A Collaborative Paper On Issues and Concerns in Philippine Deaf Education

A COLLABORATIVE PAPER ON ISSUES AND CONCERNS IN PHILIPPINE DEAF EDUCATION
Presented to UNESCO Consultative Forum on Deaf Education in the Philippines
by CAP College School for the Deaf DLS-College of Saint Benilde Manila Christian Computer Institute for the Deaf Catholic Ministry for Deaf People, Inc. Philippine Deaf Resource Center, Inc. Philippine Federation of the Deaf, Inc.
16 November 2004 Manila, Philippines
TABLE OF CONTENTS
Acknowledgements Cover Letter from the Philippine Federation for the Deaf The UNESCO collaborative project: How it started Issues and Concerns in Philippine Education Philippine Federation for the Deaf Philippine Deaf Resource Center Catholic Ministry to Deaf People CAP College for the Deaf De La Salle-College of Saint Benilde Directory Organizational Profile CAP College for the Deaf Catholic Ministry to Deaf People De La Salle- College of Saint Benilde Manila Christian Computer Institute for the Deaf Foundation, Inc. Philippine Deaf Resource Center Philippine Federation for the Deaf 1 2
3 6 12 13 14 19
20 21 22 27 31 32
ACKNOWLEDGEMENTS The participation of the representatives from the institutions/organizations whose names appear in this document was made possible through the official support of Ambassador Preciosa Soliven of UNESCOPH through Dr. Mariquita Mendoza UNACOM ComHead and Focal Person and her staff Ms. Carmel Baylon. Special thanks is also given to PEN-International for acknowledging the initiatives of the members by providing interpreters and facilitating the production of this document.
CONTRIBUTORS CAP College School for the Deaf Mr. Julius Andrada Ms. May Andrada Ms. Therese Bustos DLS-College of Saint Benilde Ms. Theresa Christine de la Torre Ms. Joy Cristal Mr. Leonides Sulse Manila Christian Computer Institute for the Deaf, Inc Mr. Remberto Esposa Jr. Catholic Ministry for Deaf People, Inc. Ms. Teresa Buenaventura Philippine Deaf Resource Center, Inc. Liza Martinez, PhD Philippine Federation of the Deaf, Inc. Mr. Raphael Domingo
PUBLICATION TEAM School of Deaf Education and Applied Studies DLS-College of Saint Benilde Ms. Ninfa Viernes Ms. Giselle Montero Ms. Gemma Gabor The development of these materials were supported by PEN-International, a programs funded by grants from The Nippon Foundation of Japan to the National Technical Institute for the Deaf at Rochester Institute of Technology (USA). The opinions expressed in these materials represent those of the authors and do not necessarily represent those of PEN-International.
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PHILIPPINE FEDERATION OF THE DEAF
13 November 2004 Dear Participants, Greetings from the Philippine Federation of the Deaf (PFD) ! We are more than pleased to present this paper which reflects the views of PFD that are also shared by our member organizations, namely, Deaf Association of Iloilo, Deaf Association of Bacolod, Davao Deaf Foundation, Zamboanga City Deaf Federation, Cebu Association of the Deaf, Hearing and Deaf Society-Cebu, Dumaguete Effata Association of the Deaf, La Trindad Association of the Deaf, LEAD, Filipino Signs Learning Production, Filipino Deaf Visual Art Group, Deaf Tours Assistance (Philippines), Philippine Catholic Organization of the Deaf, Catholic Organization of the Deaf Youth and Adult, Cavite Association of the Deaf and Christ Loves Deaf (Cagayan de Oro). We hope this paper will help you understand what, so far, are our problems in Deaf Education based on our experiences in the school setting. We enjoin your support in this endeavor to improve quality education for the Deaf in the Philippines. The Deaf community will certainly appreciate whatever help and support you may give. Please find attached the papers for your leisurely perusal and for reference during the said seminar. If you have any questions regarding the papers, please feel free to ask us anytime. Thank you!
Yours sincerely,
JULIUS ANDRADA President
The UNESCO collaborative project: How it started

Sometime in October 2004, DLS-College of Saint Benilde was invited by UNESCO through the office of Ambassador Soliven, the Secretary-General of UNACOM Committee on Education, to attend a consultative forum sponsored by the UNESCO with a theme geared toward Deaf Education. With the assistance from DLS-CSB, other schools like CAP College- School for the Deaf (CAP-SFD), Manila Christian Computer Institute for the Deaf (MCCID) and organizations such as Philippine Federation of the Deaf (PFD), Philippine Deaf Resource Center (PDRC) and Catholic Ministry to Deaf People, Inc (CMDP) were invited as well by the office of Dr. Mariquita Mendoza who is the project focal person and a member of the UNACOM Committee. A pre-UNESCO forum spearheaded by School of Deaf Education and Applied Studies (DLS-CSB) was conducted the week before the actual UNESCO forum to discuss details regarding their participation. It was then agreed to help the public and private sectors understand the Deaf Community through a joint project that is focused on information about the real scenario of Deaf Education in the Philippines as seen by the administrators, teachers, students and clients of CAP, CSB, MCCID, PFD, PDRC and CMDP. With no specific heading in mind, the group ended up with a simple title: A collaborative Project on Deaf Education of the Philippines. The project paper was eventually conceptualized and their jointeffort to highlight the Deaf Community in the following areas was focused: Education, Legislative and Counseling.
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PHILIPPINE FEDERATION OF THE DEAF, INC.
Issues and Concerns in Philippine Deaf Education

1. Socio-psychological There is very weak, or even lack of understanding of the psychology of deafness. Teachers show either indifference, judgmental attitudes, or bias in handling the problems of deaf students. This is compounded by the problems of graft and lack of professional commitment. Cases of Deaf abuse and discrimination exist in schools. There is often no guidance counselor or any form of guidance and counseling for the students. School assessment, placement and counseling is weak or absent. 2. Classroom teaching Outdated and stereotyped thinking of deafness is widespread among teachers and administrators. The medical /pathological view of deafness is the underlying philosophy. Thinking is preset to conquer deafness rather than to understand it. Other problems related to instruction include: a) copying of curricula from the US without analysis of its relevance or application to the Deaf; b) teachers and teacher / interpreters lack of fluency and signing skills (i.e., limited overall vocabulary, inadequate vocabulary for teaching); c) lack of emphasis on conceptual understanding in instruction; d) teachers use of class hours for activities unrelated to education; and e) assigning of unrelated, menial tasks to Deaf students such as cleaning, filing, etc. 3. Legislative agenda Education is not a right for all but has become a privilege for the few. Current policies in Special Education at all levels is unclear or unresponsive to the needs of deaf students. Policies as a whole are poorly implemented. Policies on recruitment and licensing of teachers of the Deaf are inconsistent. Policy and legislation are severely lacking in the philosophies underlying the teaching of Deaf students and in meeting their needs in communication and testing. There is no comprehensive policy on support services (i.e., interpreting) for study at the college/ university level. Consultation and participation of Deaf leaders of the community in decision-making on educational policies is not recognized at all levels of the educational system, and in Congress. 4. Community-based and non-formal education Curriculum and lessons lack relevance, are outdated, and have not kept up with developments in technology. The 2-2 plan for the curriculum should be used as a model.
P hilippine F ederation of the D eaf
Problem Identification by Key Area Teams

