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.

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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