Wednesday, July 20, 2011

Catching Up...

A lot has taken place the last 2 years and I have lost my chance to keep up by keeping log of the developments.

Hopefully, I'll be able to figure out a way to put in writing key points of our developments and some pictures to refer too.

Update you soon!

Thursday, September 24, 2009

Progress Report of PEN Philippines presented on Sept 11, 2009

Center for Education Access and Development (PEN-Philippines CEAD)

Office of the Vice Chancellor for Academics

De La Salle-College of Saint Benilde

Progress Report of PEN-Philippines

Basic Facts

De La Salle Philippines has 17 schools in my country. 11 schools are in Luzon Region. The oldest De La Salle institution in the Philippines is nearing its centennial. College of Saint Benilde or CSB on the other hand is only 22 years old.

11,000 students

Deaf - College: 160+

Deaf Pre-college: 60

Graduates since 1991: 300+

Employed: 60%

Faculty/Administration: 60+

Deaf Faculty/Administrators: 30+

School of Deaf Education and Applied Studies (SDEAS) Program:

  1. Bachelor Degree in Applied Deaf Studies Major: Multimedia Arts or Entrepreneurship
  2. Deaf Learners Preparatory Program

Education: Self-Contained since 1991

Student Development Opportunities: Self-contained under SDEAS and Mainstreamed in the bigger college

At present, SDEAS is one of the six (6) academic schools of DLS-CSB. The others are Schools of Design and Arts, Hotel, Restaurant Institution and Management, Information Management and Technology, Professional and Continuing Education, and Multidisciplinary Studies.


The Deaf program in DLS-CSB began as a vocational training program in bookkeeping in 1991, evolved into the School of Special Studies (SSS) in 1996, and later into School of Deaf Education and Applied Studies (SDEAS) in 2002. We became an official member of PEN-International in March, 2002.

PEN-International became a very important partner and mentor of the leaders, faculty partners and students of DLS-CSB SDEAS

The impact of this partnership is primarily focused on how it has helped DLS-CSB SDEAS strengthen its identity and capability in providing quality education, and its position as advocate and partner in advancing the rights of Deaf people within and outside DLS-CSB, in various settings involving Deaf people.

As PEN-International marks its 9th year of operation, DLS-CSB PEN Philippines celebrates its 8th year into the partnership.

The Situation in DLS-CSB

When PEN-International became our partner in 2002, the understanding of the universal nature and unique aspect of the Filipino Deaf experience was something that we were just beginning to comprehend. The validity of the socio-cultural identity of the Filipino Deaf and the crucial role of their culture and language in their education was something we believed in and were advocating. However application of the concepts as to how it will define the learning strategies truly responsive to the needs of the Deaf were all gray areas to us.

There were many things that we did not understand in terms of learning & teaching the Deaf, as well as advocacy for partnerships and employment. Our model for teaching was the hearing way that we have been used to and our model for Deaf employment is to advocate their deafness.

Consequently, we had great hesitation to test new ways of doing things. Employment opportunities were very limited. Educational opportunities were very few, even in our own institutions we were faced with many barriers.

As for the changes we were advocating within our own institution, these were faced with resistance, doubt and rejection. Assessment of Deaf students’ rights and appropriate interventions recommended were always in the context of how approximate these were to the traditional way of doing things.

But our mandate as a La Salle School is to create opportunities and to do so is to understand our learners’s needs from which we will find ways to address them But we did not have new models to help us do our job well.

The Impact of the Partnership

It is in this context that the entry of PEN-International and the partnership that has evolved in the last 8 years that truly helped us gain confidence and knowledge to innovate, advocate for, and implement Learner-Centered ways for the benefit of our Deaf students, our hearing partners in DLS-CSB, as well as partners from the industry, media and education. Such partnership transformed all of us to what we are today.

Basic Framework: The key model to capture our development is the basic model used by PEN International: IMPORT-CAPABILITY BUILDING-EXPORT and SELF-SUFFICIENCY.

Import is often the task of PEN-International with localized/custom-fit import initiatives from SDEAS.

Capability Building is the actual development of SDEAS and key partners as a result of the Import initiatives.

EXPORT initiatives are the transformation outcomes of the Capability Building done. Its main recipients are either within the CSB community, DLSP partners, or other external partners with employment, advocacy and faculty training as outcome.