Source: Status Report on the Use of Sign Language in the Philippines, National Sign Language Committee Consultative Workshop (24 February 2002; Scalabrini Mission for the Migrants. New Manila, Q.C.)
Key Area : Problems in the use of sign language in EDUCATION 1. Extremely poor literacy skills of Deaf students and graduates at all levels 2. Weak signing skills of hearing teachers 3. Interference from foreigners by influx of American Sign Language (ASL) and ASL materials 4. No language policy linking elementary and high school education to post-secondary or tertiary level of education 5. Very little research on Filipino Sign Language (FSL) 6. Deaf teachers of sign language generally not accepted Key Area: Problems in the use of sign language in INTERPRETING 1. No Deaf consultation regarding coining of new signs 2. Confusion over the use of Filipino Sign Language and SEE 3. Lack of training in sign language interpreting 4. Lack of interpreting on TV 5. Needs in deaf-blind interpreting Key Area: Problems in the use of sign language in SIGN LANGUAGE INSTRUCTION 1. No books / materials on Filipino Sign Language 2. Influence of American Sign Language and SEE 3. Lack sign language teaching and lessons on Filipino Sign Language 4. Lack of sign language teaching among professionals in the workplace, government and non-government entities
CONCLUSIONS
Preliminary Report 2004 Use of Sign Language in the Philippines National Sign Language Committee
USE OF SIGN LANGUAGE IN EDUCATION 1. Though there are existing formal and community-based education programs in fifteen regions throughout the country, there is unequal distribution in the various regions. 2. The number of teachers in proportion to the Deaf population is low. 3. The Total Communication philosophy is practiced in the classroom as Sign Supported Speech. The spoken language for the latter is varied across the regions. 4. There is currently only a minor fraction of Deaf and Hard-of-Hearing individuals in the teaching workforce. 5. Teachers view their signing skills much more favorably than Deaf evaluators. 6. Teachers acknowledge weak receptive and voicing skills in sign communication. 7. Deaf respondents in thirteen regions expressed a preference for a natural language in the classroom and more than half identified their use of Filipino Sign Language.
USE OF SIGN LANGUAGE IN INTERPRETING 1. The number of interpreting organizations / programs in fifteen regions is extremely low with some regions having no interpreting organization / program at all. 2. The number of interpreters in relation to the Deaf population is extremely low. 3. Commonly used reference materials for training are dominated by practitioners of American Sign Language.
USE OF SIGN LANGUAGE IN SIGN LANGUAGE TEACHING 1. The number of sign language teaching organizations / programs in fifteen regions is extremely low with some regions having no sign language teaching organization / program at all. 2. Commonly used reference materials for teaching are dominated by practitioners of American Sign Language.
RESEARCH ON THE USE OF SIGN LANGUAGE In the past few years, only a handful of research studies have been done on the use of sign language for application, primarily, in education and general communication. There are also a few studies on the use of sign language in interpreting and advocacy.
Solution: The key to solve these problems is Deaf participation in decision-making.
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PHILIPPINE DEAF RESOURCE CENTER, INC.
OVERVIEW
Deaf involvement for the improvement of Deaf education At the heart of the problems plaguing education for students with hearing loss are the unresolved issues of language and communication. The problem with hearing loss is not so much the loss of sound, but the loss of access to communication, and essentially, information. An educational system which does not squarely face the matter of adequate delivery of complete and fully accessible information in the instruction of students with hearing loss, is bound to be largely ineffective. Deaf individuals all over the Philippines, ranging from young Deaf children to Deaf adults, are part of a cohesive, dynamic community whose ties are rooted in a common natural language and set of ideals. The educational system as a whole has not recognized this community, much less integrated its participation at all levels of decision-making. This oversight has greatly contributed to profound inadequacies of the system in addressing the needs of students with hearing loss. The widespread mindset among educators, legislators, administrators and medical professionals is a paternalistic one, viewing the Deaf as dependent and largely incapable of contributing or deciding on matters concerning their own education. This is one of the most serious flaws of the system of education for the Deaf -that it has not drawn upon the collective wisdom of the Deaf adults who have been the products of this very system. Thus, the key to unravelling the extremely complex issues of language and communication in Deaf education is the integration of these enlightened Deaf adults and leaders of the community.
P hilippine D eaf R esource C enter
PROBLEMS IN DEAF EDUCATION
A. Medical and socio-psychological perspectives An educational system shall be an anachronism if it focuses solely on the pathological and psychosocial aspects of deafness. For nearly two decades, a worldwide movement viewing deafness as a culture beyond hearing impairment, and the community of the Deaf individual as a cultural and linguistic minority has become visibly accepted in global circles of advocacy. Such a paradigm is quite widespread, and already entrenched in the community of Deaf Filipinos. Unfortunately, government policies, particularly in education, have not kept up with the development of this progressive philosophy. Early intervention requires not only medical and psychological measures but also urgent steps to hook up the deaf child and her caregivers with Deaf adults and role models of the community. Such immediate linkage with the Deaf community provides valuable advice and support to parents who are generally distraught and overwhelmed with having an infant or child with hearing loss. Using direct interaction with mature Deaf individuals, caregivers receive firsthand information on the pros and cons on medical procedures, assistive devices, child-rearing, educational choices, communication strategies, and many others. Paradigms of such intervention have been successful in countries such as Sweden and Denmark.
B. Classroom teaching Problems in Deaf education identified by Deaf leaders in the Consultative Workshop of the National Sign Language Committee in 2002 constitute the following (PFD, 2004): 1. Unsatisfactory classroom communication by hearing teachers through sign language; 2. Lack of language policy governing the use of manual communication in the classroom at the primary, secondary, and post-secondary levels in public and private sectors; 3. Extremely restricted access to post-secondary and tertiary level collegiate, technical or vocational programs (largely due to a sign language interpreting problem); and 4. Dire lack of research, information dissemination or application of progressive educational philosophies (particularly a cultural view of deafness) in educational institutions.
P hilippine D eaf R esource Center
The complex interaction of these issues are shown in the diagram below: Problems related to sign language use in education: An initial analysis (PDRC and PFD, 2004:35) Lack of research on FSL and culture of deafness
Lack of locally appropriate materials
Absence of general language policies concerning sign language use
Disparate levels of sign language use among teachers, proficiency of classroom interpreters
Lack of definitive guidelines on communication in the classroom Progressively restricted access to education beyond the primary and secondary levels
Problems in second language learning and overall literacy of deaf students
Extremely poor employability
The problems associated with sign language use described above do not exist in a vacuum. They are both the result as well as the cause, of broader and more complex problems faced by the Filipino Deaf community, ultimately affecting their employment and the very core of their subsistence. Highlights from the Preliminary Status Report of the NSLC include the following: 1. Identity of manual communication in use according to 975 Deaf respondents in 13 regions Status: The majority indicate preference for a natural language and more than half state their use of Filipino Sign Language. 2. Use of spoken languages in Simultaneous Communication by teachers / interpreters in formal and community-based education, schools, and programs Status: a) In the fifteen regions surveyed, 74-100% (average of 83.54%) of teachers used voice while signing. This reflects that schools equate the Total Communication philosophy with Simultaneous Communication or Sign Supported Speech. b) A third to a fourth of the voicing used in these regions utilize a mixture of two to three languages (i.e., English, Filipino, Tagalog, Cebuano).
Implication: Deaf signers have indicated a preference for communication using a natural language whereas the current educational practice is the use of mixed signals through an artficial system (Manually Coded English). 3. Teacher / classroom interpreter self-evaluation of sign skills A related finding shows that teachers view their signing skills much more favorably than Deaf evaluators. Status: Teachers and teacher / interpreters across fifteen regions consistently rated their expressive skills higher than their receptive and voicing skills Implication: There is a clear need for balanced training in the various components of sign communication for teachers and classroom interpreters. Recommendations: Premise: Deaf communities in various regions all over the country use a natural language, Filipino Sign Language. This bona fide linguistic system is fully accessible to students of hearing loss of all ages. 1. Adopt Filipino Sign Language as the medium of communication and instruction at all levels. Rationale: Educational policies should take full account of individual differences and situations. The importance of sign language as the medium of communication among the deaf, for example, should be recognized and provisions should be made to ensure that all deaf persons have access to education in their national sign language .
- The Salamanca Statement and Framework for Action on Special Needs Education, Policy snd Organization. World Conference on Special Needs Education: Access and Quality, Salamanca, Spain, 7-10 June 1994.
Whereas: Recent research both in linguistics and neurobiology has firmly established the spatial languages of deaf people as fully expressive languages which not only exhibit complex organizational properties, but also display grammatical devices not derived from spoken languages. Distinct sign languages are now seen as fully developed languages with complex rules of grammar, with a rich variety of inflectional processes and an extensive variety of derivational processes, built from both a vast vocabulary base and sophisticated grammatical devices for lexical expansion. These are also autonomous languages comfortably capable of intellectual wit, conversation, evocative disputation, and poetry. Be it adopted: The distinct national sign languages of indigenous deaf populations should officially be recognized as their natural language of right for direct communication... Be it further considered: ...Teachers of the deaf are expected to learn and use the accepted indigenous sign language as the primary language of instruction...
-Formal Resolution adopted by the X World Congress of the World Federation of the Deaf, 28 July 1987 Helsinki, Finland
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2. Implement the Total Communication philosophy in actual classroom practice not as Simultaneous Communication / Sign Supported Speech, but as a bilingual framework, utilizing Filipino Sign Language as the first language and medium of instruction, and developing specific literacy goals in a written language through the former. 3. Develop standardized vocabulary for use in instruction drawing from authentic natural signs in use by the Filipino Deaf community. Document and plan policy through research in partnership with Deaf and enlightened advocacy organizations. 4. Plan comprehensive in-service and pre-service training in Filipino Sign Language of all teachers of the Deaf. Install mechanisms for initial and continuing sign communication evaluation for all teachers. C. Legislative agenda The lack of comprehensive policy from primary to post-secondary levels in education of Deaf students has created serious problems. Major academic post-secondary and tertiary programs follow the use of natural language. These programs end up having to remediate and develop the literacy skills which should have been learned at the primary and secondary levels. Official recognition of sign language has taken place in numerous countries as a result of research and documentation. Consequently, national sign languages have been legislated as either official, true or protected languages under the aegis of the diversity of cultural minorities:
Level of Recognition of National Sign Language
Countries Brazil, Czech Republic, Equador, Finland, Greece, Portugal, South Africa, Uganda, Venezuela Australia, Belarus, Canada, Colombia, Czech Republic, Denmark, Ecuador, Finland, France, Iceland, Lithuania, Norway, Peru, Poland, Russian Federation, Sweden, Switzerland, Ukraine, United States of America, Uruguay, Zimbabwe, various German states Thailand Slovak Republic
In national constitution
In other government legislation or policy
In a government resolution In a separate sign language law
*Philippine Deaf Resource Center and Philippine Federation of the Deaf (2004:47)
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Recommendations: Premise: Research and field documentation for the past decade has demonstrated Filipino Sign Language as a true natural language, possessing unique and distinct structural features, and occupying a critical sociolinguistic role in the identity and functions of the Filipino Deaf community as a cultural and linguistic minority (PDRC and PFD, 2004; Martinez and De Guzman, 2002; Martinez, 1996, Martinez 1994) Formulate policy and legislation: 1. comprehensively linking primary and secondary communication and language goals to postsecondary objectives, 2. adopting the use of Filipino Sign Language as medium of instruction and integrating its study in the curriculum, and 3. requiring signing skills in Filipino Sign Language for current and future teachers and teacher / interpreters.
D. Community-based and non-formal education Field documentation by the Philippine Federation of the Deaf for the National Sign Language Committees Status Report on the Use of Sign Language, and its ongoing Dictionary project has revealed the strong influence of non-formal and community-based programs. These programs have served as avenues for the influx of foreign sign languages and artificial sign systems. A number of these entities, under the guise of community assistance, religious objectives, or pre-employment training, have continued to operate with isolationist philosophies, or with indifference and even disregard, to the views and authority of the Filipino Deaf community. Several of these are suspected of exploiting Deaf individuals, under the pretense of educational objectives. Recommendations: 1. Create a Registry of all programs / organizations conducting non-formal education / community literacy or religious education for Deaf individuals. 2. Monitor the activities of these entities to ensure that they are actually serving legitimate educational objectives.
References:
Philippine Deaf Resource Center and Philippine Federation of the Deaf. 2004. Issues in Education. An Introduction to Filipino Sign Language. Part III. Current Issues. Quezon City: Studio Graphics. 34-44. Philippine Federation of the Deaf. 2004. Status Report on the Use of Sign Language in the Philippines. Quezon City. Martinez, L.B. and M.T. De Guzman. 2002. Filipino Deaf culture revealed in Filipino Sign Language. Deaf Way II. Washington,D.C. July 2002. Martinez, L.B. 1996. Understanding the deaf student: phonological modifications in Filipino Sign Language. Unpublished manuscript, University Research Coordination Office, De La Salle University. Manila. Martinez, L.B. 1994. A linguistic study of some aspects of Filipino Sign Language in Manila and Cebu. Unpublished manuscript, Department of Linguistics and Interpreting, Gallaudet University. Washington, D.C.
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CATHOLIC MINISTRY TO DEAF PEOPLE, INC.
Catholic Ministry to Deaf People, Inc. (CMDP) usually asks the permission of the Division of City Schools so they maybe allowed to conduct their three main program activities. In their experience of dealing with the deaf students, their teachers and parents for the past 15 years, the following are some of the problems and issues they encounter in relation to their Deaf clients:
1. Socio-psychological There is a need for guidance and counseling services in the schools (SPED CENTERS) as well as in the high school mainstreaming programs. This is proposed especially for the concerns of the deaf in mainstreaming programs who have difficulty in coping with their hearing counterparts, overage students in the elementary schools, students who use a different mode of communication, and deaf students with additional disabilities. 2. Classroom teaching There is a need for sign language classes and deaf awareness seminars for the parents and the students caregivers. Not all principals pursue this program but this is very vital for the improved relationship of the hearing parents and their deaf children. Most of the issues of the deaf stem from the lack of this type of program. These also affect the performance of deaf children in their elementary years up to the time they finish their college education since a follow-up is needed at home and if parents do not know how to sign, there is, consequently, an impossibility for learning to take place at home. 3. Legislative agenda There is a need for the training of public school teachers, social workers and counselors in terms of deaf awareness, and sign language especially Filipino Sign Language which is the predominant language of the deaf in public schools. 4. Community-based and Non-formal education There is a need for more openness in the hiring of more Deaf teachers, counselors and teacheraides in the public schools who will serve as the role-models for the deaf students. (This has to be advocated by the PRC to provide accessibility and adjustment to the Deaf who will take the Licensure Exam for Teachers.) There is a need for more openness in some division city schools superintendents to welcome NGOs offering free services in terms of counseling and seminars for the Deaf students and their parents.
C atholic M inistry to D eaf P eople, Inc.
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CAP COLLEGE SCHOOL FOR THE DEAF

