The De La Salle-College of Saint Benilde supports House Bill 6079

The De La Salle-College of Saint Benilde supports House Bill 6079,

 "An act declaring Filipino
Sign Language as the national sign language"

De La Salle-College of Saint Benilde supports House Bill 6079: An Act Declaring Filipino Sign Language as the National Sign Language of the Filipino Deaf and the Official Language of Government in All Transactions Involving the Deaf, and Mandating its Use in Schools, Broadcast Media, and Workplaces.

DLS-CSB recognizes the United Nations Convention on the Rights of Persons with Disabilities. Article 21, Freedom of expression and opinion and access to information specifically states that

States Parties shall take all appropriate measures to ensure that persons with disabilities can exercise the right to freedom of expression and opinion, including the freedom to seek, receive and impart information and ideas on an equal basis with others and through all forms of communication of their choice, as defined in article 2 of the present Convention, including by:

a) Providing information intended for the general public to persons with disabilities in accessible formats and technologies appropriate to different kinds of disabilities in a timely manner and without additional cost;

b) Accepting and facilitating the use of sign languages, Braille, augmentative and alternative communication, and all other accessible means, modes and formats of communication of their choice by persons with disabilities in official interactions;

c) Urging private entities that provide services to the general public, including through the Internet, to provide information and services in accessible and usable formats for persons with disabilities;

d) Encouraging the mass media, including providers of information through the Internet, to make their services accessible to persons with disabilities;

e) Recognizing and promoting the use of sign languages.

Furthermore, DLS-CSB calls on the Philippine government as a signatory of theUNCRPD to “ensure and promote the full realization of all human rights and fundamental freedoms for all persons with disabilities without discrimination of any kind on the basis of disability.”  

DLS-CSB recognizes and uses Filipino Sign Language as a medium of instruction in classes for the Deaf.   It requires faculty members handling Deaf classes to learn Filipino Sign Language and provides competent and professional interpreters to those who are still beginning signers.Filipino Sign Language (FSL) is the true, natural, and unique visual language of the Filipino Deaf.  The use of Filipino Sign Language defines the Filipino Deaf’s culture and identity. 

With our declaration of support, DLS-CSB will work for the full realization and recognition of the rights of the Filipino Deaf people. We vow to work on our institutional policies to be able to achieve and contribute to the full exercise and protection of People With Disabilities. We will actively monitor government efforts on the implementation of the UNCRPD and participate in ensuring it’s full implementation.

______________________________________________________________________

De La Salle-College of Saint Benilde’s

Comments / Recommendations to

House Bill 6079

“An Act Declaring Filipino

Sign language as the National Sign Language”

 Our Comments / Recommendations are as follows:

 1.      Section 2: Declaration of Policy: 

a.       Include the Philippines’ recognition of the  United Nations Convention on the Rights of Persons with Disabilities (UNCRPD).

b.   As the linguistic identity of the Filipino Deaf is recognized,  therefore emphasis should be made on the role of culture and Deaf experience as important aspects to successfully make an impact in the education of the Deaf. 

2. Section 3: Filipino Sign Language as the National Language of the Filipino Deaf:

a. “... As such it shall be used as the medium of official communication in all transactions involving the Deaf and the language of instruction in Deaf education.  To add:  Government transactions involving the Deaf, broadcast media, cultural, recreational, sports, hospital, courts, and workplaces.

3. Section 4: Filipino Sign Language (FSL) in Education

(1). Medium of Instruction and Curriculum -

a. Note that these are clear guidelines to education placements that are self-contained (classes with Deaf students only, and teachers who are signing).  In certain situations, Deaf students are also mainstreamed for various reasons.  We have HS programs that are officially designed as mainstreamed programs and rely on interpreters to make education accessible to Deaf students.  This should be acknowledged and that in such cases mention that educational interpreting should be in FSL. 

b. Add: Appropriate support services (e.g. interpreters, note takers, tutorial sessions, etc.) should be given. Learning materials and technology for the Deaf learners should be developed and used.

b.      Funding for materials production on FSL and its dissemination will be provided for.  An agency (or committee) shall ensure the materials’ appropriateness and distribution.  

c.       Funding for FSL interpreters shall likewise be provided for.

