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The Filipino Sign Language Act (RA 11106) is a landmark law that champions the linguistic and educational rights of the Filipino Deaf community. Article III of the Act is dedicated to the use of Filipino Sign Language (FSL) in education, from early learning to higher education, as well as teacher licensing and training. Below is a deep dive into each section of this article, showing how the law transforms the educational landscape for deaf learners in the Philippines.
🌱 Section 8: FSL for Deaf Learners in Early Education
In alignment with RA 10410, the Early Childhood Care and Development (ECCD) Council, in cooperation with DepEd, must adopt FSL as the official medium of instruction in early education settings for the Deaf.
This section ensures:
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A visual-first language approach, making FSL the default instructional language.
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The full inclusion of children with disabilities, especially Deaf learners, in early childhood education policies, curricula, and standards.
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Nationally standardized pre-service and in-service training for teachers and ECCD staff in FSL.
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A defined sign language competency framework based on standards from the Komisyon sa Wikang Filipino (KWF).
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Collaboration with the PRC for alternative licensing pathways for Deaf teacher applicants.
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Hiring of Filipino Deaf FSL consultants and specialists, and the integration of qualified interpreters and accessible learning materials into all ECCD programs.
This ensures that deaf children are immersed in a rich, inclusive, and accessible learning environment from the earliest stages.
🏫 Section 9: FSL in Basic Education (K–12)
The Department of Education (DepEd) is mandated to institutionalize FSL as the language of instruction in basic education for Deaf students.
This section requires:
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A comprehensive Agency Information and Communication Policy centered on FSL.
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Review and realignment of all relevant policies and practices, including curriculum development, teacher training, assessment, and ICT, to support the FSL Act.
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Recognition of FSL as a mother tongue under the Mother Tongue-Based Multilingual Education (MTB-MLE) framework—where FSL is the first language (L1) and written English/Filipino serve as literacy tools (L2).
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Engagement with Deaf organizations and recruitment of Filipino Deaf FSL specialists to implement FSL not only in classrooms but also in alternative learning systems and distance learning platforms.
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Deployment of qualified interpreters to avoid overburdening teachers and to maintain instructional quality.
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Consideration of intersectionality, including Indigenous Peoples and Madrasah learners, ensuring FSL access across all sectors and programs.
This section transforms K–12 education into a space where language accessibility and Deaf cultural identity are respected and nurtured.
🛠️ Section 10: FSL in Technical-Vocational Education
The Technical Education and Skills Development Authority (TESDA) must use FSL in all its training programs to ensure equal access for Deaf learners.
TESDA’s obligations include:
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Adopting FSL as the medium of instruction in all tech-voc courses and training activities.
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Revising its policies on curriculum, assessment, and accreditation to comply with the FSL Act.
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Planning with Deaf and interpreter organizations to develop FSL interpreter training programs.
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Providing interpreters and accessible materials for all TESDA-related engagements.
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Hiring Deaf FSL consultants and trainers to foster inclusive education and employment.
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Actively supporting Deaf graduates in transition-to-work programs, enhancing their employability.
This section aims to make skills development truly inclusive and empowering for the Deaf workforce.
🎓 Section 11: FSL in Higher Education
The Commission on Higher Education (CHED) must ensure that FSL is adopted and supported across all higher education institutions (HEIs).
The law requires CHED to:
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Use FSL as the official instructional language for Deaf college students.
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Redesign education systems—including curriculum, ICT, teacher education, and evaluation—to be inclusive of FSL.
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Enforce compliance with RA 10931, ensuring that interpreting services and materials are funded and available to Deaf students.
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Hire and work with Filipino Deaf FSL consultants and researchers to enhance program design and implementation.
This section is critical in embedding Deaf-inclusive practices into the country’s higher education sector.
👩🏫 Section 12: Licensing Deaf Teachers
The Professional Regulation Commission (PRC), in collaboration with CHED, must develop affirmative licensing pathways for Deaf teacher education graduates.
PRC’s duties include:
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Revising existing policies to include alternative assessments suited to the realities and contexts of Deaf applicants.
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Making sure that assessments are accessible, fair, and culturally appropriate.
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Promoting the inclusion of Deaf teachers in formal education and non-formal learning systems.
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Issuing clear guidelines for FSL competency certification and mandatory professional development.
This section strengthens the representation of Deaf professionals in the education system.
🏛️ Section 13: FSL in Teacher Education Programs
The Commission on Higher Education (CHED) is also directed to include Filipino Sign Language as a curricular or co-curricular offering in teacher education programs. This ensures that future teachers—whether hearing or Deaf—are equipped to deliver inclusive instruction using FSL.
📚 Section 14: Training and Evaluation Materials
The University of the Philippines (UP), in partnership with the Komisyon sa Wikang Filipino (KWF) and in consultation with DepEd, CHED, and the ECCD Council, shall:
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Develop FSL-based educational materials;
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Create training guides for state universities and colleges (SUCs);
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Partner with professional sign linguists and researchers to ensure accuracy and quality.
This final section ensures that the educational system is supported by research-driven, linguistically sound resources.
Read also:
👐 Understanding the General Provisions of the Filipino Sign Language Act 📝
✋ Interpreting in Filipino Sign Language Under Article 2 of the Filipino Sign Language Act (RA 11106) 🤝
🧏♂️ Article III: Filipino Sign Language in Education Under RA 11106 📘