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📚 Implementing the Filipino Sign Language Act (RA 11106) in Instructional Materials 🤟

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:

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.
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:

Recognizing these Deaf organizations formally
Building their capacities through training and support
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:

ECCD Council allocations
Local Special Education Funds (SEF)
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.

🧏‍♂️ Article III: Filipino Sign Language in Education Under RA 11106 📘

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:

A visual-first language approach, making FSL the default instructional language.
The full inclusion of children with disabilities, especially Deaf learners, in early childhood education policies, curricula, and standards.
Nationally standardized pre-service and in-service training for teachers and ECCD staff in FSL.
A defined sign language competency framework based on standards from the Komisyon sa Wikang Filipino (KWF).
Collaboration with the PRC for alternative licensing pathways for Deaf teacher applicants.
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:

A comprehensive Agency Information and Communication Policy centered on FSL.
Review and realignment of all relevant policies and practices, including curriculum development, teacher training, assessment, and ICT, to support the FSL Act.
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).
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.
Deployment of qualified interpreters to avoid overburdening teachers and to maintain instructional quality.
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:

Adopting FSL as the medium of instruction in all tech-voc courses and training activities.
Revising its policies on curriculum, assessment, and accreditation to comply with the FSL Act.
Planning with Deaf and interpreter organizations to develop FSL interpreter training programs.
Providing interpreters and accessible materials for all TESDA-related engagements.
Hiring Deaf FSL consultants and trainers to foster inclusive education and employment.
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:

Use FSL as the official instructional language for Deaf college students.
Redesign education systems—including curriculum, ICT, teacher education, and evaluation—to be inclusive of FSL.
Enforce compliance with RA 10931, ensuring that interpreting services and materials are funded and available to Deaf students.
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:

Revising existing policies to include alternative assessments suited to the realities and contexts of Deaf applicants.
Making sure that assessments are accessible, fair, and culturally appropriate.
Promoting the inclusion of Deaf teachers in formal education and non-formal learning systems.
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:

Develop FSL-based educational materials;
Create training guides for state universities and colleges (SUCs);
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 📘

✋ Interpreting in Filipino Sign Language Under Article 2 of the Filipino Sign Language Act (RA 11106) 🤝

In a society striving for inclusivity, communication is a fundamental human right. For the Deaf community in the Philippines, that right is deeply tied to Filipino Sign Language (FSL)—a language of identity, culture, and full participation. With the enactment of the Filipino Sign Language Act (RA 11106), Article 2 specifically outlines the framework for Interpreting in Filipino Sign Language, marking a bold move toward equal access and representation for Deaf Filipinos in all spheres of life.

This legal provision does more than establish a rule—it builds a national system of communication justice, ensuring that Deaf individuals are no longer marginalized in public discourse, education, health care, justice, and government.

📜🖐 FSL: The Official Language of Interpreting in the Philippines

Article 2, Section 7 of RA 11106 formally declares Filipino Sign Language as the official medium of interpreting in all transactions involving the Deaf. This institutional recognition means that FSL must be used in schools, courtrooms, government offices, hospitals, and public forums whenever a Deaf person is present.

This legal mandate also acknowledges that while FSL is the national standard, the individual preference of the Deaf person must be respected. This ensures that Deaf individuals maintain their autonomy while benefiting from a legally protected and culturally grounded form of communication.

Unlike imported sign languages, FSL is indigenous, developed organically within the Filipino Deaf community. It reflects Filipino culture, history, and context, making it not only a tool for communication but also a vessel of national identity.

🏛️🔧 Building Standards for Interpreting in Filipino Sign Language

Under RA 11106, the Komisyon sa Wikang Filipino (KWF)—in cooperation with the Deaf community, the Department of Social Welfare and Development (DSWD), and other stakeholders—is mandated to establish a national system for interpreting in Filipino Sign Language. This includes:

Developing training programs, continuing education, and lifelong professional development for interpreters;
Creating procedures for certification, assessment, and accreditation of both professional and non-professional FSL interpreters;
Instituting professional standards such as interpreter ethics, grievance handling, fair compensation, and safe working conditions.

A key component of this system is the recognition of Deaf Relay Interpreting. In this method, a Deaf interpreter works alongside a hearing interpreter to better facilitate communication for Deaf clients who use regional or unique signing variations. This ensures that interpreting services are tailored, inclusive, and rooted in Deaf culture.

