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.
Saturday, October 29, 2011
Monday, October 17, 2011
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.
Saturday, September 17, 2011
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
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
Sunday, September 11, 2011
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
Sunday, August 7, 2011
Thursday, July 14, 2011
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.
Sunday, May 22, 2011
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.
Subscribe to:
Posts (Atom)