish education for the hearing impaired in terms of teacher, curriculum and educational materials. The research was conducted in accordance with the qualitative research method. A semi-structured interview form was prepared by the researcher for the data collection needed within the scope of the research and the opinions of 12 Turkish teachers working in hearing impaired secondary schools were consulted. As a result of the content analysis, it was determined that the Turkish teachers working in these schools did not receive a special training on Turkish language education for hearing impaired students and most of the teachers did not know sign language which is the most used communication method. However, it turns out that there are no materials related to the lesson, and that the teachers have prepared them with their own knowledge and skills. Teachers have emphasized the fact that the problem in Turkish education for hearing-impaired students is the deficiency of an independent program and they have also highlighted the necessity of preparing the Turkish language program for the hearing impaired.

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