(2) Filipino Sign Language (FSL) in Early Childhood -

a.       Local government units should be mandated to extend support to Deaf children within their jurisdiction to enable them to attend school.

b.      Deaf children's access to learning is done through FSL in instruction AND interaction with Deaf role models.  Hiring of Deaf teachers can provide that access, but it should not be the only strategy.  Deaf students need more Deaf people in their academic and non-academic environment to facilitate real development and preparation for higher learning and career development.  

c.       Learning FSL in the classroom is very important.  But it is equally important that Deaf children can also gain access to learning from Deaf role models.  Deaf teachers' presence can provide that.  If the curriculum will include various opportunities that will involve Deaf community in the learning environment of Deaf children then the benefits will be greater.  

(4) Filipino Sign Language (FSL) in Teacher Training Programs for Deaf Education.

a. Teachers of FSL subjects should be accredited by recognized organization of the Deaf community.

d.      There is a need to emphasize the role of the Deaf community's involvement in teaching FSL to Deaf children's education AND those involving teacher training and other training venues in different agencies crucial to ensure FSL are used (as mentioned in different sections).  If we are silent on this then anybody who signs (even Signed Exact English) can claim as qualified teacher to teach FSL in public schools or in teacher training institutions.   Since this is a crucial key in ensuring the kids and the teachers learn the language, then maybe a statement should be added in the declaration of policy that emphasizes this criteria or major requirement. 

e.       Hearing teachers of the Deaf who will learn the FSL in order to communicate and teach with their Deaf students, must also learn about the following:   Deaf culture and the Deaf experience that influences learning; learning styles and needs of Deaf learners; and effective teaching strategies designed to be Deaf-centered (same as learner-centered).  

(5) Teaching and Evaluation Programs

a.       As in practice, private groups often provide training opportunities to teachers that are endorsed by DepED as official training opportunity.  Since this Act is focused on ensuring FSL and the rights of Deaf people are fully understood and practiced by educators all over the country, there must be a coordinating body/accreditation body within the agency that shall ensure any form of training opportunity provided by private agencies seeking DepED endorsement are aligned with the direction.  It might be good to consider creating a Deaf Education Unit, separate from the Special Education Unit, to be responsible not only for the training and evaluation but for all the crucial matters related to Deaf education.  

b.      The Department of Education should create a committee/program that shall research, recommend, and develop materials on Filipino Sign Language and Deaf education. Responsibilities can include but are not limited to development, training for support services, policy recommendation, and monitoring of the implementation of Deaf education. Deaf people shall be given priority on the composition of the members of the committee on Deaf education.   

4. Section 7. Filipino Sign Language in All Workplaces

                  a. Employers with Deaf workers shall  use the services of FSL interpreters for job interviews, , orientations, meetings and other internal company events . Interpreters should be compensated accordingly by employers.

5. Section 8. Filipino Sign Language in the Public Health System

            a. Hospitals, private and public, shall use the services of FSL interpreters for Deaf patients.

4. Section 10: Filipino Sign Language (FSL) in Broadcast Media

a. Additional Section in Announcements, Signage, and Public TVCs: Government agencies should set up a barrier-free, communication and information systems for the benefits of Deaf. Public PA systems may need to include announcements done in FSL or that can be read.  

b. Note that Republic Act 7277, or also known as Magna Carta for Persons with Disabilities, does not mention Filipino Sign Language (FSL) as the national sign language of the Filipino Deaf in Chapter 5.  Recommendation to amend the word ENCOURAGED to SHALL “provide a sign language inset or subtitles in at least one newscast program a day.”  

5. Section 11: Promotion of FSL

a. While it is good that all state colleges and universities are directed to be involved in continuing research for development, propagation, and preservation of FSL it might be too big a jump for those who have zero background/awareness/involvement to suddenly become responsible for such big tasks.  It would be a disservice to the Filipino Deaf community  if  research and propagation will be taken charged of by people who have zero background on the Deaf.  It might be good to consider designating select universities and colleges who will meet the requirements to be the centers of these research activities and shall serve as lead institutions that will guide others towards the targets.  Budget will likewise be centralized to these identified centers and therefore the work will cover more depth and breadth, and contribution will be greater.