Evidence suggests that Deaf students are as capable as hearing students and can handle cognitive demands of a work situation with relative ease. Over several generations of research in other countries, Deaf individuals have been rated as good, and even superior workers. Over the same generation, their major obstacle on the job has been related to difficulty in communication and inappropriate training or lack of it, which has restricted job mobility and advancement. Post secondary training programs for the Deaf in the country most often do not realize this need. They are not prepared to meet the demands for a tertiary level educational program that shall provide for the unique features of a college training for the Deaf. They are most often in mainstreaming programs that do not provide any organized form of support services for the deaf in a predominantly hearing classroom. Nevertheless, the number of deaf high school graduates seeking tertiary level training continue to increase each year but the demand for more appropriate training programs continue to be unanswered. A program that is sensitive to the unique educational needs of the Deaf, is the answer. CAP College Foundation Inc.- School for the Deaf, formerly called the Special Program for the Deaf. CAP College School for the Deaf started operating in November of 1989 with only 5 students. Enrollment rose to 21 in 1990 and in 1993, the School sent off its first batch of 18 graduates with Certificates in Associate in Arts in Information Technology. Since 1993 to this date, it graduated 149 Deaf in AAIT, 10 graduates in D.A., 37 in B.S.B.A. and 55 in its new TESDA program - 84-Hour Preventive Computer Maintenance Course, that started SY 2001-2002. Fifty percent of these graduates are now gainfully employed either as data encoders, office/ processing clerks, assisting in family businesses or having their own businesses. The CAP College School for the Deaf strives to help improve the social condition of the Deaf through higher education, specifically by providing opportunities for post secondary training. As a non-stock, non-profit organization, CAP-SFD is committed to help Deaf high school graduates become competent and skilled workers in their chosen fields so that like their hearing counterparts, they may be able to achieve personal advancement and then become instruments to elevate the welfare of the Deaf. The overall mission of CAP College - School for the Deaf is to give the Deaf access to higher education. Its specific objectives are as follows: - Provide opportunities for tertiary level training; - Help the Deaf live productive lives through gainful employment; - Contribute to the development of the most appropriate curriculum, teaching strategies and instructional aids for the Deaf; - Help in the training of Deaf leaders; - Contribute to the competent training of teachers of the Deaf; - Help in the dissemination of more information on the Deafness, on Deaf as a person and causes of deafness. Through the years or since 1989, we have come to realize that involvement/participation of the Deaf (Person or Deaf Community) is crucial in planning, in making Educational Reforms and in all aspects and matters of Deaf Education. CAP College S chool f or the D eaf
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DE LA SALLE-COLLEGE OF SAINT BENILDE

Below are some of the major issues that the DLS-CSB is regularly faced with in the education of Deaf students pursuing tertiary level education. 1. Very low self-esteem compounded by various reasons related to the following: questions of worth and acceptance, limited or lack of access to communication that prioiritises the use of verbal-based languages, interactions that are tainted with misconceptions bringing about discrimination and emotional, abuse, etc. 2. Habits and behaviors that indicate a strong tendency to be helpless and self-depreciating. 3. The overly conscious effort to correct themselves for fear that they may not be signing correct English stunts their natural ability to think in-depth and comprehend easily using their own natural language . 4. The tendency to rely on rote memorization in which attention is focused on words, spellings and order arrangement following English grammatical rules creates more confusion and incoherence of ideas. Furthermore, when strategies focus critical thinking and insight generation, responses tend to be highly linked with terms and grammar rather than on personal reflection. 5. Very low confidence and low accuracy in the usage and comprehension of their natural language such that thoughts and ideas are immediately lost because of reasons previously stated. 6. Very low degrees of competence in reading and writing English and Filipino languages (two main language frameworks highly used by the hearing-speaking Filipinos in the Educational system of the Philippines). The above issues are based on the 14-year effort of DLS-CSB to constantly evaluate its students and provide appropriate interventions. They are reflected in both published and unpublished documents of the college. A list of references is provided at the end of this section.
INTERVENTIONS AND STRATEGIES

