Deaf Christmas Get Together 2011 held

Deaf Students with their parents

LSU School for the Deaf family

Post Secondary Deaf students

High School Deaf students

Elementary Deaf students

Post Secondary Deaf students leading the invocation

The Deaf students of La Salle University School for the Deaf conducted its Christmas Get Together December 15, 2011 at the School for the Deaf of LSU. All the Deaf students together with their family members were in attendance.
A Deaf way Program and presentations were facilitated. Different presentations were exhibited like dance presentations, Deaf poetry presentations like Name Story, ABC story, and Number story showed by the different deaf groups from elementary, high school, and college.
The foods brought by the students were shared by everybody. Also, the yearly gathering was planned and organized by the Deaf students themselves.
The day was filled with joy, fun and laughter as each Deaf received their Christmas gift.

Curricula for Sign Language as a Mother Tongue and Written Language as a Second language for the Deaf - PDF file

http://www.deafvoc2.eu/deafvoc1/pages/products/Curricula%20and%20Teachers%20Guide%20in%20Czech,%20English,%20Finnish,%20German%20and%20Greek/English/Contents.pdf

Every child is special

It's only been three times I have spent time with them but my eyes were opened and my heart sank along with realizations that I could actually interact with them. I was speechless, awed by the work of their hands, their quick expression of their thoughts and how the sounds that would come out of their mouth speak more clearly of their excitement and enthusiasm to learn. God, You are so amazing!
At the back of my head, I thought to myself how blind most of us are that we may have a keen sense of hearing and yet we missed the important things we should remember, we find it difficult to use those ears to listen, we have grown accustomed to the nuisance in the world that we can no longer distinguish music from noise.
They are quick and smart and in a short span of time of being with them, I have felt so confident that they are just gonna be fine. In fact, many of them would be able to change the world, starting in their own homes, in their own communities.
They know how to listen, truly listen.
They pay respect and thus, they have gained my high respect to each one of them
Their smiles and laughters could ease all the worries of this world.
Thank You Lord for creating such people.
They are wonderful.... amazing.....
Their being makes me stand in awe of You.
Thank you for teaching me how to say 'Good afternoon'
Thank you for teaching me how to respond to your 'Thank you's' with "Welcome"
By: Tessally Villanea

3rd Deaf Week 2011 observed in LSU School for the Deaf

The School for the Deaf of La Salle University observed its 3rd Deaf Week November 13-19, 2011 with the theme "Educate, Enrich, Empower."
The annual celebration was opened with a Holy Signed Mass at Immaculate Conception Cathedral with the community. Deaf students, teachers, and interpreters were in attendance.
Activities performed among the Deaf were the opening program, poster making and hand painting contests, sign language instruction, Lecture on Deaf Awareness to College of Education students, Deaf Got Talent 2011, and the Culmination program.
The highlight of the week-long celebration was the instruction of Basic Sign Language to the hearing students of BMSLS, Integrated School (IS), and college. Selected Deaf students together with their teachers taught basic sign language.
In celebrating this year’s 3rd Deaf Week, LSU School for the Deaf not only pays tribute to countless individuals who, despite their hearing and other impairments, but also endeavor to have access to education for the Deaf community.
The LSU School for the Deaf has urged everyone to support every effort to bring Deaf students into the mainstream, where they too have a rightful place, and help them gain access to opportunities to become productive members of the community.

Terms acceptable and NOT acceptable to the Deaf community

The following terms are NOT ACCEPTABLE to the Deaf community:

1. Deaf - and – Dumb
* The Deaf may not be able to hear, but it does not mean that they are stupid or retarded.
2. Deaf – Mute
* Some of them voiced, and voiced well. But they decide when and with whom they want to voice. Because they cannot hear how loud/soft, how high/low their voice is, sometimes they are ridiculed and they feel terrible. Would you want to be laughed at? Neither the Deaf.
3. Amang
* Visayan version of mute. Not true.
4. Hearing – Impaired
* Why focus on the negative? This term was popular in the 70s and 80s, but now it is just used mostly by doctors, audiologists and other people who are mainly interested in our ears "not working".

The following terms are ACCEPTABLE to the Deaf:

1. deaf
* This is OK, if talking in general about people with hearing loss.
2. Hard - of - Hearing
* Some of the Deaf can use the telephone, and hear quite a bit. Hard-of-hearing people live in both the hearing world and Deaf world - they have an identity of our own.
3. Deaf
* YES! The big D distinguishes the Deaf as a group of people with their own unique language and culture. They have their own identity, and they would like to be respected as such. Many people all over the world call themselves Deaf.

