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In an inclusive society, equal access to education is not just a privilege—it’s a right. A critical step toward achieving this for the Filipino Deaf community is the implementation of Article IV, Section 15 of the Filipino Sign Language (FSL) Act, which ensures the integration of Filipino Sign Language in instructional materials across the Philippine public education system.
🎬 What Is Section 15 All About?
Section 15, titled “FSL in Instructional Materials”, mandates the Department of Education (DepEd) to spearhead the development of print and video materials using Filipino Sign Language. This directive aligns with Section 12 of Republic Act No. 11106, also known as the Filipino Sign Language Act, and emphasizes not just creation, but also the selection, procurement, and distribution of these materials to public schools, day care centers, and national child development centers across the country.
But this isn’t just about textbooks and educational videos. It’s about institutional change—how government agencies and stakeholders prioritize the linguistic rights of Deaf Filipinos, ensuring they can access knowledge and grow alongside their hearing peers.
🧩 Inter-agency Coordination: Who Does What?
The success of this initiative relies on seamless collaboration between several government bodies:
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The DepEd Instructional Materials and Council Secretariat, together with the Bureau of Learning Resources and the Bureau of Learning Delivery, are responsible for crafting detailed guidelines on how FSL materials should be chosen and distributed.
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These bodies will also work closely with the Early Childhood Care and Development (ECCD) Council, ensuring that the youngest learners—including those in daycare centers—receive age-appropriate content in Filipino Sign Language.
Moreover, to ease policy implementation, the Department of Budget and Management (DBM) and the Government Procurement Policy Board (GPPB) are tasked with designing a procurement policy framework that allows for reserved contracts, prioritizing Deaf-led cooperatives and organizations in the production process.
🏛️ Local Governments and the Deaf Community: A Grassroots Approach
The integration of FSL in educational materials is not only a national concern—it’s a local responsibility too. In compliance with Executive Order 417 (Economic Independence Program for Persons with Disabilities), the Department of the Interior and Local Government (DILG) and Local Government Units (LGUs) are encouraged to partner with Deaf people's organizations and cooperatives within their communities.
This partnership isn’t symbolic. It involves:
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Recognizing these Deaf organizations formally
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Building their capacities through training and support
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Contracting them for the actual production of FSL materials, thereby boosting economic independence for Deaf Filipinos
By actively involving Deaf communities, the law ensures that those directly affected are not merely passive recipients—but active creators of change.
📈 Accountability and Reporting: Tracking Real Progress
Every year, relevant data must be submitted by the DBM, GPPB, Commission on Audit (COA), DepEd, and DILG to the National Economic and Development Authority (NEDA). This reporting ensures that the affirmative action measures under RA 11106 are genuinely benefiting Deaf Filipinos, not merely serving as paper policies.
Through this rigorous tracking, stakeholders can assess whether Deaf learners are receiving equitable treatment, and whether funds and resources are being channeled effectively.
💰 Funding and Sustainability: Where Will the Money Come From?
The law recognizes that implementing Filipino Sign Language in education is a long-term investment. To support this, the following funding sources are available:
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ECCD Council allocations
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Local Special Education Funds (SEF)
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Other applicable government funding mechanisms
These financial sources ensure that relevant and allowable expenditures tied to this advocacy are adequately supported—not sidelined.
🌈 Towards a Truly Inclusive Education System
The implementation of Section 15 of RA 11106 signifies a bold shift toward inclusive and accessible education. It acknowledges the right of Deaf Filipinos to learn in their natural language—a right that has long been overlooked or misunderstood. By embedding Filipino Sign Language in instructional materials, the Philippines is not just fulfilling a legal obligation—it is honoring a moral commitment to equity, diversity, and inclusion.
This transformation is not merely about compliance. It’s about creating classrooms where every child, regardless of hearing ability, has the tools they need to thrive.