SDEAS Counselors attend International Conference in Hong Kong

The Deaf Counselors of the School of Deaf Education and Applied Studies (SDEAS) of the De La Salle-College of Saint Benilde (DLS-CSB) attended the Regional Conference on Women with Disabilities organized by the Association of Women with Disabilities Hong Kong (AWDHK). This event took place at the City University of Hong Kong from January 7-9, 2008, and centered around the theme "Innovations and Solution Focused".

Ms. Jeniffer C. Mendoza and Ms. Florisa L. Punsalan presented papers on research participated in by female students of DLS-CSB SDEAS as well as their own research that they undertook as leaders of the Filipino Deaf Women's Health and Crisis Center (FWDHCC). Ms. Nicky Templo-Perez and Mr. John Xandre Baliza served as interpreters for this event.

The issues that were discussed during the various paper presentations for this conference centered on violence, poverty, health concerns, family concerns, and arts as it affects women with disabilities.


















From L-R: Jeniffer Mendoza, Florisa Punsalan, John Baliza & Nicky Templo-Perez)

SDEAS hosts symposium on NBN-ZTE Controversy

11 February 2008 – De La Salle-College of Saint Benilde School of Deaf Education and Applied Studies (DLS-CSB SDEAS) organized a symposium on the NBN-ZTE Controversy with Rep. Teddy Casiño as the resource speaker and presenter. With a full-house crowd at the Augusto Rosario Gonzalez Theater, Rep. Casiño gave an overview of how the NBN-ZTE contract started as a good idea and ended as one of the most talked about corruption issues in the Philippines under the Arroyo administration.

The audience of 120 students, faculty and staff eagerly asked questions during the open forum, proof that Benildeans are very much interested in understanding vital issues in public governance and what can be done to address these issues.

View slideshow

Q&A With SDEAS Student Ana Kristina Arce on the NBN-ZTE Controversy

Deaf E-News (DEN): What can you say about the talk of Rep. Teddy Casiño?

Ana: I was totally not aware about the ZTE-NBN issue. Today I learned about what is happening in our country when I read the newspapers and listened to Congressman Teddy Casino during the forum.

I felt frustrated that some politicians lose their moral values in their quest to become millionaires while most people work hard to pay their tax to the government. Many of us got angry because of these corrupt government officials.

We are shocked because we don't really know what the government is doing.


DEN: What do you think about our government and what should we do?

Ana: Government system and policy are not strong. It's a mess.

We should study the background of people who would be candidates for mayor, governor, congressman and senator in the
Philippines. If they have good ethics and morals and can serve our country without being corrupt, we should vote for them during elections.

DEN: What is our role as students to the country?

Ana: As students, we should learn how to strengthen our morality, ethics and values so we can become good examples to our country.


DEN: Any suggestions for next topic of discussion?

Ana: I want to know about Charter-Change (CHA-CHA) and the problem in our government system. Thank you for your encouraging us to get to know about issues.

Download PDF

January 25 General Assembly

Faculty and staff of DLS-CSB SDEAS held their first General Assembly also in January 25, (yes it was a busy day) and went straight into the seminar "Learner Centered Parameters." It sets the tone for what SDEAS will aim for in this Year of the Rat (2008): A new & trailblazing direction for a New Year.

And right after the assembly food was served to celebrate the birthdays of staff and faculty born in January. Everybody concentrated on the food and talk of the celebrants' ages did not come up. It was a busy happy day.

View Slideshow

Teachers' Day G.A. at SDEAS

(January 25) - A fitting opening to the new term and the New Year is an assembly and a seminar.

At the PEN-MLC Laboratory, Deaf and hearing faculty and staff of De La Salle-College of Saint Benilde School of Deaf Education and Applied Studies gathered to listen to Mr. Rodel Bugarin, (Director of Center for Learner-Centered Instruction and Research, CLCIR), explain "Learner Centered Parameters." But first, a briefing on how it came about…

On the imprimatur of Vice President for Academics Robert Tang, the Center for Learner-Centered Instruction and Research (CLCIR) took on the task of collating and then synthesizing existing DLS-CSB documents related to Learner Centered principles.

Fundamental definitions came out of that effort, example:

Who Are Learners?

