House Bill No. 6079: Filipino Sign Language Act of 2012

Basic Sign Linguistics Training Workshop

Trainers: Rowella Par and Maricris Galang
Career and Placement Office

Pushing the Filipino Sign Language (FSL)

Teaching Literacy to Students Who are Deaf or Hard of Hearing & are English Language Learners

UP College of Education Aduditorium

Speaker: Ms. Sharon Becker
Interpreter: Dr. Therese Bustos

Expected Roles Inside a Mainstreamed Class

The collaboration of subject teachers and SLIs is a primary expectation of the school. They are co-responsible for the education of all students in their class. Both should determine the overall learning ability and needs of Deaf students. Both are responsible for assisting students in their class to develop the competence in the subject area, developing and implementing teaching styles, best practices and right-based strategies that address the learning needs of students in a mainstreamed set up, ensuring appropriate support, assessment and reporting for their Deaf students’ achievements.

How can subject teachers and sign language interpreters work together? Subject teachers in the ANHS always face the challenge of involving Deaf students in mainstream learning. Therefore information about how the child is reacting in class, what the class is doing, where the child appears to encounter difficulties, etc. are some concerns needed by teachers in order to provide equal access in learning the lesson s/he is teaching. By working together with an sli, teachers can ensure that the student is helped to integrate into the learning environment and even the social life of the school. The objective of such collaboration is to ensure that the Deaf students can understand class routines (e.g. academic tasks, discipline, etc.); equip the Deaf learners with knowledge of the rules and procedures of the school so that s/he does not unwittingly infringe them; help the pupil to understand different norms of behaviour that may exist in the new culture/society (in classroom, school, etc.); help to build the confidence and self-esteem of the pupil who may feel different, excluded and less able than those around him or her. Miss Buenaventura also emphasized the importance of providing the SLI with learning materials before the class begins so that the SLI can prepare herself of what will transpire for the day. Similarly, teachers expect that the all SLIs will be faithful in reading their lesson plans provided for them and in case that there are terminologies that are not readily understood they are open for a discussion with the SLIs. The speaker, Miss Buenaventura highlighted points to classroom teachers responsibilities inside a mainstreamed class like introducing the partner SLI to the class; not to expect the SLI to assume any instructional responsibilities; encourage Deaf students to participate in the class given appropriate time to answer the question/s thrown by teachers; write required projects, homeworks on the board or better yet provide students with a handouts as visual reminders and not to expect the SLI to discipline the students for you.

What is the valuable role of the Sign Language Interpreter? The primary responsibility of the SLI is to support the learners' academic development so that s/he can gradually gain access to the curriculum, ultimately achieving the same educational opportunities as their speaking peers. This is achieved by working in collaboration with the mainstream subject teacher to set relevant and achievable learning targets for each learner; preparing the pupil, on an on-going basis, to access mainstream learning; helping the learner to develop appropriate strategies and skills to support future education in general; and prepare and support the Deaf learners in accessing classroom learning and socializing with peers. The language support teacher, however, cannot teach the curriculum and this remains the role and responsibility of the mainstream teacher. Learners spend the greater part of their time in the mainstream classroom and a flow of information between the mainstream teacher and the SLI is necessary. ANHS faculty commented that SLI should inform the subject teachers if the Deaf learner/s wanted to repeat what is being taught after missing some cues from the SLI or if the teacher pacing is too fast for the SLI to interpret. Teachers also expect that SLI could provide them with feedback if the learners understand the lesson or even appreciate it. Miss Buenaventura, being a professional for 25 years, emphasized the following to SLIs who are present on that day to be on time to class; become familiar with any vocabulary since SLIs are provided with lesson plans by teachers; do not assume the teachers' role; do not do work for students; secure the teachers attention if necessary and tell her that the student has a question; encourage students to write assignments without depending on SLI for a reminder.

C-PRINT Training

PEN-Multimedia Learning Center

May 28 to June 1, 2012

Filipino Sign Language Training Journal

De La Salle-College of Saint Benilde

April 27- May 12, 2012

Participants: LSGH-ANHS

Inclusive Education in Diploma Course:

Under the Advancing Higher Education Access for the Deaf (AHEAD) program of CEAD and in Collaboration with SDEAS, School of Hotel, Restaurant and Institution Management (SHRIM) accepts eight (8) qualified SDEAS Deaf Alumni in the Certificate Course in Culinary Arts, Food and Beverage Service, and Housekeeping

P-CEN US and CEAD Tour Laguna

Villa Escudero Plantations and Resort

San Pablo City, Laguna

P-CEN US Visit to La Salle University School for the Deaf

Learning Session with Ms. Nora Shannon
La Salle University Teachers and Iligan Teachers

Teachers from La Salle University Ozamiz - School for the Deaf and School for the Deaf in Iligan Foundation Inc, housed in La Salle Academy in Iligan, attended a learning session with Ms. Nora Shannon on February 11, 2012 at La Salle University. Ms. Nora shared with the teachers some activities involving journal writing and how to motivate students to do writing tasks. Ms. Nora was joined in by new P-CEN project assion, Ms. Nora and Ms. Tommie, together with Ms. May Cabutihan and Mr. Raphy Domingo were given a quick tour to Hoyohoy Highland Park at Tangub City.

P-CEN US visit to Bible Institute for the Deaf and La Salle Greenhill-Adult Night High School

B.I.D. orientation class observations and teachers and students (High School)

LSGH-ANHS orientation meet with some teachers

P-CEN HQ project associates, Ms. Nora Shannon and Ms. Thomastine Sarchet visited B.I.D. and LSGH-ANHS last February 10, 2012 with Ms. Tina Sison, Ms. May Cabutihan, and Mr. Raphy Domingo of CEAD. at B.I.D., P-CEN HQ and CEAD staff were given a tour of the campus, observed some classes, and had a brief interaction with the faculty. After this, the students gave a short presentation on Filipino dances and did a song interpretation in honor of Ms. Nora who will be retiring soon. Ms. Lisa Sia and Pastor Ellen gave their good bye messages. At LSGH-ANHS, Mr. Noel Que (Coordinator for the Deaf Program) and Mr. Rheal Dayrit (principal) gave a short presentation on the history of the program. This was followed by a meeting with the teachers and interaction with the Deaf Students and their hearing buddies.

P-CEN US visit to DLS-CSB

Meeting with Teacher Education Institute participants

Career and Placement Office