The School of Deaf Education and Applied Studies (SDEAS) team is composed of 34 faculty members 11 of which are Deaf. All faculty members have their own areas of expertise in their respective profession s, from general education to specialized fields, as well as professional training, either in the business and media arts industry or that of the Filipino Deaf community. Faculty members exert conscious efforts in the use of Filipino Sign Language. Non-signing experts are partnered with signing experts and old/new faculty members are constantly exposed to various institutional faculty development efforts geared towards creating a learner-centered environment. Extensive efforts are undertaken to addressing self-esteem issues of the students . The Office for Deaf Esteem and Formation (O-DEAF) takes the lead in matters related to counseling; spiritual development; leadership and community development, through outreach, sports and theater arts; and improvement of student discipline. The O-DEAF team works very closely with the Office for Academic Programs (O-AP) to ensure that consistent formation efforts are made inside the classroom, and in the curriculum.
D e L a S alle- College of S aint B enilde
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The O-AP makes sure that intensive efforts for consultation, tutorial and other interventions are explored and implemented in order to address the varying needs of the Deaf students. More interventions are being studied and hopefully implemented to expand educational training opportunities and career options that will be made available to Deaf students of DLS-CSB. These may be in the form of pre-college programs; associate degree options; mainstreaming opportunities with provided support services for tutors, interpreters and note-takers; faculty development program for greater competency and sensitivity to address needs of the Deaf; etc. In the last 14 years, DLS-CSB has continually learned new ways and reinvented old ways to provide better options in the education of the Deaf. Some of these highly successful efforts follow: 1. Regular solicitation of feedback on the impact of interventions to the Deaf students through consultations with the students, with faculty core, parents, and others; 2. Continual hiring and working with Deaf faculty as teachers, service providers or partners in program development, implementation of services etc.; 3. Fostering close collaborative relationships between counselors/formators and classroom teachers; 4. Intensive consultation options for students seeking additional time for classroom topics; 5. General direction of academic processes to involve extensive critical thinking and problem solving; 6. Two-year extension of classes for English and Math competency building courses; 7. Introduction and appreciation of the Filipino Sign Language and the Deaf culture through classes, Deaf festival activities, exposure trips, and other events; 8. Quality output control of work outputs and projects based on industry standards; 9. Emphasis on ethics in various opportunities; 10. Extensive counseling and spiritual efforts involving self-assessment, family relationships and community development; and 11. Encouragement and support of various student-initiated projects for community outreach involving general mainstream in the college, specific Deaf schools, or social initiatives of community development groups involving social action projects, etc. It is important to note that DLS-CSB has also embarked in providing very strong efforts towards work ing with industry and other partners to help employers and key decision makers in society to focus on the competencies of the Deaf to successfully produce work output with creativity, effective work habits and emanate optimistic outlook in life. These are indicators that help hearing employers be convinced to work with SDEAS in the training and employment of the Deaf students enrolled in the institution. Despite the given limitations presented by the issues, students who have improved their self-esteem and have gained greater comfortableness in identifying with the Deaf culture have grown to be insightful, creatively intellectual and confident to prove themselves capable. They become more self-directive and driven to excel and showcase their capabilities through their academic work output and student-initiated projects for younger Deaf students in the college or outside the college (O-DEAF activities). They also take advantage of more learning opportunities by volunteering in various curricular and extra-curricular activities, and in their actual internship training opportunities where those who have excelled have been automatically hired or given referreals for hiring in other employment sites. However, take into account that while there is so much hope for the future of the Deaf; this cannot be solely addressed by the tertiary level institutions such as DLS-CSB. It is the general perspective of SDEAS that so many allotted resources are eventually wasted and potentials of the Deaf remain untapped because such interventions are implemented quite late in the development growth of the Deaf students.
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Deaf college graduates chances of fully maximizing their potentials to contribute to society will be greater if intensive interventions currently implemented in the tertiary level are fully implemented at the preschool, elementary, and high school level. There is still so much to understand about the uniqueness of the Deaf students. Learning and teaching interventions must adhere to this uniqueness in order to bring out the better educated Deaf students. (For further reading on this, please refer to Educating Deaf Students From Research to Practice by Marschark, Lang, and Albertini, 2002.) The primary basis for the specialized interventions needed in the pre-college years is the recognition that Deaf people are very unique and different from the hearing individuals. Such difference is beyond their hearing and speech capabilities. Their natural language is a language beyond the oral-based language popularly used by hearing and speaking members of society. The interventions will likely more effective if they take the following points into account: a. Acknowledgement of the natural language of the Deaf as these would bring about respect and appropriate interventions that are needed to be provided at the very onset of deafnesss. Deaf with capital D refers to identity of the person that is linked to their membership to a linguistic cultural group; while deaf with small d, refers to the physical aspect of their inability to hear). Aside from learning the language, family members must be assisted to go through intensive counseling and education to help them come to terms with the responsibility and challenge of having a child with disability. b. Faculty members teaching the Deaf must have some level of signing competency to teach using Filipino Sign Language (FSL) and students must have regular exposure to Deaf signers of FSL. c. Extensive efforts must be made to understand the cognitive capabilities of the Deaf students based on research (see Marschark, Lang, Albertini, 2002) so that appropriate learning and teaching strategies are employed. d. Faculty members should be developed to seriously evaluate the roots of their perspectives about the Deaf learner. It is important to recognize and accept that the many difficulties that they encounter teaching their students are not products of deafness but a product of limited or lack of access to appropriate interventions that the Deaf should have been provided earlier on. Furthermore, it may also be a product of their present level competencies in communicating and teaching the Deaf. Attached are additional views of colleagues from DLS-CSB School of Deaf Education and Applied Studies as they share their recommendations on how Deaf Education in the Philippines may be improved that will be truly responsive to the needs of the Filipino Deaf youth.
References:
Dela Torre, T.C.B (2001a). Historical perspective on the identity, accomplishments, concerns and Directions of the School of Deaf Education and Applied Studies. Unpublished manuscript, De La Salle-College of Saint Benilde at Manila, Philippines. Dela Torre, T.C.B. (2002). Issues in College Entry. Retrieved July 22, 2004, from PEN-International Web Site: http:// www.pen.ntid.rit.edu/pdf/Overview3-12.pdf Marschark, M., Lang, G., Albertini, J (2002). Educating Deaf students from research to practice. New York: Oxford University Press. Deaf Education Option Guide (n.d.). Retrived November 12, 2004, from http://www.deaflinx.com/options.html Language, Microsoft Encarta Online Encyclopedia 2004http://encarta.msn.com 1997-2004 Microsoft Corporation. http://encarta.msn.com/encyclopedia_761570647/Language.html
Dela Torre, Theresa Christine B. Full time faculty. Ten years as Counselor of the Deaf, the last two years serving as coordinator for Deaf Esteem and Formation. Since 2000, serves as Dean of SDEAS . Academic Credentials: AB Psychology/ BSEd, receipient of Outstanding undergraduate Thesis; MAEd in Guidance & Counseling, graduated with honors; and presently pursuing PhD in Educational Management.
D e L a S alle- C ollege of S aint B enilde
17
Research studies and literature on the psychosocial life of the Filipino Deaf are extremely lacking. A brief report on guidance and counseling work with Deaf people is hereby shared and presented with an intention to contribute to the little that is already known about the Deaf, particularly in the area of guidance and counseling.
