(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)
