Thursday, September 29, 2011

A big impact on World of Sign Language Parade and House Bills 4121 & 4631

by Mackie Calbay




There has been a great journey of unforgettable activities this wonderful day of September 12, 2011. This was the first World of Sign Language parade in our country and the Deaf community came from several provinces, Deaf schools, and organization representatives. We showed our pride and support to our very own Filipino Sign Language (FSL) together by gathering at the Ever Commonwealth to the House of Representatives with the Quezon City Policemen to watch our backs with good coverage from both ABS-CBN and GMA News.

De La Salle-College of Saint Benilde Students, Faculty and Staff members arrived at the North Wing Building of the House of Representatives. Congressman Teddy Casiño introduced us and guided us on a tour of the Congress and Museum. We entered the Legislative Archives and was presented with a movie of the President Chronicles in history and explained to us how a Bill becomes a Law with interpreter, Dr. Therese Bustos.


About 30 Deaf Leader Representatives from different organizations under the Philippine Federation of the Deaf, presented with Dr. Liza Martinez, Mr. Lauro Purcil, Ms. Carmen Zubiaga, Ms. Jeana Manalaysay through Interpreters, Ms. Febe Sevilla, organized by Ms. Kristine “Tine” Sabillo and Ms. Naty Natividad. Finally, everyone was glad to meet with the Speaker of the House Hon. Sonny Belmonte. Cong. Casiño and Deaf Representative leaders conducted the official turn-over to him of the 100,000 plus signature forms for House Bills 4631 (Court Interpreter for the Deaf) and 4121 (Sign language interpreter insets for TV newscasts).

The Deaf was also given the floor to open up the discussion of Sign Language issue. Raphael “Raphy” Domingo, Education Access for the Deaf Coordinator and member of Philippine Coalition – Convention on the Rights of the Persons with Disabilities, explained briefly to the House Speaker that Filipino Sign Language is a completely visual language which is part of our Deaf culture. Mr. Domingo also helped him to understand that a sign language is not universal and is very diverse. The Philippine Federation of the Deaf had an International Project titled Practical dictionaries for Asian Sign Language in parallel with Hong Kong, Cambodia and Viet Nam.

Rey Lee Alfred, President of PFD, he gave him the status report on the use of Sign Language, Statement letter from Philippine Deaf Resource Center, and FSL research evidenced by PFD and PDRC. Moreover, Ms. Zubiaga asked him to request another Bill for Filipino Sign Language as National Sign Language recognized for all. She and Ms. Manalaysay also informed him regarding the concerns of Persons with Disabilities (PWD) for accessibility needs. The House Speaker confirmed to have another schedule for the roundtable upon Mr. Domingo’s request.

The Deaf community then congregated at the Plenary Session for the Judiciary budget hearing and watched the sign language interpreter through the multimedia projector show to the right of the stage. The Deaf audience really supported Cong. Casiño’s privilege speech.

Meanwhile, Cong. Casiño, Bayan Muna Partylist Representative, author of the House Bills 4121 and 4631, gave his privilege speech and pressed for the optional budget and mentioned the 1% appropriations for PWDs since the Deaf and PWDs group had been attending the Congressional Budget Hearings for the Government Agencies. He requested the Committee to let the Information and Justice bills to pass. He also explained the there must be more attention and concern for Deaf needs.

The Deaf audience gave Cong. Casiño a standing ovation and raised their hands in applause after his speech. It was indeed a great event that will make a mark in the history of not only the Deaf community but also of our country.

Wednesday, September 28, 2011

International Deaf Day 2011

by Mackie Calbay
Every year the International Deaf Day (IDD) is celebrated in our country, a committee organized by the Philippine Federation of the Deaf (PFD) and Deaf organizations (Philippine Federation of the Deaf Youth Section, Philippine Sports Federation of the Deaf, Deaf Adventure Club and Deaf Rainbow Philippines). The theme of the said celebration last September 24, 2011 is “You are Right, We have RIGHTS”. The Deaf community who joined the festivities included about 440 people from different provinces, Deaf schools, and organization representatives. IDD was also celebrated in Visayas and Mindanao.

We showed our pride and support to our very own Filipino Deaf Community together by gathering at the Mabini’s Hall, Quezon Memorial Circle, Quezon City from 8:00 a.m. – 5:00p.m. There were workshops, games, bazaar, exhibit, free medicine service, gift bags for kids and a show performed by Silent Steps, Dance Ambassadors of the School of Deaf Education and Applied Studies, De La Salle-College of Saint Benilde.

