Beruflich Dokumente
Kultur Dokumente
Table of Contents
Title Page . i
Abstract ii
Chapter 1 The Problem and its Background
Background of the Study ... 1
Objectives of the Study .. 2
Scope and Limitations of the Study .. 3
Significance of the Study .................................... 4
Chapter 2 - Conceptual Framework
Review of Related Literature and Studies ... 5
Conceptual Model of the Study . 6
Operational Definition of Terms . 7
Chapter 3 Research Methodology
Research Design .. 8
Project Development 9
Operation and Testing Procedure 10
Chapter 4 Results and Discussions
Project Description . 11
Project Structure . 12
Project Capabilities and Limitations . 13
2.)
palm.
To give more time in learning the basic sign language in
3.)
4.)
5.)
sign
language.
The
program
will
only
be
section
will
provide
brief
description
on
the
Twenty one insults, 34 likes and 24 shares later, the post caught
the attention of the Defender. Mr. Mike Sandejas, the director of
Dinig Sana Kita, a story of a deaf person who was in love with a
hearing felt that he needs to also say his piece about the matter.
Having experienced the deaf and their culture, he then turned to
the bashers and explained his side on the issue.
Here is what he aired in FB last August 2:
OF GREAT CONCERN! PLEASE READ THIS CAPTION FIRST! I saw
this posted on facebook. I saw a pattern in the misuse of English
that I have seen before in my dealings with Deaf people and I
immediately looked up Minino Buhat. Yes, the person who wrote it
is Deaf and according to Facebook is a student of College of St
Benilde which has a School for Deaf. This is where I found my
actors for Dinig Sana Kita If you look at the right side of the
picture you will see how people have made fun of the English this
Person with Disability has used. Deaf people rarely have a
mastery of English Grammar because they only understand
English as used in sign language which is shorthand in nature.
The writing ability sometimes is still being developed while in
college. I am outraged by how people are so quick to judge others
by their use of English. This is why I made the film Dinig Sana
Kita. To open the eyes of hearing people to the world of the Deaf
so that they will not be insulted like this. SHAME ON ALL OF YOU
WHO POSTED THIS IN JEST! Just the same no one should judge
people by their inability to use English, whether Deaf or non-Deaf.
Feel lucky that I blotted out your names lest you now be judged
the same way.
12,152 likes, 4,288 shares and 339 comments later; Direk Mike
received tons of praises defending the deaf. I was one of those
who shared and posted a piece of my miniscule mind. Here is
my FB status:
Even though I consider this to serve primarily as a wakeup call for
our deaf friends to polish their messages first before posting them
in social media, I also greatly salute Director Mike E. Sandejas for
understanding and defending them. Mabuhay po kayo
Then it went viral. As of this writing, here are the videos and
articles posted by the mainstream and social media.
for the Deaf, sign language interpreters). The SLLM was nowcalled
the Sign Language Learning Program or SLLP.Student development
not only happens inside the classroom butalso takes place during
student activities such as sports, performing arts, leadership
training and involvement in studentorganizations. Understandably
the Deaf students of the Collegehad limited opportunities in these
areas even if the institutionhad a unit in charge of providing such
activities to the students.Admittedly this unit did not understand
the needs of the Deaf student population and did not have any sign
language skills.The opportunities to participate in student activities
were then provided to the students of SSS through coordination
withexternal agencies. In 1998 a proposal was made for the
creationof the Counseling and Resource Unit for the Deaf (CRUDEAF)and the vision for this unit was not only to serve the Deaf
students of the College but also to reach out to other members of
the Deaf community through outreach activities in the field of
guidance and counseling.In 2000 DLS-CSB again went through an
evaluation andassessment of its programs and services and SSS
also wentthrough a similar process. Consultation meetings were
held withthe Deaf students and the members of the faculty to
gather andunderstand their opinion on the curriculum, student
needs, and program direction. Based on the results of these
consultationsrecommendations were made to the greater institution
and thesewere linked to the directions of the College to transform
into alearner-centered institution. And so beginning the school year
of 2001 the School of Special Studies was renamed the Schoolof
Deaf Education and Applied Studies (SDEAS) and was givena new
structure. This time, aside from the academic program for the Deaf,
the SDEAS also housed its own student services unitin order to
remain responsive to Deaf needs, although a number of programs
still opened its doors to the Deaf and mainstreamingin some
activities (e.g. BESTMade Leadership Training and the planning
sessions of Student Council and other studentorganizations) still
took place and the integration of the Deaf students into the
Benildean community during these events weredone with the aid of
sign language interpreters. Also, theBAPDST Program whittled down
its offering of areas of specialization to two: Multimedia Arts and
Entrepreneurship.To meet the need for skilled teachers in these
areas, DLS-CSBsSchool of Design and Arts and School of
Management andInformation Technology assigned some of their
faculty practitioners to be teachers at the SDEAS. In order to
The history of PSD goes back more than a hundred years. It was
established in 1907 as the School for the Deaf and the Blind by
Delia Delight Rice of Columbus, Ohio. In 1963, the School split
into two entities: PSD and the Philippine School for the Blind.