Defining Framework A whole range of frameworks, views and perspectives may be available for counselors to explore carefully how each corresponds to the uniqueness of Deaf clients. However, what is vital to effectiveness of counselors working with Deaf clients are theirs view on three concepts: deafness, Deaf people and Deaf counseling itself. This is so because the counselors basic conceptualizations of the problems and issues presented by Deaf clients and the interventions that would be provided are influenced by particular views on the three points mentioned. In line with those views, the counselor may consider the following: 1) Over and above the emphasis on deafness as disability, is the viewpoint that deafness is a uniqueness or a difference; 2) More than being a disabled sector, Deaf people form a linguistic minority sector that shares a common, legitimate and aesthetic language; 3) The adjustment or maladjustment of a Deaf person must be understood from a holistic perspective and in the context of the social environment instead of immediately attributing difficulties solely to deafness; 4) Counseling Deaf clients is pretty much like counseling an individual from a different cultural background. Counselor Competencies In addition to the counselors views, evaluation of the specific counselor skills and competencies necessary to effectively help Deaf clients is similarly important to consider. It is suggested that counselors become competence in the communication mode, specifically, in sign language used by the Deaf in their natural communities in order to break through the language barriers. Likewise, counselors need to have immersion-born familiarity with the worldviews of the Deaf, dynamics of Deaf interactions, needs, issues and aspirations of individual Deaf and communities. Having overcome the language and cultural barriers, the challenge of hearing counselors in empathy, is to be able to see, feel and understand situations from the eye and experience of the Deaf. A competent Deaf counselor is undoubtedly an advantage for any school to have. Thus, training Deaf counselors must be in the list of main concerns. Needs and Services While it is true that Deaf people are, first of all, people who happen to be deaf but share the same needs as the people who can hear, it is also true that Deaf people have unique needs, such as the following: 1) Identity clarification (Am I deaf, Deaf, hard of hearing, hearing of deaf forced to become a replica of a hearing person?); 2) Improving self-esteem; 3) Acceptance of being deaf and the consequences of deafness; 4) Overcoming feelings of powerlessness that leads to shyness and passivity; 5) Socialization (as against isolation), strengthening ties with hearing family members, bonds with the Deaf community and learning to interact with the larger predominantly hearing society. In the light of the foregoing, there is no doubt that schools must make available the guidance and counseling services for Deaf students and their parents or significant others. Ideally, every school accommodating Deaf people must have a competent guidance counselor. Other support services include guidance classes and workshop seminars tackling common adjustment issues of Deaf students; 2) Parent Education Classes and workshops seminars; 3) Hearing parent-Deaf child Dialogue conducted by competent hearing and Deaf counselors; 4) Orientation and Formation Seminars for Teachers to help them better understand the life situations, behavior and needs of the Deaf learners and, the dynamics of Deaf interactions in the classroom.
Joy L. Cristal, MA in Psychology, PhD units in Applied Cosmic Anthropology, Full-time faculty of the School of Deaf Education and Applied Studies with primary duties as Head, Office for Deaf Esteem and Formation, Mentor-trainor of Deaf Counselor Trainees, Lead Formator of spiritual development program of the Deaf, consultant in the formulation and implementation of value-laden curriculum for the Deaf De la Salle-College of St. Benilde in Taft Avenue, Manila
D e L a Salle- C ollege of Saint B enilde
18
While the task of educating the Deaf is such an interesting field, it is similarly challenging. Teachers of the Deaf witness the glaring delays in basic skills, especially in reading and writing. The lack of specific skills necessary for higher academic achievement may become more and more obvious as a Deaf person begins tertiary education where independent learning is a main task. The following is a list of a Deaf teachers observations of Deaf students entry skills in college and a list of suggestions to improve teaching and education of the Deaf.
Entry Skills of Deaf Students in College Deaf students enrolling in the college generally show the following gaps: - Lack of basic study skills - Problem with Literacy Skills (Reading and Writing) - Difficulty in understanding of the English language as well as the Sign Language itself - Poor vocabulary skills (both in English language and in sign language) - Attitudinal (Behavioral) problems among Deaf individuals - Low Self-Esteem and Low Self-Confidence - Lack self- awareness (examples: passivity, shy, dependent) Suggestions to improve teaching and education of the Deaf 1) Methods and strategies of instruction that are appropriate to the Deaf in the classroom with special consideration on language use; 2) Traditional methods or directed instructions are less effective for helping Deaf students learn. Constructivist method, for instance is a better option; 3) Proper monitoring and feedback sessions have proven to be vital to make Deaf students aware of their progress; 4) Intensive Guidance Counseling and Academic Advising are important to make Deaf student more motivated, active, confident and independent learners; 5) Transparency on the part of the teacher who handles Deaf students (The teacher is also a learner so it helps to be open to Deaf students about difficulties in communicating with them or in understanding their needs. The teacher may even initiate dialogue with Deaf students); 6) Deep and authentic commitment of the school administrators, teachers, counselors and etc. to address the needs of the Deaf; 7) Improve teacher competencies that may include proficiency in natural sign language or the sign language used by the Deaf communities; 8) Employ teaching methods and strategies that are appropriate to Deaf needs (Traditional methods are directed and structured and tend to view Deaf students as passive learners.); 9) Consider changes in the curricula to address the needs of Deaf learners; 10) Open more course offerings for the Deaf; 11) Improve teachers attitudes towards the capabilities of their Deaf students; I2) Help decision-makers and administrators in school become aware of the plight of the Deaf learners and what their real needs are; l3) Develop a system of consultation with Deaf adults and allow the Deaf to participate in issues affecting their welfare; 14) Encourage Deaf students to become teachers of the young Deaf and provide all the support for Deaf professionals and Deaf leaders to have a significant role in school that would impact on necessary decisions and changes in Deaf education.
Leo L. Sulse, currently pursuing MA in Educational Technology 2004- present, Deaf faculty of School of Deaf Education and Applied Studies with primary responsibilities as Academic Adviser, teacher, and project associate of PEN-International Philippines based in DLS-CSB. De la Sa1le-College of St. Benilde, Taft Avenue, Manila
19
DIRECTORY
INSTITUTION CONTACT PERSON/ POSITION ADDRESS TELEPHONE NO. FAX NO. EMAIL INSTITUTION CONTACT PERSON/ POSITION ADDRESS TELEPHONE NO. FAX NO. EMAIL WEBSITE INSTITUTION CONTACT PERSON/ POSITION ADDRESS TELEPHONE NO. FAX NO. EMAIL WEBSITE INSTITUTION CONTACT PERSON/ POSITION ADDRESS TELEPHONE NO. EMAIL INSTITUTION CONTACT PERSON/ POSITION ADDRESS TELEPHONE NO. FAX NO. EMAIL INSTITUTION CONTACT PERSON/ POSITION MAILING ADDRESS STREET ADDRESS MOBILE PHONE FAX NO. EMAIL CAP COLLEGE School for the Deaf (CAP-SFD) Julius Andrada, Coordinator 5th floor, CAP Bldg. 2, 149 Legaspi St. Legaspi Village, Makati City 892-5395/810-9142 818-0560 capcollege@cap.com.ph CATHOLIC MINISTRY FOR DEAF PEOPLE, INC. (CMDP) Dr. Salud Evangelista, Executive Director Catholic Ministry for the Deaf People, Inc.5 C. Salvador St. Unit G. Loyola Heights, Quezon City. 426-1116 426-6339 cmdp89@hotmail.com http//: www.cathmindeaf.org. DLS- COLLEGE OF SAINT BENILDE Theresa Christine B. de la Torre, Dean School of Deaf Education and Applied Studies (SDEAS) DLS-College of Saint Benilde 2544 Taft Avenue Manila 526-7441 to 47 local 131 400-5406 sdeas@dls-csb.edu.ph http://www.dls-csb.edu.ph MANILA CHRISTIAN COMPUTER INSTITUTE FOR THE DEAF FOUNDATION, INC. (MCCID) Remberto Esposa Jr., President Manila Christian Computer Institute for the Deaf 4447D Old Sta. Mesa St. Manila 1016 713-2836 info@mccidonline.net PHILIPPINE DEAF RESOURCE CENTER, INC. (PDRC) Liza B. Martinez, Ph.D., Director Philippine Deaf Resource Center, Inc.27 K-7 Street West Kamias, Quezon City 1102 (0927) 528-8662 921-8521 phildeafresourcecenter@yahoo.com PHILIPPINE FEDERATION OF THE DEAF (PFD) Julius Andrada, President / Raphael Domingo, Consultant Philippine Federation of the Deaf P.O. BOX 2805 Q.C.P.O 1100 Quezon City 27-C Masikap Street, Bgy. Pinyahan V. Luna 1100 QC (0927)403-8348 435-1198 philfedeaf@yahoo.com
CAP COLLEGE
SCHOOL FOR THE DEAF (CAP-SFD) CAP College - School for the Deaf (CAP-SFD) is one of the first tertiary level institutions for the Deaf in the Philippines which uses sign language as the medium of instruction. Established in 1989, CAP-SFDs initial course offering was a two-year program in liberal arts leading to the title Associate in Arts in Information Technology. Today, CAP SFD offers a variety of business and liberal arts courses that will prepare the Deaf to become productive and self-reliant members of Philippine society.
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Mission/Vission
The School for the Deaf believes in the capability of Deaf individuals to become competent, skilled workers in their chosen fields of specialization. Through education and personal advancement, Deaf individuals can help uplift the Filipino Deaf Community.
Admission requirements
For Entering Freshmen: Completed application form Entrance college admission result High School card (form 138) or transcript of Records (form 137) Recommendation from high school principal or guidance counselor 2 ID photos (1"x1") taken during the last six months Interview with applicant and parents
Courses Offered
A.A.I.T. (Associate in Arts Information Technology)
A two-year certificate course in basic computer operations
Diploma in Accounting
A three-year certificate program in accounting, business operations and management
For Transferees : Same as above, except for transfer of credential (honorable dismissal) in place of Form 138
B.S.B.A. (Bachelor of Science in Business Administration)