Key Areas

A. Professional Development in the following areas:

  1. Advocacy
  2. Employment
  3. Leadership & Governance
  4. Interpreting

B. Faculty Development in the following areas:
  1. Learning and Teaching
  2. Use of Technology for teaching
  3. Use of technology in learning output expressed in the form of academic outputs (thesis), portfolio for students’ employment, and advocacy

C. Student Development Areas

1.Application of Learning


TOWARDS INDIVIDUAL and ORGANIZATIONAL TRANSFORMATION FOR THE BENEFIT OF COMMUNITY and THAT OF OTHERS. The slides will show you the different activities that PEN has helped made possible under the IMPORT for CAPABILITY BUILDING initiatives

We have strengthened our capabilities as a leader-advocate within our institution and in the industry. As a result of these we have done our phase 1 of policy changes and directions in our institutions-

2 new centers –

OPD (for partnership and employment) a leader in advocating Deaf Rights in Employment, Media and Youth Entrepreneurship partnerships. This is under the Academic School.

CEAD (education access and development) is newly created to help set up and create structures, policies and train personnel in CSB and later on in DLSP to make inclusive education for the Deaf possible

Interpreting Policy, Interpreters as Professionals, and Interpreting Education – In our country the professional nature of interpreting is not yet recognized, and in CSB we have given it a professional status equivalent to faculty with academic or industry credentials. Deaf students and faculty have gained more access to LS opportunities through interpreting support in student development, faculty development and any other opportunity available. Educational interpreting training is also being finalized that will involve access of other industry experts to learn the language to become teachers and interpreters. This will give way to more educational opportunities.

Curriculum improvements – creation of Pre-college program for our new students. This has been running since 2006

Faculty Expertise in Deaf Education evolving – Many of our younger faculty from 2002-2006 were recipients of many faculty training from PEN. And they are now our the young leader-administrators of SDEAS applying what they have learned, adapting and evolving unique ways of learning and teaching that benefits the Deaf most through various classroom applications including technology use, mentorship, and training

We have a number of Deaf faculty who belong to that young group and are now pursuing their Masters or have received their Masters’ degrees.

They now serve as members of the pool of experts who assist in the preparation of CSB to have a more inclusive education. We are working with the schools for Hotel, Restaurant Institution and management and the Design and Arts for this project.

The student development opportunities and the PEN-Multimedia and Learning/Teaching laboratory venues have helped not only our faculty to be more creative, but our students have developed extensive tools for the academic requirements that are focused on realities of Deaf experiences.

They have developed various tools, got involved in various leadership initiatives in and outside of CSB, and are now using these to further advance the rights of Deaf people who could not avail of the same opportunities {show CDS}

Deaf Graduates are also coming back to help teach in our college.

Future Directions –

CSB – partial to full inclusive education

DLSP schools to create and improve services to Deaf people

SDEAS – to be a model school and resource center to help other

Strengthen partnerships with the other PEN partners. We know we have much to learn from you in your successes in inclusive education and influencing policies in government to be more responsive to Deaf people.


This paper was presented in the PEN International Forum from September 11-12, 2009 held in Changchun, Hotel, Changchun, China.

Wednesday, September 23, 2009


Together with the PEN-International Team of Dr. James DeCaro and Mr. Bill Clymer, the De La Salle-College of Saint Benilde PEN-Philippines Delegation and the Chinese Delegation of PEN-China went to Korea to participate in the 2009 PEN-KOREA Celebration and International Forum on September 15, 2009.

Two institutional partners in Korea forged ties to help in advancing the educational opportunities of Deaf people in Korea. The Korean Employment Promotion Agency for the Disabled (KEPAD) became a PEN affiliate in 2005 and soon after, the Korean Nazarene University (KNU) followed in 2007. Their partnership was sealed last September 15, 2009 that forged the alliance as PEN-Korea.

The Celebration was participated in by members of the Korean Government, faculty members and partners of KEPAD and KNU.

Prior to the celebration, the delegation had an opportunity to meet the faculty and administration of the KEPAD Ichon Center. A short tour of the campus followed afterwards. Ichon Center is one of the 5 KEPAD centers in their country. On September 16, 2009 the Delegation visited the Korean Nazarene University and were met by the KNU administration and faculty. A short tour of the Campus occurred afterwards.

