Abstract Communication approaches used in the education of Deaf or hard of hearing (DHH) individuals, such as spoken language, sign language, total communication, and bilingual–bicultural approach, have long been debated. Each has its strengths and limitations and is shaped by individual and contextual factors. Understanding and implementing these approaches rely not only on theoretical frameworks but also on the knowledge gained from professional experiences in the field. This study aims to examine the experiences of diverse role professionals (academics with teaching backgrounds) regarding communication approaches in DHH education within the Turkish context. Using a phenomenological design, the study explored how participants’ pedagogical decisions, teaching and academic backgrounds, undergraduate education processes, and their relationships with educational policies shaped their communication choices. The findings reveal that structural and pedagogical factors beyond individual attitudes are decisive in shaping communication preferences. This research reveals the factors shaping communication approaches and emphasizes the need for inclusive, context sensitive practices.
UYSAL et al. (Thu,) studied this question.