A four-year course in business management and marketing
Certificate in Computer Programming and Maintenance

A short-term, TESDA recognized course in computer maintenance
CAP COLLEGE School for the Deaf

5th floor, CAP Bldg. 2, 149 Legaspi St. Legaspi Village, Makati City Tel. Nos. 892-5395/810-9142 Fax No. 818-0560 Email: capcollege@cap.com.ph
21 empowering the Deaf community

Catholic Ministry to Deaf People, Inc. (CMDP, Inc.) is a non-government organization founded in 1989 by Sr. Rita Marie Pickhinke ,RSM with the vision of empowering the Filipino Deaf Community through the provision of spiritual, psychological, and educational services.
It has three main programs, namely: Religious Education and Outreach, Human Services, and Mental Health Programs. It provides religious and values formation classes to public schools in Metro Manila and conduct Sunday outreach in at least 8 parishes in Metro Manila, Cavite, Bulacan and Cagayan Valley. CMDP as it is more popularly known by the Deaf Community also conducts retreats, recollections, first holy communion, adult confirmation, and suyuan or marriage enrichment seminars for Deaf couples. It also provides pre-cana seminars . In the Human Services Program, it provides scholarship to 143 poor Deaf students in Metro Manila and to some deaf students in the province of Antique. An auxiliary service of the Human Services Program is the Advocacy Program wherein the Hearing and Deaf staff of CMDP conduct Deaf Awareness Seminars and Talks to schools, individuals and interested groups or fellow NGOs. They also conduct Trainings for Service Providers with sign language and information on deafness as the main content of their modules. The Mental Health Program provides individual and group counseling to public as well as private schools and in some instances, to walk-in clients. They also have the Personal Safety as well as the Young Adult Health Education classes conducted to Deaf children and young adult Deaf students. CMDP also provides services to Deaf individuals who are survivors of sexual abuse through their group therapy and court preparation programs. CMDP is also collaborating with other NGOs and schools in the Deaf community for the concerns of the Filipino Deaf Community. Thus it is also strong in referrals and networking activities. CMDP is headed by Dr. Salud Evangelista assisted by their Executive Committee, which is composed of both hearing and Deaf staff of CMDP.
Catholic Ministry to Deaf People, Inc.

(CMDP, Inc.)
15 C. Salvador St. Unit G. Loyola Heights, Quezon City. Telefax 426-6339 Telephone No: 426-1116. E-mail: cmdp89@hotmail.com Website: http//: www.cathmindeaf.org
22
D L S - College of Saint Benilde
Primer
SCHOOL OF DEAF EDUCATION & APPLIED STUDIES
DLS- College of Saint Benilde The DLS College of Saint Benilde offers relevant and innovative degree and non-degree programs structured to meet the Christian community demands for personal and professional development in the Arts, Management, Business Administration and Design. It envisions graduates who are professionally competent, socially responsible, creative, deeply rooted in faith, Filipino in ideals, and appreciative of the uniqueness of each individual. Control /Type: Office to contact: Private non-sectarian; co-ed The Admissions Center 2544 Taft Avenue, Manila Philippines 1004 PhP50 for Filipino citizens and permanent residents with ACR US$50 (payable only in its equivalent in PhP) for non-Filipino citizens Aptitude and Achievement test components: verbal and quantitative; interpersonal and spatial test components
Application fees:
Exam Coverage:
Tuition fee/unit: Admission Requirements FRESHMEN Application and testing fees Completed application form High school grades Photocopy of 1st year to 3rd year report cards (or its equivalent from Grades 9-11 for international/foreign schools Certified true copy of available 4th year grades, duly signed by either the principal, class adviser or registrar Three (3) recent, identical 2x2 photographs (six-month window) Photocopy of birth certificate FOREIGN APPLICANTS Freshman requirements above, plus: o Authentication of their records from the Philippine Embassy in the relevant countries of schooling o A certificate of eligibility for College admission (when necessary) o A student visa (for accepted applicants) o A verified Certificate of Registration (ACR) for permanent resident aliens TRANSFEREES Certified true copy of transcripts of records Satisfactory cumulative grade point average (CGPA), equivalent to at least a 2.0 in CSBs grading system)
www.dls-csb.edu.ph
DLS-COLLEGE OF SAINT BENILDE 2544 TAFT AVENUE, MANILA PHILIPPINES 1004 TELEPHONE NOS: 526-7441 LOC 131 sdeas@dls-csb.edu.ph
23
SCHOOL
School of Deaf Education and Applied Studies (SDEAS)
OF
Primer
OF
DEAF EDUCATION & APPLIED STUDIES / PAGE 2
SDEAS is one of the six academic schools of De La Salle-College of Saint Benilde (DLS-CSB). The other schools are: Design and Arts, Management, Information and Technology; Hotel, Restaurant and Institution Management; Multidisciplinary Studies; Professional and Continuing Education.
The De La Salle-College of Saint Benilde is one of the eight La Salle schools that are under the De La Salle University System. The other System Schools are: De La Salle University-Manila; De La Salle-Dasmarias; De La Salle-Health Sciences Campus; De La Salle-Canlubang; De La Salle Santiago Zobel School; De La Salle-Professional Schools, Inc; and De La Salle-Araneta University.
Background information on the basis for SDEAS initiatives The Deaf program of DLS-CSB started in 1991, offering a vocational course in bookkeeping and accounting. In 1996, the College offered Bachelor in Applied Deaf Studies aimed at producing leader-advocates in particular field of specializations. Currently the course has 2 major tracks: Multimedia Arts and Entrepreneurship. The SDEAS (then School of Special Studies) currently has two major offices: Office for Academic Programs and Office for Deaf Esteem and Formation. Future direction is moving towards opening a 3rd Office for Linkages and Advocacy. The SDEAS give strong emphasis on the value of feedback and to consciously look at education from the perspective and experiences of the Deaf learners. As advocates of the Learner-Centered Philosophy, we believe that it is very important to listen intently to the life experiences of the Deaf learners and significant others. This is because the Deaf can illustrate, with much insight and intelligence, the various factors in past educational and personal experiences (family and school) that have impacted on their current problems and concerns in all aspects of their lives. Attached to these are their recommendations on how Deaf lives can improve through education. Their insights have enriched the efforts of the College to make their learning environments more conducive and challenging for them. For further reading on Learner-Centered Philosophy, please refer to Barbara Macombs work, American Psychological Associations Guidelines for Learner-centered Environment. We believe that when educators and educational institutions acknowledge the uniqueness of Deaf people, only then can efforts to address their issues and concerns be responsive and empowering. Such uniqueness is both individual and culture specific. DLS-CSB believes that Deaf people belong to a linguistic minority with a very rich culture and language that is uniquely different from geographical based culture that we as Filipinos share. Furthermore, the Deaf culture and their natural sign language (e.g. Filipino Sign Language) is neither developed nor patterned after the typical language and culture of the largely speaking-hearing members of the Filipino society. (Source: <http://encarta.msn.com/ encyclopedia_761570647/Language.html>) The DLS-CSB Vision-Mission Statement justifies this stand.
www.dls-csb.edu.ph

MISSION-VISION
VISION STATEMENT
Primer
24
The De La Salle-College of Saint Benilde, a member of the De La Salle University System, is a Catholic, dynamic and innovative learning community. Guided by the Lasallian tradition of Religio, Mores, and Cultura, it recognizes the uniqueness of every individual and responds to the diverse needs of all learners. MISSION STATEMENT At the De La Salle-College of Saint Benilde, we believe that it is in community that we create and nurture a learning climate promoting success through mutual support and respect for all learners. As a learner-centered institution, we recognize diversity by addressing various needs, interests, and cultures. As a community of students, faculty, staff, and administrators, we strengthen our relationships through transformational experiences guided by an appreciation of individual worth, creativity, professional competence, social responsibility, sense of nationhood, and our faith. We actively anticipate and respond to individual, industry, and societal needs by offering innovative and relevant programs that foster holistic human development.
NATURE AND TYPES OF STUDENTS CATERED