6. There are a lot of other possibilities to ensure Deaf education will improve.  So it might be a good thing to consider exploring a Deaf Education Act that can cover all other areas crucial in Deaf children's education. I think some   suggestions may fall under the Deaf Education Act and not in HB 6079. 

Thank you so much to Cong Tinio and the working committee.  Please extend our sincerest appreciation for the work you are all doing   including the aspirations of the Deaf community.

 Maraming Maraming salamat po!!

October 10, 2012

Enroll in Filipino Sign Language (FSL) classes

Dear Fellow FSL Advocates,

De La Salle-College of Saint Benilde (DLS-CSB) School of Deaf Education and Applied Studies (SDEAS) would like to encourage you, your family, relatives and friends to enroll in Filipino Sign Language (FSL) classes and learn to communicate with Deaf people. Classes are offered every term and special classes can be arranged for groups with at least 5 participants to be held on-campus. Meanwhile, the minimum is 7 participants if classes will be off-campus.

For the next intake (2nd Term, SY 2012-2013), these are the important dates to remember. You may also refer to the attached file for further details:

Registration Period: August 22 until September 21, 2012
FSL Orientation: September 22 (Saturday), 9:00am to 12:00 nn at PEN-MLC,
Ground Floor, Taft Campus
Start of Classes: Week of September 24, 2012

FSL classes Levels 1, 2, and 3 provide students with the necessary competency for sign language communication, as well as awareness on Deaf culture and community. The program also includes a Visual-Gestural workshop and community involvement activities which will help students arrive at a greater understanding and appreciation of the Deaf’s unique language and culture.

For inquiries, you may call 526-7441 local 131 (Monday-Friday during office hours) or email johnxandre.baliza@benilde.edu.ph

Be one of us --- spread the word! :)

Basic Filipino Sign Language for Employers

Interview

Place

Time

Question

Greeting

Description

Number

People

Noun

Verb

Human Resource Words

Deaf Identity

Impeachment Trial in Filipino Sign Language

10 facts on disability

June 2011

Introduction

WHO/Arthur Calasans

People with disabilities are among the most marginalized groups in the world. People with disabilities have poorer health outcomes, lower education achievements, less economic participation and higher rates of poverty than people without disabilities.
Disability is now understood to be a human rights issue. People are disabled by society, not just by their bodies. These barriers can be overcome, if governments, nongovernmental organizations, professionals and people with disabilities and their families work together. The WHO/World Bank World report on disability shows the way forward.
Read more about disability

http://www.who.int/features/factfiles/disability/en/index.html 

Deaf brain processes touch differently: Lacking sound input, the primary auditory cortex 'feels' touch

Deaf brain processes touch differently: Lacking sound input, the primary auditory cortex 'feels' touch

Science News

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Deaf Brain Processes Touch Differently: Lacking Sound Input, the Primary Auditory Cortex 'Feels' Touch

ScienceDaily (July 10, 2012) — People who are born deaf process the sense of touch differently than people who are born with normal hearing, according to research funded by the National Institutes of Health. The finding reveals how the early loss of a sense -- in this case hearing -- affects brain development. It adds to a growing list of discoveries that confirm the impact of experiences and outside influences in molding the developing brain.

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People who are born deaf process the sense of touch differently than people who are born with normal hearing, according to research funded by the National Institutes of Health. The finding reveals how the early loss of a sense -- in this case hearing -- affects brain development. (Credit: © James Steidl / Fotolia)

The study is published in the July 11 online issue of The Journal of Neuroscience.
The researchers, Christina M. Karns, Ph.D., a postdoctoral research associate in the Brain Development Lab at the University of Oregon, Eugene, and her colleagues, show that deaf people use the auditory cortex to process touch stimuli and visual stimuli to a much greater degree than occurs in hearing people. The finding suggests that since the developing auditory cortex of profoundly deaf people is not exposed to sound stimuli, it adapts and takes on additional sensory processing tasks.