This entire framework is expected to be fully developed within three years, marking an ambitious yet vital effort to professionalize and standardize FSL interpreting nationwide.

🎓🔍 The Role of Research in Advancing FSL Interpreting Standards

Beyond infrastructure, the Filipino Sign Language Act also emphasizes the role of academic research in sustaining and improving interpreting practices. The University of the Philippines (UP), along with other State Universities and Colleges (SUCs), is called to conduct ongoing research and development related to FSL interpreting.

Their contributions will support:

Continuous refinement of interpreter training curricula;
Evaluation of policy effectiveness;
Promotion of FSL as a dynamic, evolving linguistic system that responds to both local and global influences.

This scholarly engagement ensures that interpreting in Filipino Sign Language remains relevant, inclusive, and based on empirical data—not just policy.

💡🤲 Empowering Voices Through Language and Law

Interpreting in Filipino Sign Language under Article 2 of RA 11106 is not just a technical provision—it is a declaration of rights. It affirms that every Deaf Filipino deserves access to accurate, respectful, and culturally aligned communication. By implementing a strong framework for FSL interpreting, the law empowers both interpreters and the Deaf community to thrive in a more accessible Philippines.

Through shared effort among the government, educators, interpreters, and Deaf leaders, this legal recognition becomes a living practice of inclusion, justice, and national pride. As we move forward, let us remember: true accessibility is achieved when language serves everyone—equally, authentically, and without barriers.

👐 Understanding the General Provisions of the Filipino Sign Language Act 📝

The Filipino Sign Language Act (RA 11106) is a groundbreaking law that enshrines Filipino Sign Language (FSL) as the official sign language of the Filipino Deaf and mandates its use across government, education, media, and workplaces. The law’s Implementing Rules and Regulations (IRR) provide the structure for its application nationwide.

At the heart of this is Article I – General Provisions, which lays the legal, cultural, and human rights foundation for enforcing this historic Act. Let's break it down to understand why this is one of the most important steps toward linguistic inclusion in Philippine governance. 🇵🇭🤟

📘 Section 1: Title of the Rules

The full title of the regulations is: The Implementing Rules and Regulations of Republic Act No. 11106, also called the Filipino Sign Language Act (FSL Act). This title affirms the formal legal recognition of FSL as the national sign language, setting the tone for all subsequent provisions.

🎯 Section 2: Purpose of the IRR

The IRR aims to prescribe procedures and guidelines to ensure smooth and efficient implementation of the FSL Act. This section reinforces the State's commitment to creating a system where deaf Filipinos have equitable access to government services, education, media, and work.

It’s not just about using sign language—it’s about removing communication barriers and establishing clear, actionable government compliance measures across all public institutions.

💡 Section 3: Construction of the Rules

This section stresses that the IRR must be liberally construed—always in favor of deaf Filipinos. Since FSL is core to the identity of the Filipino Deaf, the rules aim to promote their cultural and linguistic rights as a minority community.

It highlights the law’s human rights approach: prioritizing access to information, freedom of expression, and cultural respect through the official use of Filipino Sign Language.

🏛️ Section 4: Coverage of Implementation

The IRR applies to all branches and levels of government, including:

National Government Agencies (NGAs)
Government-Owned and Controlled Corporations (GOCCs)
Local Government Units (LGUs)
State Universities and Colleges (SUCs)
Autonomous Regions

This ensures that the implementation of FSL is not confined to select departments but becomes a national standard across the archipelago.

🧭 Section 5: Declaration of Policy

The State firmly aligns this law with the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD). It aims to:

Ensure human rights and dignity for persons with disabilities
Guarantee freedom of expression for deaf Filipinos
Uphold the use of FSL in early education and throughout life
Promote cultural identity through sign language

The law echoes values from other Philippine policies like the Early Years Act (RA 10410) and Enhanced Basic Education Act (RA 10533) that have already recognized FSL in the educational system.

⚙️ Section 6: General Rules on Implementation

This crucial section outlines the mechanics of government implementation. All agencies are tasked to:

Recognize FSL as a linguistic identity
Adopt administrative and legislative measures to integrate FSL
Follow a National Information & Communication Policy specific to the needs of the Filipino Deaf

Agencies must make services accessible, and workplaces inclusive, ensuring non-discrimination, while considering the intersectionality of gender, age, and socio-economic status.