DLS-CSB provides partial to full scholarship to students who come from the poor sector of the society provided they have passed the admission requirements. Many of those who enroll in DLS-CSB are graduates of the following schools: Deaf Schools: Philippine School for the Deaf SouthEast Asian Institute for the Deaf San Agustin School for the Deaf Bible Institute for the Deaf Mainstream: Manila High School Quirino High School Ramon Magsaysay High School St. Mary of the Woods High School Other Schools: Fisherman of Christ Learning Center St. Annes Special School (with other Persons With Disabilities) The above-mentioned schools adhere to different educational approaches, such as, auditory-aural, and total communication. Most of the communication modes used are either speech/lip reading and/or Signing Exact English (S.E.E.). The DLS-CSB acknowledges these differences and works with the students who adhere to these approaches. However, while DLS-CSB provides enough opportunity for Deaf students to introduce or reacquaint themselves with their natural language and appreciate the Deaf community and their culture, it also gives equal attention to improving their academic skills in reading & writing so that they may advance further towards developing higher order skills for critical thinking and learning required in tertiary level institutions. Students who are non-signing and make use of speech and lip reading as primary modes to communicate, or may sign but have very little knowledge of the generally accepted signs, are asked to complete sign language courses offered by the college before being allowed to pursue their admissions into the DLSCSB program. A total of 285 students have been admitted to DLSCSB since SY 1991-1992. Of the 285 students, around 135 have been enrolled in the vocational program, and around 150 were in the degree program. A handful of those who completed the vocational program have also enrolled in the degree program.
DLS-COLLEGE OF SAINT BENILDE 2544 TAFT AVENUE, MANILA PHILIPPINES 1004 TELEPHONE NOS: 526-7441 LOC 131 sdeas@csb.dlsu.edu.ph
www.dls-csb.edu.ph
25
SCHOOL
OF
Primer
DEAF EDUCATION & APPLIED STUDIES / PAGE 4 OF 5
The Bachelor in Applied Deaf Studies (BAPDST) program seeks to accomplish the following: first, to produce Deaf graduates with competitive skills and expertise needed for gainful employment; and second, to produce Deaf leaderadvocates who can use such skills and expertise to benefit both Deaf and hearing communities found in their employment site and assist in other venues whereby they will directly or indirectly contribute in various community development efforts for the improvement of life circumstances of Deaf people. It is hoped that through the effective performance of the BAPDST Deaf graduates in their workplace, they will also effectively educate the industry in gaining more awareness and understanding of Deaf rights and needs. This will consequently bring about positive change in the structures and policies in the workplace and society. It will also develop a non-discriminating orientation and supportive attitude among hearing employees and employers. This in turn will facilitate a greater objectivity in evaluating Deaf workers capabilities to contribute in the workplace, as well as appreciate their language, culture and identity without discrimination.
Following are the specific goals of the course: 1) To produce holistic, integrated, nationalistic and morally-grounded Deaf graduates directed to contribute in effecting positive change withinin themselves, and in their proximal area of responsibility (e.g. Deaf community, employment setting, family, and neighborhood) and in hearing society to facilitate a greater awareness and understanding of Deaf community, consequently improving life circumstances of Deaf people affected by various structures, policies, and services in government, education and the private sector that have overlooked Deaf needs; 2) To equip Deaf graduates with relevant work skills and personal qualities that will give them greater confidence in themselves and in their capabilities to effectively and positively work and communicate with hearing and Deaf persons, regardless of variations in communication means (e.g. spoken and signed, written and signed), educational background, emotional issues, religious affiliations, physical attributes, sexual, and political orientations; 3) To produce effective and efficient employees trained in Deaf Studies with specialized fields of interest, either in Multimedia Arts or Business Entreprenuership; and 4) To produce Deaf graduates that shall take an active role towards the appreciation, understanding, and preservation of Deaf culture, language and identity that shall both protect its uniqueness as well as effect change towards the advancement of the Deaf community they belong to.
www.dls-csb.edu.ph
26
Primer
aculty members are lecturers trained in their professional field of specialization. Most have MA degrees, and a number are still pursuing higher studies. There are two types of faculty members in the SDEAS. One, a lecturer with academic training or professional experience and is proficient in sign language. Two, a lecturer with academic training or professional experience but does not have sign language skills. In the case of the second type of lecturer, he or she is assigned to a faculty member proficient in sign language. A partnership exists between these two and a close collaborative effort takes place in the preparation and implementation of classes in order for the second type of lecturer to effectively facilitate student learning.
s a pioneering sign language program, the Sign Language Learning Program (SLLP) integrates the linguistic principles in its instructions. It is also unique in that all its teachers are Deaf. The clientele of the SLLP through the years has broadened to include, not only students, faculty and staff of CSB and other DLSU units, but also students from other universities and various professionals such as teachers, physicians, lawyers, nurses, church workers, etc. SLLP is commited to the role of being an innovator in Filipino Sign Language (FSL) education for the Deaf, Hard of Hearing, and Hearing. It seeks to develop Deaf, Hearing and Hard of Hearing students according to the Benildean core values, and be an advocate for the Deaf, their Language, Culture and World. Envisions itself to be leader in teaching FSL, it offers programs which are responsive to the students needs; conducts research on innovative strategies for teaching and acquiring Filipino Sign Language and advocates for the strengthening and preservation of the Deaf People, Language, Culture and World.
www.dls-csb.edu.ph
SIGN LANGUAGE LEARNING PROGRAM
FACULTY
27
4447D Old Sta. Mesa St., Sta. Mesa, Manila, Philippines, 1016
Our beliefs
MCCID is a non-stock, non-profit foundation registered under the Securities and Exchange Commission in October 1993. It started when two young Christian computer professionals, one Hearing and one Deaf, decided to pursue their dream of establishing an education instiution that focuses on improving the computer skills of the Deaf. MCCID is conceptualized on the belief that every Deaf individual is capable of doing jobs that hearing people do and that his or her handicap is not a hindrance to attain what is required in working in any type of environment. The principal aim of MCCID is to assist the hearing impaired in getting a better chance to compete for employment, education and other opportunities like every other citizen.
Why study at MCCID?

At MCCID, we provide :
! Christian values and proper work ethics for

future Deaf employees;
! Specially designed curricula and strict training

to meet industry standards;
! Highly skilled Deaf trainers and instructors; ! TESDA and in-school scholarship grants; ! Latest computer and laboratory facilities as
well as latest softwares;
! Internet advantage using DSL connection; ! Sign language instructions encouraging the
use of Filipino Sign Language;
! Guidance and career counseling; ! Guaranteed job placement programs for

qualified Deaf graduates; and
! Sports and recreational activities.

Contact Persons: Mr. Jojo I. Esposa Jr. (Hearing) Training Director jojor@mccidonline.net Mr. Ervin R. Reyes (Deaf) Deaf Coordinator ervin@mccidonline.net www.mccidonline.net Fax :(632)713-3469
Webmail Tel.
: info@mccidonline.net : (632)713-2836
Recent Accomplishments
The following distinctions have made MCCID proud since it started in 1993 :
28
! The first Deaf ever to win

the Bronze Medal in Web Page design Category during the 6th International skills Competition held at New Delhi, India last November 2003.
! Graduated more than