1ST International Deaf Day 2011 held

The School for the Deaf of La Salle University Ozamiz spearheaded the 1st International Deaf Day 2011 local celebration, September 24, 2011 at the OSROX Park, Ozamiz City.
This year’s theme “You are Right, We have RIGHTS” was attended by 36 Deaf and hearing participants composed of 22 Deaf students from LSU School for the Deaf; 2 Deaf students from Ozamiz City Central School SPED Center, 4 Deaf visitors from Oroquieta City, and 1 from Iligan City. The event was also graced by 4 parents; 2 teachers; and 2 volunteers.
Program and different presentations like dance, ABC, number, and name stories were presented by selected Deaf students. Various parlor games were also facilitated.
The Deaf way activity was planned and organized by the officers and members of the newly created Misamis Occidental Association for the Deaf (MOAD) headed by the president, Mary Jhoy D. Tabuco (Deaf)with the full support of the teachers of LSU School for the Deaf.
It was also celebrated by the different schools for the Deaf in the Philippines.

The right of the deaf to their language

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. (To be concluded)
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.
By: Liza B. Martinez
Philippine Daily Inquirer
http://opinion.inquirer.net/12233/the-right-of-the-deaf-to-their-language

The Dialogue between the Deaf and the Department of Education

The Dialogue between the Deaf and the Department of Education from PhilDeafRes on Vimeo.

source:http://vimeo.com/28876614

Brochure

Empowering Deaf Students of LSU School for the Deaf Against Violence and Abuse

Violence against the Deaf happens frequently. Aiming to provide a safe environment for empowerment and exploration of personal strengths against sexual abuse, 47 Deaf students of La Salle University School for the Deaf attended the 3-day Child Sexual Abuse Prevention for the Deaf (CSAP), June 22-24, 2011.
A team from the Gualandi Volunteer Service Program (GVSP) from Cebu City composed of John Paul Maunes, Ioulene Intano, Ysrael Diloy, Denven Verano, and Marlou Agbay came to LSU to facilitate the 3-day seminar.
All the deaf students were grouped together: the elementary deaf students as 1 group while the high school and college deaf students as another group. The sessions covered the following: Rapport building with participants; Differentiating Adults with Children; Children’s Rights; Film showing “A Good Boy”; What is Child Sexual Abuse? ; Kinds of touches (focus on teaching what confusing touch is); The 4 touching rules; Film showing “Daughter”; Reiterating the Touching Rules; How to say No assertively, and Where to report .
“For the first time we were able to reach beyond Cebu and conquered Ozamiz City through the invitation of La Salle University school for the Deaf. It was really inspiring to see the eyes of Deaf children as they discover experiences and ways on how to prevent themselves from sexual abuse and violence. After the 3-day session with them, they walk out from their classroom as better persons bringing with them the knowledge and the skills to protect themselves and their fellow Deaf”, Maunes said.
In relation to the activity, all the Deaf students are learning year round Karate through the help of the Shidukan karate group of LSU for self defense and protection.
Also, a seminar on Deaf Culture Awareness and Understanding the Basic Structure of Filipino Sign Language was conducted by Maunes last June 24. It was attended by 13 parents of Deaf students, 3 teachers from the public school, and 56 SPED major students of LSU.

DLS-CSB Deaf Benildians inspire LSU Deaf Lasallians

La Salle University School for the Deaf, Ozamiz City hosted its annual summer training to young Deaf leaders.
A team of volunteers from De La Salle-College of Saint Benilde (DLS-CSB) School of Deaf Education and Applied Studies (SDEAS) composed of four students and two technical staff came to LSU to facilitate the yearly Summer of Service (SOS) training opportunities to the Deaf students of La Salle University School for the Deaf. The Summer Training took place May 2-12, 2011 at La Salle University, Ozamiz City.
The team was composed of the following: Deaf students Nicolaus Gabrielle Alferez, Kristine Bernadeth Bernardo, Marie Genalyn Mones, Patrick Silver Padao with hearing adviser Jefferson Umali and Deaf adviser Krizelle De La Cruz.
The two-week summer training focused on getting to know the Deaf participants and to know their skills, to discover their hidden talents in acting and be comfortable to each other, to explore ideas in mastering alphabet with their own style, to enhance their talent in acting, and to enhance their minds in exploring ideas.
Recipients of the training were the twenty-nine (29) bona fide elementary, high school, and college Deaf students of the School for the Deaf of LSU.
The participants have joined the two-week conference, featuring plenary and breakout sessions on topics ranging from Performing Arts: theater, drama, dance (focusing on cultural dances); Multimedia Arts: basic and advanced computer graphics; Self Esteem Programs: motivational skills and building confidence. Also, introduction and evaluation of talents, facial expressions using photos, color theory, different gesture expressions, mirror and facial gesture expressions, performing with things, ABC sign language poetry, performing drama in photos and storytelling, and critical thinking activity were facilitated.
The entire conference conducted entirely in Filipino Sign Language (FSL) with the theme Volunteerism never goes out of style engages Benildian students, faculty, and staff to become socially aware and responsive to social issues, while doing community service. The spirit of One La Salle is evident in both DLS-CSB and LSU.
The week-long co-curricular activity was culminated with a showcase of talents, distribution of certificates, and awarding of winners together with the hearing group as output of the summer training.