PEN International Forum held in China

PEN-International partners and Affiliates all over the world gathered together in Changchun, China for a 2-day Business Meeting/Forum. The objective of the forum is for partners to learn from each other on the nature of each country's collaboration with PEN-International and the progress that has been made as a result of that collaboration.

Since 2002, the PEN-International partnership with the Philippines is based in De La Salle-College of Saint Benilde. Its main project beneficiary is the School of Deaf Education and Applied Studies where extensive support have been given to its students, faculty and administration for capability building in the areas of learning & teaching, use of technology, and career development opportunities. In particular, these activities were in the areas of faculty & leadership development training, cultural exchanges of students and faculty with partner countries. In addition, 2 PEN Labs for were created for the use in student training in the areas of of multimedia, English, Interpreting, and some general education areas. Both labs have open space for consultation, workshops, and alternative modes of learning opportunities.

Mr. Bob Tang, Vice-Chancellor for Academics and Ms. Theresa Christine B. Dela Torre , Director for Center for Education Access and Development (CEAD) were the members of the Philippine Delegation. Since 2002, Ms. Dela Torre served as the Project Director of PEN-Philippines. She was also the immediate past Dean of SDEAS from 2002-2009.

Ms. Dela Torre presented the outcomes of the 8yr partnership of DLS-CSB with PEN-International.

The International Partners also had a chance to visit Changchun University, the Yuping Work of Art Factory, and the Changchun International Statue Park.

Saturday, August 29, 2009

Plans for Secondary Program Initiatives

From August 19-27, 2009 Ms. Dela Torre (CEAD Director) and Ms. Nora Shannon (PEN International Senior Project Associate) conducted series of meetings with a number of Deaf students, Deaf and hearing faculty of SDEAS, including a select number of students, faculty, interpreters and administrators of some high schools for the Deaf. These schools were: Philippine School for the Deaf, Bible Institute for the Deaf and the Adult Night HS of La Salle Greenhills.

The rationale of the visit was to do data gathering of the needs and concerns of Deaf students and the Deaf and hearing faculty who are involved in the secondary and post-secondary education of the Deaf in the Philippines.

Through the extensive assistance of the top administration of the School of Deaf Education and Applied Studies, Ms. Nora Shannon had an opportunity to not only meet with the target participants but she also met up with the CSB administration, experience Philippine culture, and celebrate with the SDEAS Deaf community through dance and laughter.

The 7-day visit had the following activities:

Meeting with CSB Administrators and Tour of Campus

Meeting with SDEAS and SHRIM Administration

Site visit of SHRIM faculty in their FSL Class and Dinner with Br. President, VCA Bob Tang, SDEAS and SHRIM administration

Consultation meeting with select SDEAS Faculty and Administration

Consultation meeting with select SDEAS Deaf students

Consultation meeting with Dr. Therese Bustos of UP SPED, Advocate and Interpreter of the Deaf

A weekend encounter with Silent Odyssey

A weekend of relaxation

Tour of select Schools with Deaf programs and Conversations with their administration, faculty and students

Farewell Gathering for Nora

CEAD: What is it all about?

The Center for Education Access and Development or C.E.A.D. (pronounced as "seed") is a resource and development center for the De La Salle-College of Saint Benilde. CEAD is envisioned to take a leadership role in developing new grounds and initiatives that shall benefit Deaf people through advocacy, research, training & development, and policy change in one or many areas related to access and equity of education.

At present, there are 2 main projects of CEAD. First project is the Adhoc committee on Education Access for the Deaf or Project AhEAD. This involves developing the human resource, programs and services needed to ensure the Filipino Deaf youth gain full access of and equitably learn from the Lasallian Education of their choice. Very close collaborations with the top, middle and lower management teams of the academic schools, centers and other internal partners of the DLS-CSB community are involved to plan out and implement the Education Access by 2011.

The second project of CEAD is in the development of initiatives in the Secondary Education of Deaf students. Like Project AhEAD, the planning and preparation stage of this project will be for the next 2 years (from 2009 to 2011). It is projected that in 2011, an announcement shall be made on the concrete directions of this project.

For Project AhEAD, CEAD is working in close collaboration with the School of Deaf Education and Applied Studies (SDEAS), the School of Hotel, Restaurant and Institution Management (SHRIM) and the School of Design and Arts (SDA). The outcome of this project is to develop and implement a plan of action that will prepare SHRIM and SDA and their faculty members to effectively handle the challenges of ensuring that Deaf students will have an inclusive and barrier-free learning environment to learn and become experts in various related fields.

