Akademik Veri Yönetim Sistemi
INTERNATIONAL JOURNAL OF LANGUAGES' EDUCATION AND TEACHING, cilt.13, sa.4, ss.412-439, 2025 (Hakemli Dergi)
Turkish Sign Language education (TİDe) in schools for deaf and hard-of-hearing pupils is crucial both for the Deaf community and for enabling deaf and hard-of-hearing individuals to acquire standard Turkish Sign Language (TİD). However, its current state has not been systematically examined from the perspectives of multiple stakeholders. This study, limited to schools in Kayseri, explores the views of students, teachers, parents, and administrators using a two-cycle content analysis. The findings indicate that most teachers lack sufficient knowledge of TİD, as many were appointed without prior training and rely on limited learning acquired from students or non-formal educational settings. Moreover, TİDe is implemented without adequate parental or administrative support and faces a range of systemic challenges. By offering a panoramic view based on four stakeholder perspectives and by situating TİDe within the broader field of language education, this study provides essential insights and practical recommendations for specialists working in this area.