Deaf Graduation 2011

Three (3) Deaf students joined in the transition ceremony of the Brother Martin Simpson Laboratory School (BMSLS) at the Covered Court Heritage Campus La Salle University last March 18, 2011. The candidates during the Grade 6 Transition ceremony were Ryan Lutching - Service Awardee, Benjie Boy Empil - Athletics Awardee and Wendell Derick Biaco.
Also, four (4) grade 10 Deaf students joined the graduation ceremony of the Integrated School held at the Arts Center last March 19, 2011. The Deaf candidates were Trena Jasmin Tamparong - With High Honors (silver medal), Florebelle Laput - With Honors (bronze medal), Jamaica B. Cabanlit - With Honors (bronze medal); Service awardee and Jowel G. Amerkhan - Athletics awardee. The Night High School graduates also joined in the special event.
Marecel Aljo, Dennis Maestrado, and Sarah Talibong served as the interpreters in the occasion.

Retreat for the deaf held

Aiming to strengthen their spirituality and restore their broken relationship with God due to sins, 29 deaf students of La Salle University (LSU), School for the Deaf,and 4 Deaf adults from the Community of Hope Special Education Center Ozamiz City gathered for a two-day Deaf retreat, March 5-6, 2011.
LSU School for the Deaf principal Sarah O. Talibong said the retreat for the Deaf was part of the school’s yearly activities during the season of Lent.
Held at the LSU Retreat Center, the retreat had the theme: “Deaf Encountering Christ”. Rev. Fr. Peter Miles S. Sollesta, PMS, from the Gualandi Mission for the Deaf, Cebu City was the retreat master.
The ministry of the Gualandi Mission for the Deaf is to help the spiritual formation of Deaf individuals. Sollesta used sign language during the retreat.
The retreat’s highlight was the reception of the sacrament of reconciliation of individual Deaf participant. The Deaf wrote their sins on a piece of paper and the priest read it. After the confession, a para-liturgy was celebrated where students put their written sins inside a clay jar and burned them.
Integrated in the anticipated signed Mass was the First Communion of the seven Deaf students of LSU School for the Deaf who received a rosary from Italy and a wooden cross necklace given by the priest. All the Deaf students including their teachers received a wooden cross necklace from their retreat master.
The retreat culminated with a Sunday interpreted Eucharistic celebration presided by Fr. Sandy Cometa at the Immaculate Conception Cathedral Parish.
Assisted by Sarah Talibong, Sollesta acted as interpreter using the sign language.

Read Read Read Saranggola Booklets

The School for the Deaf of La Salle University - Ozamiz received reading materials from the Amazing Sampaguita Foundation through the effort of Ms. Neni Sta. Romana Cruz, owner, SAGER Learning Institute, Inc. and Education Management Specialist. The following were the materials donated: 1. Munting Saranggola: O – is for Order 292 copies; D – is for Diligence 300 copies 2. Saranggola (vol. 21, no. 1) 100 copies 3. Saranggola (vol. 21, no. 2) 500 copies.
These reading materials are of great help to the Deaf students of LSU. Indeed, they are using it everyday during their reading time.
Thank you to the generous donor.

LSU Nursing Students Learn Sign Language

Selected Deaf students from the School for the Deaf of LSU conducted sign language instruction to a group of LSU nursing students last January 17, 2010, 1-3pm, at HC112.
Jason Paulo Dapat-grade8, Mary Jhoy Tabuco-grade8, Jamaica Cabanlit-grade10, Trena Jasmin Tamparong- grade10, Agnes Bergado-AHM2, Christian Rae Ano-os-AHM2, Janice Pasagdan-AHM2, and Chicky Brizo-AHM2 willingfully and happily interacted and taught sign language to the interested nursing students.
The basic sign language is one of the 1 unit subjects of the College of Nursing of LSU. The purpose of the program is to cater to the medical needs of patients who are Deaf. Ms. Sarah Talibong is the sign language instructor of LSU.