The main goal of IDD was to draw the attention of politicians, authorities and the general public to the achievements of Deaf people and the concerns of the Deaf community with the Introduction of Rey Lee Alfred, PFD President and IDD Coordinator, and the following Guest Speakers: Hon. Gunigundo, Valenzuela 2nd district, who proposed the House Bill 162 and a true supporter of the Filipino Sign Language and shared knowledge about the Mother Tongue – Multi-Lingual Education, Mr. Ka Lauro Purcil, a blind man who is very active in supporting Persons with Disabilities (PWDs) including the Deaf. He is working as chair Phil Coalition CRPD and he shared an inspirational message.

Mr. George Taylor, Manager of the Telecommunication Services Network for the Deaf, works on Video Relay Service which is a Video Phone service for Deaf Filipinos to access as Communication Bridge with the Hearing. Mr. Raphael Domingo, volunteers as Deaf Organization Adviser and Core-team Member of Philippine Coalition of Convention on the Rights of Persons with Disabilities (CRPD). He shared about human rights and excerpts from CRPD and finally, Hon. Antonio Tinio, Representative, Alliance of Concerned Teachers Partylist. These messages and information were shared through interpreters Dr. Therese Bustos, Ms. Hergil Roni Abat, Kathy Taylor and Mr. Jay Lardizbal.


In addition, ABS-CBN covered the event and interviewed Hon. Gunigundo, Mr. Ka Lauro Purcil and Dr. Liza Martinez.

The World Federation of the Deaf celebrated the International Week of the Deaf from September 19-25, 2011.

Tuesday, September 27, 2011

The Right of the Deaf to their Language

Commentary

The right of the deaf to their language
By: Liza B. Martinez

Philippine Daily Inquirer
9:08 pm | Friday, September 16th, 2011

Department of Education officials recently announced in a forum that hearing-impaired children will continue to be taught using Signing Exact English (SEE) instead of Filipino Sign Language (FSL). They also said that the existing DepEd policy calls for “using the oral method from preparatory to Grade 2 and total communication from Grades 3 to 6 using
English and Filipino Language,” and that “SEE shall be used in all subjects taught in English.”

SEE and other manually coded systems of English are visual representations of spoken English. Natural visual languages like FSL have their own unique
syntax and use non-manual signals (of the face and body) in place of many
grammatical features of spoken and written languages.

The DepEd announcement triggered outrage from the deaf community and its
stakeholders and resulted in position papers from the Philippine
Federation of the Deaf, Philippine Deaf Resource Center, Philippine
Coalition on the UN Convention on the Rights of Persons with Disabilities,
De La Salle-College of St. Benilde: School of Deaf Education and Applied
Deaf Studies and Center for Education Access and Development, University
of the Philippines College of Education, Special Education Area,
Anthropology Department and UP Layap, and the 170+ Talaytayan MLE Inc.

To resolve the controversy, Alliance for Concerned Teachers Rep. Antonio
Tinio organized a dialogue last Sept. 12 between the DepEd and the
Filipino deaf community and its stakeholders. In that dialogue, Rep.
Magtanggol T. Gunigundo, author of House Bill No. 162 (An Act Establishing
a Multi-lingual Education and Literacy Program), read a statement of
support for FSL. He pointed out that Department of Education Order No. 74,
series of 2009, clearly states that the child’s first language should be
the medium of instruction in the early years. In the case of deaf
children, this should be FSL and not English, or SEE.

The Philippine Federation of the Deaf invoked the rights to education,
language, linguistic identity and deaf culture as stated in Art. 24 and 30
of the UN Convention on the Rights of Persons with Disabilities (UNCRPD).
It “calls on the State, through the Department of Education, to
immediately, effectively and fully: halt the violation of the rights to
language, culture, participation and self-determination of deaf Filipinos;
and institute, facilitate and promote all appropriate measures to
guarantee the full enjoyment of these rights.”

The Philippine Deaf Resource Center likewise called on the state to recognize the existence of Filipino Sign Language as a true and legitimate
visual language, citing research on its structure, socio-linguistics, and applications. It also called for the declaration of FSL as the national sign language in fulfillment of international commitments (i.e., Salamanca Statement, UNCRPD) consistent with Art. 5 of the 1997 SPED Policies and
Guidelines.


