Situations faced by visually impaired Turkish teachers during the education process

The study was conducted to designate the situations encountered by visually impaired Turkish teachers during the education process. Qualitative method was used in the research. Semi-structured individual interview technique was used for gathering the data. The study group consists of 15 visually impaired Turkish teachers working at Ministry of Education in 2018-2019 academic year and assigned at different periods. During the research, the questions of the '10-question interview form' which was used for gathering data were formed by researcher and supervisor and the validity and reliability of the form were provided by experts. Visually impaired Turkish teachers' responses to the questions were coded with using themes. At the end of the research; It was seen that external factors were influential forchoosing this profession for visually impaired Turkish teachers, parents approached with a positive perspective, but some principles caused problems to some teachers, teachers used materials that appealed to the reward mechanism and different stimuli to motivate their students and benefited from technology. In addition, they contributed to the social and cultural activities in the school. How they performed the exam process, they had difficulty in the usege of interactive board and in situations requiring sight. It was stated that they have a good communication with students and parents. The recommendations of our disabled teachers to teacher candidates with disabilities have been revealed. As a result, it was found out that the visually impaired Turkish teachers experienced positive situations in education process. Key Words: Visually impaired Turkish teacher, Situations in education process, disability perspective.