📚 Section 7: Definition of Terms

To avoid ambiguity, this section defines key terms such as:

Filipino Sign Language (FSL): A unique visual-spatial language used by the Filipino Deaf since the 1590s
Deaf vs. deaf: "Deaf" (capitalized) refers to those who culturally identify with the community using FSL; "deaf" (lowercase) refers to the broader group with hearing loss
Deaf Relay Interpreter, Manual Communication, Accessible Formats, and Universal Design are also clearly explained

Understanding these terms is vital to correctly applying the IRR and ensuring that services and policies are truly inclusive and respectful.

💬 Why These Provisions Matter

The General Provisions of the Filipino Sign Language Act do more than define a policy—they legitimize identity, protect culture, and guarantee access to public life for one of the most marginalized sectors in society. By prioritizing the rights of the Filipino Deaf in law, the Philippines moves one step closer to true inclusive governance.

📚 Every Child A Reader: Strengthening Reading Literacy Programs in Elementary Schools ✏️

The Department of Education (DepEd), through DepEd Order No. 45, s. 2002, emphasized a bold vision over two decades ago: that every child should be a successful reader by the end of Grade III. This was a key component of the 2002 Basic Education Curriculum (BEC), asserting that literacy is non-negotiable—a fundamental right of every Filipino learner.

The order mandated schools to take decisive action: identify struggling readers, deliver customized interventions, and develop strong School-Based Reading Programs (SBRPs). More than policy, it was a commitment to nurturing a generation of readers, thinkers, and lifelong learners.

📖 The “Every Child A Reader” Policy: A Noble Vision with Lingering Gaps ❤️

The guiding policy, "Every Child A Reader", officially began in School Year 2002–2003. Since then, thousands of schools nationwide have implemented various literacy interventions, with teachers and school heads working tirelessly to raise reading proficiency.

However, two decades later, questions are being raised about the long-term effectiveness of such efforts. Despite these early literacy initiatives, the country is now facing a literacy crisis that cannot be ignored.

🚨 From Elementary to Senior High: Where Did We Go Wrong? 🛑

Recent reports have exposed a troubling reality: a significant number of Senior High School (SHS) graduates in the Philippines are still functionally illiterate—they can recognize words but cannot understand or critically engage with text.

This means that despite being promoted through the grades and eventually graduating, many students lack the basic reading comprehension skills expected of high school learners. The same skills they were supposed to have mastered in Grade III.

This alarming development raises serious concerns:

Were the School-Based Reading Programs effective and sustained?
Were the literacy assessments standardized and consistently monitored?
Was promotion to the next grade tied strictly to reading mastery, as mandated?

According to education think tanks and field reports, a disconnect exists between policy and implementation. In some schools, students are still promoted despite clear deficiencies in reading and comprehension. This undermines the integrity of the entire education system and contradicts the foundational principles of DepEd Order No. 45, s. 2002.

🔍 Bridging the Literacy Gap: From Policy to Practice 📘

To address the growing number of functionally illiterate graduates, we must revisit and revitalize the original goals of the Every Child A Reader Program (ECARP). Here's how:

Strict adherence to promotion policies based on literacy competency.
Nationwide reassessment of reading programs at the elementary level.
Transparent reading diagnostics across all grade levels, not just early grades.
Teacher retraining on effective reading instruction, especially in multi-grade and multilingual settings.
Integration of critical reading and comprehension in SHS curricula.

More than ever, the need for early intervention is clear. Functional literacy cannot be an afterthought in the later years of education. It must begin—and be mastered—in the earliest grades.

🏫 Back to Basics: The Role of Schools, Families, and Communities 🌱

To truly make "Every Child A Reader" a reality, collaboration is essential. While teachers and school leaders are on the frontline, families and communities must play a supportive role. Daily reading habits at home, access to culturally relevant books, and a positive reading environment are key elements in a child’s journey to literacy.

Furthermore, DepEd’s central office must ensure that reading programs are not just rolled out—but sustained, evaluated, and adapted based on student needs and local contexts.

✨ The Future of Literacy Is in Our Hands 🕊️

The reports of functionally illiterate SHS graduates are not just statistics—they are a reflection of missed opportunities in earlier years. We must act urgently and wisely.

Reviving the spirit of DepEd Order No. 45, s. 2002 is not about nostalgia; it is about course correction. Literacy is still the key to all learning. Let us return to the basics, reinforce what works, and renew our vow that no child shall advance without the power to read, comprehend, and grow.

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