Since June 2009, series of meetings have already taken place to plan out the training and development of faculty members from each school, and the necessary interventions to set up to ensure access to learning takes place in the different learning environments of SHRIM and SDA. A number of the SHRIM faculty, admin and staff are now enrolled in Level 1 of the Filipino Sign Language Learning Program of SDEAS. To know more about FSLLP please go to this site

SDEAS is the key partner of CEAD. Under the leadership of Dean Nicky Templo-Perez, SDEAS serves as lead consultant in the training and development of the faculty members’ in the areas of sign language, understanding the Deaf learner and the Deaf culture, and other related key areas in Deaf education.


Ms. Theresa Christine Benitez-dela Torre assumed the Director position of CEAD. Prior to this appointment, Ms. dela Torre was the Dean of School of Deaf Education and Applied Studies (SDEAS) from 2002-2009 and Director of the School of Special Studies (SSS) from 2000-2002.

Thursday, August 27, 2009

Deaf People and Sign Language: Importance in the Field of OTL

Good afternoon!!

I hope the resume read out to you did not make me too old in your mind. With 19 years of professional involvement with the Deaf as a counselor, then Dean of a School and now a Director of new Center, believe me the work involved can be a major threat and can make anyone look old.

But age and capabilities can add or reduce in value as perceptions can play tricks on us. I stand here in front of you trusting that perceptions about age and capabilities will not be a barrier to you and find this late hour presentation as an exciting one worthy of your time and energy to listen and pay attention to.

I hope that by the end of my presentation, I am able to help you do the following:
1. identify who are the patients who should learn the sign language
2. know when should physicians refer to institutions who teach sign language
3. know where to refer to
4. know how physicians can explain to parents/patients what to expect in a sign language class/school

For me to answer the above, allow me to share to you the general profile of the Deaf youth who join us in De La Salle-College of Saint Benilde’s School of Deaf Education and Applied Studies (SDEAS), and the rationale of the Deaf education we provide these students

The Deaf Students

Who are the Deaf students who become members of the DLS-CSB Community? These students often have

1. Low self worth and confused identity – often there is a negative view of self, poor self-worth, and overwhelming feeling of being a 2nd class citizen.

2. Distrusts capability, and capacity to improve knowledge and competence – questions worthiness, has very weak foundational skills in reading, writing, and computation; knowledge of information, basic facts, and others are limited or are sometimes distorted. This view of weakness further compounds issues of self-worth

3. Limited aspirations and Interests – very limited options because their circle of influence revolves around similar job options in their growing up years. And there are of course, very few colleges that offer career training opportunities.

4. Poor health due to financial situation of their families. Most of our families belong to C or D classes. 99% of the deaf students receive partial or full tuition subsidy from CSB.

This is the general profile of the Deaf youth and their low self-esteem often a product of barriers, now become barrier in itself. But this can be prevented and can be overcome when they are able to take active part and learn from their family, school and community without the barriers of misunderstanding, misperceptions, negative attitudes, and basic of all, without the barriers of communication.

But such barriers exist in the lives of Deaf children growing up Deaf in a hearing world. These are often compounded by the negative attitudes and perceptions of the general mainstream about Deaf people because of their being different from the majority.

1. Medical terms that refer to OTL conditions have been used outside the clinical environment and used with ridicule to put down, criticize and pressure deaf children and adults to conform in a certain way to be worthy of respect. Deaf people have experienced the insults and ridicule for being different. To be called as “abnormal, hearing-impaired, pipi, mute” as a result of unmet expectations, mistakes and for being different. But they are not their impairment right? It’s a mere label for the localized physical condition. But to be repeated called pipi, hearing-impaired, mute everyday by significant individuals in school, family and neighborhood can really be a source of pain, confusion, isolation and inferior feelings.

2. Deaf people have varied skills in speaking and hearing capabilities as a result of the levels of their hearing/speaking conditions and the extent of training support they received. No matter, Deaf people can communicate with or without the capability of speech and hearing, and they communicate using a language of their preference.
a. Some prefer to communicate using oral-based languages such as English, Filipino, Illonggo.
b. Others prefer to communicate signing the oral-based languages such as (please sign & voice exact English): I am very happy today. (8 words)
c. Others prefer to communicate in their natural Filipino Sign Language, not based on Oral Filipino but based on a language that evolved in the Deaf community across time and place, with its own syntax and grammar, seen and not heard, signed and not spoken. (please sign FSL way) Today? Me Happy (2 words).