Into the House of Hope: Making things Happen for Deaf and Hard-of-Hearing Students

(This little girl is a Deaf student of LSU School for the Deaf. She is hiding behind the door because she is shy, but in her eyes, we see a glimpse of willingness of her to want to know more)


My watched showed it was five minutes to three o’clock for my free period. I grabbed my notebook and rushed out of the classroom excitedly saying myself, “At last, I’m meeting them up today!”
I fairly leapt down the three plights of stairs through a narrow laneway and out of the side gate of the university.
As excepted, lots of students at Burgos Street were rushing, blocking my way. My goal was to reach the nearby Heritage Campus where I could dash into what we Lasallians call, the School for the Deaf, where our Deaf and hard-of-hearing students find hope.
Stepping up the wooden stairs to the 2nd floor, two adjacent, occupied classrooms came to my view. The school offered a comfortable ambience for learning: decorative and colorfully displayed educational charts, posters and figures. Bunch of books were also found in their library. A special room for counseling was also provided for the Deaf students.
Just at the moment, I noticed that the set-up applied is far different from an ordinary classroom. Each classroom is a multi-grade class: Kinder 1 and 2(preparatory), Grades 1 – 6 (elementary) and Grades 7 – 10 (secondary level). They also have additional subjects like lip reading, speech reading, sign language, and other specialized subjects exclusive for Deaf students. Furthermore, the school provides vocational and life skills training, sports activities, artistic and creative activities that would empower the Deaf students as well as their families for opportunities in the social world.
Sensing the pleasant environment, I felt much welcome when I saw the faces of the students. I tried to apply the knowledge I have in sign language and finger spelling as I made my simple wave of “hi” to them. They responded quickly, smiling confidently with all the guileless radiance of youth. They were even the ones who tried to elaborate our conversations as they asked me what my name is. Since I only have little knowledge on the medium, I later found myself asking help from the Special Education (SPED) Major interns.
As I was having conversation with some special children, I was amazed by their ability to sway their hands as a form of communication to us. With matching facial expressions, they were able to convey their messages.
I was surprised the moment our interpreter asked one of the Deaf students to say hi. “They’re not really mute!” I exclaimed. Commonly, we associate deaf to mute, mostly because the Deaf are also mute. Somehow, their aural organs in their throat might be defective, too. They just worry on how they sound because they feel that they may not be able to pronounce words correctly.
I also met their well-dedicated and service-oriented mentors: Ms. Marecel P. Aljo, preparatory and elementary teacher, Mr. Dennis Maestrado, Grades 7 – 10 teacher, and their principal, Ms. Sarah O. Talibong. They teach and supervise the department programs and continue its mission of giving hope to students with impaired hearing.
“The students were shy and aloof then they first entered this classroom,” shared Ms. Aljo in an interview. “They did not know anything about the American Sign Language (ASL), so teaching them the basics were quiet challenging. We started by giving them illustrations associated with ASL,” she added.
Being a teacher of the needy, Ms. Aljo also emphasized that the Deaf students are a great honor and pride. “I am that somehow, our efforts result to improvement and progress in their lives,” she stated cheerfully.
Mr. Maestrado also shared about his first months in teaching. “The first two months of teaching were the worst because those were the first time I’m in the field”.
Teaching a multi-grade class is hard as it requires a lot of strength and self-preparation. But now, I’m happy with my work as I’ve adjusted with the students,” he exclaimed happily. “I’m also proud that my students have showed exceptional talents and skills,” he added. He also cited that once an individual one of his senses, he/she tends to harness the other senses, giving him/her the opportunity to further enhance specific talents.
As far as the social setting is concerned, the Deaf are discriminated by hearing people in a number of ways. For one thing, when a hearing person refuses to adjust to a Deaf person’s communication limitations; that is already discrimination on their part. The same applies if the hearing person does not look at the Deaf person while speaking or writing what he says. This makes the Deaf person feel like he is invisible and unacknowledged. Some people treat the Deaf as dumb, and oftentimes give them the lowliest tasks, much below their ability, experience and skills. “Ayaw ninyo na istoryaha, bungol na, bungol! (Don’t mind talking to that person, he cannot even hear. He’s deaf!)”. This is the scenario we often witness when we pass by Ledesma St. near Heritage Campus.
“I feel left out and unappreciated when somebody calls me bungol(deaf) and amang(mute). It’s quiet insulting when they tease us,” says Jamaica Cabanlit, Grade 10. “It’s way too disgusting to be discriminated,” she admitted.
After hearing the translated version form the interpreter, I felt sorry for Jamaica. At the end of my interview, she politely asked to leave and join her playmates. Looking afar, she remained cherry – laughing and playing mischievous tricks with her friends. I continued asking some students on how they felt being in school. With their smiling faces, the answer I got is that they’re happy being there and they love the presence of their classmates and teachers around.
It was already late afternoon and it’s time to go home. Looking at the scribbled notes in my hands, I sighed, “I think this is pretty enough.” I thanked the students and teachers and waved them goodbye. As I took my way downstairs, I realized that for students having defects in hearing, they find a place to turn to when they need it, getting far less and much more than they expected.(by Tochie I. Cotejo)

(adopted from tingog Rendezvous, the official tingog magazine of La Salle University November-December 2010 vol. 1, issue 3 pages 9-10)