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Makale Özeti:
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This study sought to describe the teacher and student conceptual metaphors of the teachers of the
hearing and visually impaired special education students. Participant teachers of the hearing
impaired (N = 27) completed the prompts such as “The teacher of the hearing- impaired student is
like… because…”., “The hearing - impaired student is like…because…. “. Participant teachers of the
visually impaired students (N= 23) completed the prompts such as “The teacher of the visuallyimpaired
student is like… because…”, “The visually-impaired student is like…because….”. The
elicited teacher and student metaphors through the qualitative analysis of the data in the study
indicated that the participant teachers conceived teacher and student roles in the realm of the
educational context they teach, and these roles had strong connections with the specific deficiency of
the students and they mostly reflect humanistic approach of teaching. While the role of the teacher
as a “guide”, “parent/caregiver” or “protector/help giver” receive priority for the teachers of the
students who can not see, the teachers of the hearing impaired students emphasized the teacher’s
“being patient” and “being a problem solver”on the basis of the communication problems with the
hearing impaired students. As to the student metaphors of the teachers, they considered the students
mostly as “a discovery”, as “a growing being”, as “a nurtured being”, as “a discoverer”, and the like
which reveal that the teachers conceptualized the learners as whole persons
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