2. The language of the Deaf is Filipino Sign Language. This is a language complete with syntax, grammar and vocabulary that is expressed in visual form and makes use of hand signs, facial expressions, body movement and gestures in an organized and intelligent. It is a language unique to Filipino Deaf community, but have variations found in other unique sign languages of out countries. There are ASL, JSL, CSL, VSL, etc. Like any language, FSL is used to communicate. And communication involves expression and understanding that brings about learning.

3. A great deal of communication involves understanding others, and expressing self to be understood. There is an extensive interchange of thoughts, feelings in one’s mind and heart, and with another. We do the same even when we listen to people around us who communicate to each other. We learn, grow and develop as a result of these interchanges. Through communication we are able to do problem analysis, investigation, and creative thinking. We use a language we are comfortable in, discuss a topic we are passionate about, and we learn through thoughtful process that results to greater understanding. And all these can be done in any language one learns well, spoken or signed.

Wow, that was a lot for an introduction, which in essence covers the main body of my presentation.

In summary, these points refer to the following:

1. Being different is not a basis for discrimination. It is an indication that we are diverse in views and uniqueness and gives us opportunity to learn and expand. Irregardless of differences, each one deserves respect.
2. Labels we give can be used to put down and hurt others that give lasting impact on self-esteem
3. Access to extensive communication opportunities provides opportunity for learning that impacts on all aspects of the person’s cognitive, social, physical, psychological and spiritual domains.
4. Communication is not just done through oral based languages, but can be done through visual based languages such as the Filipino Sign Language
5. Filipino Sign Language is a language at par with the Oral based languages. It is however, it is not spoken but signed and kinesthetically expressed; seen and not heard.

And so, because of barriers that make in-depth and extensive communication that respects diversity, our Deaf students come to us accepting of their inferiority as a 2nd class citizen with many unused, untapped, and undeveloped potentials. However, with sufficient support and guidance, they graduate and find jobs. [showcase the graduates]

And so, what do we do in the education of our Deaf students? I shall explain by way of introducing to you DLS-CSB and SDEAS.

School of Deaf Education and Applied Studies

SDEAS’ Center for Academics, the Center for Deaf Esteem and Formation, and the Center for Partnership and Development work in interdependently to provide an education that guides them to develop a healthy Deaf Self Esteem accepting and respectful of their diversity, competent and confident of their capacity for employment and career advancement, and with a deep moral responsibility to make a difference as leader advocates in varied opportunities and settings that will help make this world a better place for people with disabilities and for Deaf people.

We offer a pre-college program to the fresh high school graduates who pass our admissions. The focus of the pre-college serve as a development tool that helps students and the subjects are on self-esteem, Filipino Sign Language, Faith strengthening, Reading comprehension and Math computation.

Our academic degree is in Applied Deaf Studies with specialization in multimedia arts and entrepreneurship. The Deaf studies track focuses on strengthening the Deaf students’ identity, and the elective tracks focus on building competence for employment. Side by side with their academic training, the students also have access to extensive formation program involving counseling, faith development, performing arts, leadership, service and sports development.

SDEAS also takes part in the nurturance of a positive view of Deaf people in the mainstreamed environment. We actively take part in the education of hearing people through various involvements with the general CSB community, the employers and employees, people’s organizations, media, and at present with OTL department team and students. These are opportunities aimed to develop lasting partnerships that will have an impact on improving attitudes, awareness and on operation side, improve policies and procedures that will improve Deaf people’s access to education, employment and human services.

I used to handle SDEAS but I am now assigned to a newly created unit, the Center for Education Access and Development tasked to work in close collaboration with SDEAS and other CSB academic schools and external partners to prepare the way to increase the career options of Deaf people in DLS-CSB by providing access to other educational opportunities such as degree courses in design, culinary, management, and others either through a self-contained, mainstreamed or inclusive arrangement. We are also looking into getting involved through various initiatives that will help strengthen the secondary education programs for the Deaf in the Philippines.

In all these, we will make sure that the Deaf Identity is nurtured, Filipino Sign Language is used and cultivated, work on improvements and develop innovations with Deaf people. We hope to continue to trailblaze on new opportunities that will ensure Deaf people will have the necessary competence and confidence to face challenges of the mainstream without making themselves inferior or letting ignorance and rigidity of others to isolate them just because they are different.

