The
De La Salle-College of Saint Benilde supports House Bill 6079,
"An act declaring Filipino
Sign Language as the national sign language"
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.
______________________________________________________________________
5. Section 11: Promotion of FSL
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.
______________________________________________________________________
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