Today, it has 603 students, ranging from the mildly deaf to the
severely deaf. PSD also accepts children with other disabilities
and special needs, such as autism and cerebral palsy.
Since PSD is a national school, the medium of instruction has
always been a concern. Were trying to serve a very diverse
population with different needs, said Ms. Capulong. There are
three big issues in the education of the deaf: where shall we teach
deaf children, how shall we teach deaf children, and what shall we
teach deaf children? FSL relates to the second issue.
PSDs goal is to mainstream its deaf students. In the education
setting, this means helping them join regular classes based on
their skills and intellectual abilities. In another sense,
mainstreaming refers to becoming part of the larger, hearing
society. To this end, PSD adheres to the Total Communication
Philosophy, which means that it uses a combination of
communication modes in its classes.
Where other schools are either purely oral (meaning students
must lip read and undergo auditory training so that they can
speak) or purely manual, PSD believes in Simultaneous
Communication signing and speaking at the same time.
Concepts cannot be taught without a common language, said
Ms. Capulong. FSL is gestural like any sign language. How can
you convert a gestural language into a written language?, she
asked.
The PSD principal made it clear that she has no problem with FSL.
Its okay; its fine, she said. However, inside a classroom, you
have to use a system. You have to standardize things, including
the manifestation of a language. Using Signed English, she
continued, will help students grasp the syntax of English, which,
in turn, will help them read and write.
Sign what you say
Parents who were not satisfied with the education offered at PSD
established the Miriam College Southeast Asian Institute for the
A learner-centered environment
Raphael Raphy Domingo is a Deaf leader who works as
coordinator of Education Access for the Deaf at the De La Salle
College of Saint Benilde (DLS-CSB)-Center for Education Access
and Development (CEAD). He was president of the PFD from
1999-2003 and a major contributor to An Introduction to Filipino
Sign Language. Mr. Domingo, who lost his hearing pre-lingually, is
bilingual, being fluent in FSL and English. DLS-CSB uses FSL in its
School of Deaf Education and Applied Studies (SDEAS), which has
a Multimedia Arts track and a Business Entrepreneurship track.
There are more Deaf teachers in the school than hearing
teachers.
The support for FSL is now stronger. The influence of the usage
of FSL is slowly making waves. Hopefully in terms of the usage of
FSL, it will come soon but well have to work double time, Lee
shares.
FSL IN SCHOOLS
One of the main objectives of the deaf community is to push FSL
in schools and make it the medium of instruction for deaf
students. Most SpEd schools today use ASL. SpEd courses in
colleges and universities also do not offer FSL in their curriculums
The Special Education Council has made a proposal to hire deaf
teacher assistants for hearing teachers who do not know sign
language. The deaf assistants will facilitate communication in the
classroom. DepEd is happy about that, Domingo says.
Although Domingo says that SpEd teachers are not to be blamed.
The SpEd teachers are aware of the need, however they are not
readily accepting. We cannot blame them because the SpEd
courses do not include FSL courses in their curriculum. So that
means the SpEd teachers have no choice but to learn sign
language by themselves. There are many organizations that dont
use FSL in their curriculum, Domingo says.
Currently, the Philippine Federation of the Deaf (PFD) is designing
an FSL curriculum for the SpEd course in higher education.
PFD will also soon work with the Japan Ministry of Education to
further enhance FSL as a language. They are also in talks with the
Professional Regulation Commission in licensing deaf teacher
assistants to provide them with the recognition and right to
benefits they duly deserve.
Domingo says that they are also now working on the curriculum
for the deaf, in line with DepEds K to 12 curriculum.
PROUD TO BE DEAF, PROUD OF FSL
These deaf community leaders hope that more deaf Filipinos
recognize FSL, their native language.
Input
Process
Output
Proposal
Involvement of
decision making
Time
Transparency
Resources
Planning
Team Work
Effective
methods
Review
Guides/Instructi
on
Program
Effectiveness of
researching and
conducting time
to work on
every single
part of the
system and
coming up a
helpful idea for
creating and
developing the
said
system/applicati
on.
Select a
Category
Tutorial
Quiz
Deaf Person
See results
Context Diagram
DATA GATHERING
Program developing
Animating the dummy
for visual presentation
GRAPHICS/ANIMATION
Functional reviews
Creating quiz
TESTING
Function testing
System tutorial/quiz
testing
Functionalities testing
DesignWork
and graphic
Plan
testing
Start
End
Evaluation Procedure