Given this context, allow me to answer then 4 key points that I am expected to help you learn:

Who should learn sign language?

Everything around us involves communication. And in each encounter, depending on the extent of listening and attention given, we learn from such interchanges. Beyond knowledge and information, we develop our values and passions as a result of our full involvement in the communication processes. Our interaction intensifies and topics become in-depth or extensive as communication goes on and on.

But a child born into an environment he cannot hear will have a different experience. The child grows up everyday learning speech and reading lip movements. What would be the content of the communication process that he will be part of? Will it be as exciting as it is between two hearing-speaking individuals? Would they be as involved in discussing in-depth and extensively the topics that they are passionate about? What happens when words cannot be expressed or understood, more so lip movements could not be read? The content of the conversations be about life, passions, and questions?

I’ve met enough Deaf adults who have grown up isolated, hurt of that isolation. Its an outcome not so much because they know how to speak and lip read, but because the point of contact for conversations were often just about practicing the terms, saying it the right way and just learning to speak their best so their words would be understood. Often times, depth of conversations will revolve around that and everyday conversations that focus on what they have done and not done during the day than about life.

But they have learned how to speak, and they attribute that success as part of their training in the oral education and speech training that they got and the support of their families. But a wish is really to have intelligent conversations that come from in depth conversations. And sign language communication allows them to do that.

Who among the deaf should learn how to sign? Everyone. If that is not possible, then young Deaf children must have access to Deaf role models in schools or at home so that communication through FSL can be done as they learn how to speak and read lips. It is a myth by the way that deaf children who learn how to sign loose their speech skills. Research have already proven that this is not so. In fact, each skill is strengthened with the support of the other as they learning words, ideas, concepts and everything about the world. Words spoken and read gain more meaning when it is signed and understood in varied context made possible through communication.

When should physicians refer children to institutions who teach sign language?

This should take place at the earliest possible time. The earlier the intervention the better it would be. Early language exposure particularly exposure to natural communication helps in the cognitive, social, emotional development of the Deaf child. Aside from conceptual development, self-esteem will be nurtured. Encounters with ridicule can easily be processed because the child can freely talk about her observations, her feelings and thoughts with her parents or with Deaf adults in the community. Playing with Deaf peers also contribute to their growth.

Recently I had a chance to visit some schools for the Deaf. I met some very young Deaf children in each school. In a 5 minute conversation, I have seen the depth of thinking a child from each school had. The first, our conversation revolved around Hi and hellos, good mornings and introducing names and sign names. The second conversation I had was with a 5 or 6 yr old girl. She just learned sign language 4 months ago but was in a school with many Deaf adults and hearing teachers communicated in FSL. She initiated the conversation with a question if the 2 women with me were mothers. I replied no, and she responded back “Oh. I live here in school, and I only get to see my mother once a week and I do miss her so much”. We never got a chance to say hello or even introduce ourselves. We were so involved communicating in FSL talking about her life all in 5 minutes. Imagine what such communication can do to the deaf children’s self esteem and aspirations, skills and confidence if they live in an environment where they can freely communicate just about anything and everything, from information to feelings, questions and answers, observations and conclusions…Imagine…

know where to refer to

Seek out organizations for the Deaf that will provide you access to learning the language, Deaf peer support and support from Deaf Adults, and support for parents and family. Some of these organizations are:

Catholic Ministry to Deaf People , Philippine Deaf Resource Center, Philippine Federation of the Deaf, Schools for the Deaf

know how physicians can explain to parents/patients what to expect in a sign language class/school

That learning sign language does not impede learning speech. Learning and being fluent in sign language will help Deaf children develop faster their cognitive and emotional development as a result of extensive interaction and being fully involved in communication.

But all these are individual efforts to be made. I suggest that this OTL seriously consider creating a multidisciplinary team composed of your experts (Audiologist, OTL) a teacher of the Deaf, an advocate and a counselor. This shall be the team that will develop the steps and programs that all members can actually follow in the process of helping the parents and the deaf child. Beyond learning skills, crucial to success is really transforming negative attitudes and correcting misperceptions that often becomes the basis for many barriers to the growth and development of Deaf children.

Thank you very much

Paper presented in the OTL Post-Graduate Conference held in UP PGH Taft Avenue, Manila August 27, 2009