"This research shows how the brain is capable of rewiring in dramatic ways," said James F. Battey, Jr., M.D., Ph.D., director of the NIDCD. "This will be of great interest to other researchers who are studying multisensory processing in the brain."

Previous research, including studies performed by the lab director, Helen Neville Ph.D., has shown that people who are born deaf are better at processing peripheral vision and motion. Deaf people may process vision using many different brain regions, especially auditory areas, including the primary auditory cortex. However, no one has tackled whether vision and touch together are processed differently in deaf people, primarily because in experimental settings, it is more difficult to produce the kind of precise tactile stimuli needed to answer this question.

Dr. Karns and her colleagues developed a unique apparatus that could be worn like headphones while subjects were in a magnetic resonance imaging (MRI) scanner. Flexible tubing, connected to a compressor in another room, delivered soundless puffs of air above the right eyebrow and to the cheek below the right eye. Visual stimuli -- brief pulses of light -- were delivered through fiber optic cables mounted directly below the air-puff nozzle. Functional MRI was used to measure reactions to the stimuli in Heschl's gyrus, the site of the primary auditory cortex in the human brain's temporal lobe as well as other brain areas.
The researchers took advantage of an already known perceptual illusion in hearing people known as the auditory induced double flash, in which a single flash of light paired with two or more brief auditory events is perceived as multiple flashes of light. In their experiment, the researchers used a double puff of air as a tactile stimulus to replace the auditory stimulus, but kept the single flash of light. Subjects were also exposed to tactile stimuli and light stimuli separately and time-periods without stimuli to establish a baseline for brain activity.

Hearing people exposed to two puffs of air and one flash of light claimed only to see a single flash. However, when exposed to the same mix of stimuli, the subjects who were deaf saw two flashes. Looking at the brain scans of those who saw the double flash, the scientists observed much greater activity in Heschl's gyrus, although not all deaf brains responded to the same degree. The deaf individuals with the highest levels of activity in the primary auditory cortex in response to touch also had the strongest response to the illusion.
"We designed this study because we thought that touch and vision might have stronger interactions in the auditory cortices of deaf people," said Dr. Karns." As it turns out, the primary auditory cortex in people who are profoundly deaf focuses on touch, even more than vision, in our experiment."

There are several ways the finding may help deaf people. For example, if touch and vision interact more in the deaf, touch could be used to help deaf students learn math or reading. The finding also has the potential to help clinicians improve the quality of hearing after cochlear implants, especially among congenitally deaf children who are implanted after the ages of 3 or 4. These children, who have lacked auditory input since birth, may struggle with comprehension and speech because their auditory cortex has taken on the processing of other senses, such as touch and vision. These changes may make it more challenging for the auditory cortex to recover auditory processing function after cochlear implantation. Being able to measure how much the auditory cortex has been taken over by other sensory processing could offer doctors insights into the kinds of intervention programs that would help the brain retrain and devote more capacity to auditory processing.
This research was supported with NIDCD funding 5R01DC000128-34, and by Recovery Act supplement R01DC000128-32S1.

[SDEAS] Filipino Sign Language Classes for 3rd Term SY 2011-2012

The School of Deaf Education and Applied Studies (SDEAS) would like to encourage you, your family, relatives and friends to enroll in Filipino Sign Language (FSL) classes and learn to communicate with Deaf people. Classes are offered every term and special classes can be arranged for groups with at least 7 participants to be held on-campus. Meanwhile, the minimum is 10 participants if classes will be off-campus.

For the 3rd Term of SY 2011-2012, these are the important dates to remember and please see attached file for more info:

Registration Period: January 4 to 21, 2012

FSL Orientation: January 21 (Saturday) 9:00am to 12:00 nn at PEN-MLC,
Ground Floor, Taft Campus

Start of Classes: Week of January 23, 2012

FSL classes Levels 1, 2, and 3 provide students with basic competency for sign language communication. The program also includes Visual-Gestural workshops and community involvement activities which help students arrive at a greater understanding and appreciation of the Deaf’s unique language and culture.

For inquiries, please call 526-7441 local 131 or email johnxandre.baliza@benilde.edu.ph