Education Secretary Armin Luistro responded by saying that priority
should be given to action-oriented measures such as mapping resources at
the regional and division levels, and crafting inclusive programs,
parallel to that of other disadvantaged sectors. He directed the formation
of a small group of deaf and hearing experts to coordinate with his office
regarding the above.


It was evident from the dialogue that the DepEd needs to situate its
understanding of communication and language in the context of empirical
research and not on its own definitions and operationalization of total
communication, and the bilingual goal for the deaf.

The following notions are also highly questionable: that the sign language
for training and certifying teachers is “formal” sign language; that the
only way to standardize sign language is to certify teachers; and that FSL
is a language that I created.

In this regard, SPED has to re-craft its programs consistent with local
policy and international commitments. To many deaf education stakeholders,
SPED officials as well as the academic teaching institutions which have
granted them their advanced degrees are seriously disconnected from
research and information and from the progressive reality that education
is a basic human right and a fundamental development goal. They need to be
able to overcome their inability, or perhaps unwillingness, to recognize
that the deaf children they once taught are now educated, experienced
adults who are speaking their mind and asserting their right to
self-determination. Rank, advanced degrees and the ability to hear cannot
supplant the legitimate human experience of the deaf community.

The SPED experience in formal education contrasts with that of the Bureau
of Alternative Learning Systems (BALS) which has actively initiated
training in learning Filipino Sign Language. Last year in February,
Director Carolina Guerrero requested the Philippine Federation of the Deaf
to hold an FSL Training for Mobile Teachers for 80 teachers from the
various regions. The BALS teachers are already using FSL including areas
in Mindanao such as Basilan.


The receptiveness and resolute action of BALS for its teachers to become
fluent FSL signers is because of an unencumbered view on the ground of the
realities of literacy and survival for many isolated, poor and rural deaf
children, youth and adults.


Philippine Daily Inquirer

(Conclusion)

(In last week’s article, the cultural term “Deaf” was inadvertently edited as “deaf”. The two terms are distinct: “Deaf” refers to the progressive view of the community as a cultural linguistic minority, while “deaf” is solely a medical view of hearing impairment.)

It is a fact that our entire educational system is beset by tremendous problems. However, the concerns raised here must focus on language and literacy issues and not be sidetracked by these difficult circumstances. The complexities facing education of Deaf students in the Philippines are not unique. The World Federation of the Deaf, an international NGO of 130 national associations of Deaf people, founded in 1951, has consultative status with the United Nations and is represented in international groups and professional organizations, providing expert advice on Deaf issues. It calls upon national and regional/provincial governments to:

Legalize sign language and quality education for Deaf people of all ages.

Provide the resources necessary for the development of effective programs for teaching sign language and Deaf Studies to involved people, such as families and others.

Provide support for programs for Deaf people to receive training and become employed as teachers, educational professionals and members of educational teams.

Establish high standards for quality education programs and outcomes, from early childhood to professional education, for all Deaf people equal to that for all people.

Ensure that Deaf learners who may be placed in mainstream educational settings have access to the services of educated, trained and qualified sign language interpreters, other needed support services, Deaf peers and role models, and full participation in both the educative and co-curricular processes.

The overall goal is for Deaf students to become multilingual in their local communities and a globalized world. There is a need to set the right to full linguistic understanding and expression by Deaf children as the foremost priority in the learning process. This goal cannot be subverted even by objectives for literacy.

Several other recommendations are enumerated below:

1. Include a subject on Filipino Sign Language (FSL), with appropriate testing mechanisms, as early as pre-school, continuing throughout the primary level. Develop and adopt an FSL Proficiency Test for Deaf students.

2. Develop fully accessible educational materials for Deaf and Deaf-blind children, according to the principles of Universal Design.

3. Employ immediate Affirmative Action measures to bring Deaf FSL signer teachers/role models into the classroom. Plan and implement pre- and continuing in-service training on FSL at the division and regional levels. Formulate and conduct an FSL Proficiency Test to assess fluency for use in the criteria for hiring, promotion and tenure of teachers and interpreters. For classroom interpreters, additional assessments for sign and voice interpretation ability should be created.