Students – those who receive instructions under the academic programs

Faculty - the teachers who give instructions are also in the process of learning, perfecting their teaching techniques, improving themselves

Administrators – leaders of the institution and developers of the curriculum, like the Dean, have to study the directions the programs are headed, they learn about their jobs

Staff - non-teaching staff have as much to learn about the support roles they play as anyone else

Alumni - graduates comeback to share their experiences, some become faculty members, they learn from their work outside and bring it back into the campus

Parents - they are the first to support the instructions in the school, and they are the first to teach values to their children, parents have to constantly learn Everyone in the DLS-CSB community is a stakeholder, a contributor, a learner.

This synthesis has led to LEARN, an acronym for the skills necessary for a teacher to become Learner Centered:

L - learns continuously about his job and himself\herself, attends seminars, workshops etc.

E - evaluates learning experiences, seeks feedback

A - advances synergy and collaboration, develops an atmosphere of cooperation

R - respects diversity, accepts the fact that different students have different qualities,uniquely gifted

N - nurtures relationships, harmonizes, strengthens the community of learners

And to gauge a teacher's development (or lack of it) in LEARN, some Behavioral Indicators have also been identified. These Behavioral Indicators may reflect, for example, in the evaluation by students of their teachers. From there, the CLCIR will know which areas a teacher is weak and it can give appropriate training or workshops for them to take.

SDEAS Dean Theresa Christine de la Torre, explained that all these are products of DLS-CSB's growth, the evolution of its experiences, "It brings everything together, it will guide us on what we will do as a school."

She also roused-up everybody in the seminar to put their interest and energy into these skills because it will guide them and benefit their students in the classroom. It will also serve as a guide in their activities inside the campus. On a much larger scale, it can guide them in their participation as citizens of the Filipino nation.

Under the CLCIR logo are four words that best summarize the efforts of moving DLS-CSB into becoming a Learner Centered community – Developing People, Managing Change.

WE ARE ONE

For the duration of the Deaf Festival last November, the Deaf and Hearing celebrated as one community. We listened to informative and inspiring speakers, watched Deaf films, played games, and had fun. As the Deaf and Hearing continue to learn from each other, we see our path ahead with a little more clarity and smiles on our faces.

We have reason to be hopeful because whatever challenges awaits us, the Deaf and Hearing in the College of Saint Benilde, we know we will face them together ... as one.

On The Spot:

Bronson L. Escalderon
DLS-CSB SDEAS alumnus,
Bachelor in Applied Deaf Studies
(Multimedia Arts track)
Class 2007


Don't be afraid to try. Bronson Escalderon learned this when looking for his first job after graduating in 2007. Pushing aside his doubts, he knocked on the door of Pixel Project Advertising and Design in Makati and applied as a graphic designer. Nobody referred him to this company; he just saw it then went ahead and tried.

Pixel Project Advertising and Design have never hired any Deaf employees before. Bronson was in fact the first Deaf person to apply for a job with them. The bosses had to take some time to evaluate Bronson's application, for not only is he Deaf, he is also a fresh graduate, inexperienced. It would also be a gamble for them.

Bronson's try paid off. He was hired. The management of Pixel Project Advertising and Design decided to put aside their doubts and give Bronson a try. He is their first ever Deaf graphic designer, and first Deaf employee. The boss made it clear to Bronson that they have high expectations of him.

Bronson admits he also has fears about his new job. He says, " I'm sometimes afraid of my boss but I try to challenge myself because I am Deaf."

In one instance, Bronson's boss got mad at him because he did not know how to use Coreldraw software. Instead of moping and feeling bad, he humbly apologized to his boss for his lack of knowledge and skills and quickly studied Coreldraw. Now, Bronson's boss is happy that he has this quiet determination to learn new things to enhance his performance on the job.
Bronson also finds inspiration from his colleagues at work who eagerly communicate with him through the simple sign language he teaches them.

What Bronson did took courage, to just apply in a company despite his doubts. This courage came from his training at SDEAS and he knows it. " I want to thank SDEAS for helping me develop self-esteem, gain enough confidence in improving myself and have the courage to meet whatever challenge comes my way. I am proud of my school. "

Bronson hopes other SDEAS graduates will do what he has done, and maybe more.

Fast Facts

As of 2nd Term of School Year 2007-2008, SDEAS has 114 students. Out of the 114 students, only 3 students pay full tuition. Data from the Student Grants Office show that the remaining 111 are scholars.

Here is the breakdown:

73 students are full scholars (100%)
38 students have partial scholarships;
6 students are 95% scholars
19 students are 90% scholars
3 students are 85% scholars
2 students are 80% scholars
1 student is 75% scholar
3 students are 70% scholars
2 students are 50% scholars
1 student is 40% scholar
1 student is 30% scholar.