150 Deaf students, five of which currently work in the Office of President Gloria Macapagal-Arroyo:
! The first Deaf ever to win

the Gold Medal in the 10th Philippine National Skills Competition in Web Page Design category last September 2001;
! The first and only institute authorized by TESDA to offer sign language courses in the Philippines; ! A 100% passing rate in
Data Encoding Skills certification Exam conducted by TESDA last 2003; and
! One of the two Deaf ever to win a Bronze Medal in APECIT Korea Web Page Design Contest in 2002; ! First-time recipient of
2004 Academic Excellence award in National Capital Region awarded by TESDA;
! A reputation as one of the best in Metro Manila in producing top quality Deaf graduates in computer training.
Opening new Doors of opportunities for the Deaf in the Philippines through computer education
12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 A society that respects the 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 rights of every citizen makes the 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 world a better place to live in. We 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 have a lot of things to teach the 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 Deaf about sentence structure, 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 proper work ethics and speech 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 control. On the other hand, we have 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 a lot to learn from them about 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 patience, loyalty, and a good life. 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 We at MCCID foresee a future 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 wherein the Deaf can co-exist with 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 the hearing people without any 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 discrimination nor communication 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 barrier. With these humble works, 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 we may succeed in carrying out 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 our visions and aspirations. 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567 12345678901234567890123456789012123456789012345678901234567
Government Recognition
MCCID is the only institute accredited by the TECHNICAL EDUCATION and SKILLS DEVELOPMENT AUTHORITY (TESDA) to offer computer courses for the Deaf. Other government agencies and institutions that recognize MCCID include: 1 NATIONAL COUNCIL FOR THE WELFARE OF DISABLED PERSONS (NCWDP) SECURITIES AND EXCHANGE COMMISSION (SEC) PHILIPPINE FEDERATION OF THE DEAF (PFD) MERO MANILA ASSOCIATION OF AGENCIES FOR THE DEAF (MMAD)
29
30
he Philippine Deaf Resource Center (PDRC) is a non-stock, non-profit corporation established in 2001 for the purposes of research, information, and networking for the Filipino Deaf community. It operates through the spirit and energies of many hearing and Deaf volunteers, guided by the principles of deafness as a culture, and research and information as empowerment for Deaf organizations. It works through the strength of an extremely diverse network and pool of resource persons from academe, industry and civil society. Fields of focus include sign language linguistics and interpreting, employment and livelihood, education, media and technology, health, policy and legislation, and Deaf culture and the arts.
Its founder and current Director is Dr. Liza B. Martinez, a sign linguist, who has held a variety of teaching and administrative positions in academe here and abroad (University of the Philippines, De La Salle University; National Technical Institute for the Deaf, New York, Gallaudet University, Washington, D.C.). Among the activities of the PDRC are:
31
Research
Writing and publication of An Introduction to Filipino Sign Language, a four-part linguistics reference Standardization of sign vocabulary Pre-spanish origins of Filipino Sign Language in 16th century Collection of baseline data on literacy of deaf population Equity testing of Deaf individuals in standardized tests such as the Civil Service Exam and Licensure Exam for Teachers Reproductive health issues of Deaf women Impact of texting and mobile phone technology on Filipino Deaf community Documentation of legal cases involving the Deaf Survey of information needs of developmental pediatricians
Information and Networking

Technical training and support for Philippine Federation of the Deaf on linguistics for Dictionary project Technical and communications support for National Sign Language Committee: Status Report on the Use of Sign Language in the Philippines Technical assistance to Philippine Federation of the Deaf for establishment of Deaf Day Care Program at the U.P. Christian Child Care Center Technical advising in arts management for Filipino Deaf Visual Art Group, publication of childrens book on signs for marine animals Technical assistance to Internacional Teatro Silencio Filipinas and independent film makers (Benjamin Padero, Clodualdo del Mundo) Lobbying through position papers for close-captioning bill (House Bill #248) Lobbying through Alliance for News Interpreting (ANI) for sign language interpreting for TV newscasts
Philippine Deaf Resource Center, Inc.

Contact person: Liza B. Martinez, Ph.D., Director Philippine Deaf Resource Center, Inc. 27 K-7 Street West Kamias, Quezon City 1102 Tel / fax 921-8521 Mobile (0927) 528-8662
T
he Philippine Federation of the Deaf (PFD) is a non-profit, nongovernment federation of Deaf organizations which was established on 18 May 1997, after the First General Assembly held at Ateneo de Manila University, in Quezon City. The PFD is an official and affiliated member of the World Federation of the Deaf, a global body recognized by the United Nations. It was created to accommodate and serve Deaf people in the Philippines. It is administered by Deaf Filipinos themselves. Currently, PFD is made up of many Deaf and hearing organizations working with Deaf people, and envisions to empower the Deaf to become united, equal and productive members of society.
32
Vision
Improvement of the quality of life among the members of the Federation through self-help and selfreliance in order to become productive citizens and partners in the nation building under the aegis of new horizon and social justice.
Objectives
PFD aims to promote the following: 1. Equal opportunities in employment and access to the following: quality education as vocational rehabilitation services, telecommunication systems and mass media from the government and the private sectors, and social services in the public/ mass transport system. 2. Filipino Sign Language (FSL) as the preferred language of the Filipino Deaf people and support its research and development programs/projects. 3. Public awareness of the Deaf in Philippine society and support efforts towards its propagation. 4. Support the training of qualified interpreters for Deaf people.
Mission
To establish good rapport and partnership among, and between, the members of the Federation, paving the way for their integration into the mainstream society and full equality and participation on all aspects of human endeavor.
Activities Accomplishments
Deaf Gender Awareness and Sensitivity Training Workshops Deaf Women and Gender Awareness and Sensitivity Conferences Leadership training workshops for Deaf Organizations Deaf Comedy Show Representation in National Anti-Poverty Commission National Council for Welfare of Disabled Persons National Youth Commission Filipino Sign Language training workshops/ seminars Representation of the Deaf in national and international meetings/fora. Nomination of Deaf individuals for annual local and international scholarships and training. Advocacy campaigns with national government agencies, committees and legislative bodies. Training on organizational management, community organization, advocacy techniques, leadership training, values formation and other skills necessary for their development. Monitoring of implementation of government policy specially on employment and education.
Current Projects
PFD is responsible for organizing the following:
National Congress of the Deaf (biennial) PFD General Assembly International Deaf Awareness Week (triennial) Deaf Education Weekend Seminar
Preparation of the Status Report on the Use of Sign Language through the National Sign Language Committee (NSLC) Documentation of Filipino Sign Language Production of practical dictionaries and materials for Filipino Sign Language (parallel partnership with Hong Kong, Vietnam and Cambodia)
Philippine Federation of the Deaf, Inc.

Mailing Address: P.O. BOX 2805 Q.C.P.O 1100 QC Office Address: 27-C Masikap Street, Bgy. Pinyahan, V. Luna 1100 QC Telefax: 435-1198 Mobile Phone: +639274038348 Email: philfedeaf@yahoo.com

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A Collaborative Paper On Issues and Concerns in Philippine Deaf Education

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A COLLABORATIVE PAPER ON ISSUES AND CONCERNS IN PHILIPPINE DEAF EDUCATION

Presented to UNESCO Consultative Forum on Deaf Education in the Philippines

16 November 2004 Manila, Philippines

JULIUS ANDRADA President

The UNESCO collaborative project: How it started

Issues and Concerns in Philippine Deaf Education

P hilippine F ederation of the D eaf

Problem Identification by Key Area Teams

P hilippine F ederation of the D eaf

Solution: The key to solve these problems is Deaf participation in decision-making.

P hilippine F ederation of the D eaf

Issues and Concerns in Philippine Deaf Education

P hilippine D eaf R esource C enter

PROBLEMS IN DEAF EDUCATION

P hilippine D eaf R esource Center

Lack of locally appropriate materials

Absence of general language policies concerning sign language use

Problems in second language learning and overall literacy of deaf students

Extremely poor employability

P hilippine D eaf R esource C enter

P hilippine D eaf R esource C enter

Level of Recognition of National Sign Language

In other government legislation or policy

In a government resolution In a separate sign language law

P hilippine D eaf R esource C enter

P hilippine D eaf R esource C enter

Issues and Concerns in Philippine Deaf Education

C atholic M inistry to D eaf P eople, Inc.

Issues and Concerns in Philippine Deaf Education

Issues and Concerns in Philippine Deaf Education

INTERVENTIONS AND STRATEGIES

D e L a S alle- College of S aint B enilde

D e L a S alle- College of S aint B enilde

D e L a S alle- C ollege of S aint B enilde

D e L a Salle- C ollege of Saint B enilde

D e L a S alle- College of S aint B enilde

B.S.B.A. (Bachelor of Science in Business Administration)

Certificate in Computer Programming and Maintenance

CAP COLLEGE School for the Deaf

21 empowering the Deaf community

Catholic Ministry to Deaf People, Inc.

DEAF EDUCATION & APPLIED STUDIES / PAGE 2

D L S - College of Saint Benilde

SCHOOL OF DEAF EDUCATION & APPLIED STUDIES

NATURE AND TYPES OF STUDENTS CATERED

DEAF EDUCATION & APPLIED STUDIES / PAGE 4 OF 5

SCHOOL OF DEAF EDUCATION & APPLIED STUDIES

SIGN LANGUAGE LEARNING PROGRAM

Why study at MCCID?

! Christian values and proper work ethics for

! Specially designed curricula and strict training

! Guidance and career counseling; ! Guaranteed job placement programs for

! Sports and recreational activities.

! The first Deaf ever to win

! Graduated more than

! The first Deaf ever to win

Information and Networking