4. Review, revise and update the 1997 Handbook on Special Education so that it: (a) uses correct, research-based definitions of critical terms such as sign language, sign system, communication, Total Communication, Universal Design and others; (b) definitively explains and prescribes the current progressive definition of the bilingual approach among Deaf children as: using sign language (i.e., Filipino Sign Language) as the language/medium of instruction, or L1, in all subjects for Deaf children with a parallel strong emphasis on teaching reading and writing of the language, or L2 / L3; (c) all changes to be instituted should be charged to mandated appropriations for PWDs in all national government agencies according to the General Appropriations Act and Presidential Proclamation 240. In addition, educational assistance as specified in RA 9442 (Amendments to the Magna Carta for PWDs) should be provided for Deaf and Deaf-blind students. Also a related/supplementary policy should be issued, anchored on DepEd Order 74-2009, consistent with international commitments, and with the appropriate modifications for visual languages.

5. Continuing activities on Deaf history, visual literature and culture should be promoted in partnership with national and local Deaf peoples’ organizations for teachers, interpreters, school staff, as well as LGUs, parents, caregivers, and the public at large to raise awareness about FSL and the culture and community of Deaf people.

6. The Professional Regulatory Commission and the Civil Service Commission must formulate specific measures to accelerate and achieve de facto equality of Deaf takers of the Licensure Examination for Teachers (LET). Collaborative research specially with state universities and colleges (as mandated in RA 7277—Magna Carta for PWDs) should be promoted.

7. Finally, crafting of legislation for the legal recognition of FSL, including in education, is essential.

Dr. Liza Martinez is one of only two hearing sign linguists trained at the renowned Deaf institution, Gallaudet University (Washington, D.C.). She is the founder and director of the Philippine Deaf Resource Center. Send comments to pdrc@phildeafres.org

Sunday, September 25, 2011

Committee Hearing on Public Information for House Bills 1055 & 3838 & 4212

ANNOUNCEMENT!


September 27, 2011, 1:30pm


There will be a Committee Hearing - PUBLIC INFORMATION for House Bills tomorrow at 1:30p.m., at Conference. Rooms. 3 & 4 R.V. Mitra Bldg. Batasan Complex, Batasan Hills, Quezon City.

Deaf Schools, Organizations and Hearing Supporters are invited to join and observe.


HBs 1055 and 3838 – Requiring all franchise holders or operators of television stations, producers of television programs, home video programs and motion pictures to have their programs and films broadcast with closed-caption and providing penalties for violation thereof (Reps. Rufus Rodriguez and Raymond Palatino).


HB 4121 – Requiring the use of sign-language insets for local news programs, amending for the purpose Sec. 22 of RA 7277, as amended, otherwise known as the Magna Carta for Disabled Persons (Rep. Teddy Casiño)


Please pass this information. Let's show our support to these House Bills! "Deaf Power!"


SDEAS: Green for Life: One Million Trees and Beyond

The Alumni Chapter of the School of Deaf Education and Applied Studies has once again hosted a Tree Planting Activity lead and organized by current Alumni Chapter President Mr. Leonides Sulse. The activity was held last September 24, 2011 (Saturday) at the Bryg. Pililia, Rizal. The activity was attended by SDEAS Alumni and Deaf and hearing representatives from community Deaf organizations. A total of 64 participants attended the activity.

The Tree Planting Project is conducted in continuous support of the SDEAS Alumni Chapter to the Green for Life: One Million Trees and Beyond Project and in partnership with the Lasallian Institute for the Environment (LIFE).

With reports from Patrick Silver Padao and Leo Sulse




Ferdie Vizmanos make happy and walked. He excited to help planting.

Leo Sulse, Ariscel Lobo and Everlino Alvares are carry food.

They are walked until the house area.

4th years Deaf Student walked and purpose help and goals graduation this October.

Deaf Alumni walked because they want to give back to the community.

Gladys Claudy Jane Legara Bisnar pray to God about help planting.


FSL Interpreter Jun helps interpret for the Deaf people

Hearing organizer shares the information before leaving the said activity

SDEAS and DLS-CSB Alumnus and Alumna welcome African Richard to join our tree planting

Deaf Team Work...


Remove plastic before planting on soil ground.

SDEAS Deaf African student Richard enjoy planting



Deaf Student is clean soil before put planting.


Both Deaf Students are enjoying planting.



Deaf Students are couple to remember planting as promise LOVE.

Deaf Alumni carefully to remove plastic.



Hearing Staff Technical make remove soil after that, it put planting.



Deaf Community overwhelmed after the tree planting activity

One World, One Country and One Family