Deafness in the Philippines

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The Filipino Sign Language (FSL) is the official language of education for deaf Filipinos, [1] which number around 121,000 as of 2000. [2]

Contents

Language emergence

First use of signs (1604)

The first incidence of sign language emergence was documented in 1604. [2] During this time, a hearing priest used gestures to explain religious practices and the concept of God to two deaf Filipinos. [3] After this incident, the two deaf Filipinos spread their new knowledge to their religious groups. [3] After 1604, there is little history of documented Filipino Sign Language (FSL) until 1907.

Influence of American Sign Language (1907)

During this time, the United States of America had colonized the Philippines, and the American colonists built the School for the Deaf and Blind in 1907. [3] Miss Delight Rice was invited to teach the Deaf students at the school. [3] She noted having to persuade Filipino parents to let their children be educated. [3] She recalled that the parents were ashamed of their deaf children, and she had to persuade the parents that all children were deserving of an education. [3] While at the School for the Deaf and Blind, deaf students who knew sign language were taught American Sign Language (ASL). [3] They were taught the ASL alphabet, which is identical to the current FSL alphabet. [3] In school, students were also taught Signing Exact English (SEE). [3]

Distinction from American Sign Language (present)

Both languages utilize the same Latin alphabet system, and most of the letters are fingerspelled the same in ASL and FSL, but there are a few key differences. [4] The letters E, T, and G are signed with slightly different hand shapes in ASL and FSL. [5] While E and G are signed differently for genetic[ clarification needed ] reasons, the letter T is signed differently for cultural reasons. [5] Besides the minor letter discrepancies, FSL and ASL differ in some vocabulary words, some classifier and grammatical features, and some syntactical modification processes. [4] There are also regional variations between cities and islands of the Philippines. [6]

Major organizations

Philippine Federation of the Deaf (PFD)

The Philippine Federation of the Deaf (PFD) is a non-profit organization whose goals include preserving FSL, encouraging Deaf identities, representing Deaf Filipinos in global settings, and aiding the development of grassroots organizations. [7] They were founded in 1997. [7] They are a member of the World Federation for the Deaf (WFD) and have collaborated with the Philippine Deaf Resource Center (PDRC) to conduct studies on justice equality for Deaf Filipinos. [8] PFD has also collaborated with other empowerment organizations such as Discovering Deaf Worlds (DDW). [9] Their promoted project (USAID Expand Program) on their website trains organizations in management skills, forwarding the member organizations' independence in educating and advocating for their members. [10]

Philippine Deaf Resource Center (PDRC)

The Philippine Deaf Resource Center (PDRC) was founded in 2001. [11] Their main focus is research in the Filipino Sign Language field and how Deafness affects socio-economic standing. [11] They also provide resources for Deaf people and their families and friends, especially telecommunication technology. [11] In 2009, the PDRC created an online corporus for Philippine languages, which included resources, such as religious texts and artistic prose and poems, for the four most common spoken languages (Tagalog, Cebuano, Ilocano, and Hiligaynon) as well as the most common sign language, FSL. [12] This online corporus of Philippine languages is available online on PALITO; it is unknown whether PALITO is available for the public or only researchers. [12]

International Deaf Education Association (IDEA)

The International Deaf Education Association (IDEA) focus on vocational and missionary education for Deaf children on the islands of Bohol and Leyte. [13] In 1991, IDEA was established in the Philippines as a non-profit organization. [14] The only options for support from people across the world are donating to the organization, by sponsoring a child, sponsoring a teacher, or donating straight to the Digital Learning Fund or to the organization as a whole. [15]

Discovering Deaf Worlds (DDW)

Discovering Deaf Worlds (DDW) provides education, encourages advocacy, aims to expand Deaf people's role in society, and building community development skills for Deaf Filipinos. [16] In their past projects, they've focused on finding Deaf Costa Rican advocates to speak out for their Deaf community, giving Indian Deaf Disabled children a chance at new life, and implementing leadership and community building skills in several Indian cities. [17] They also worked with PFD to demand that FSL be declared the national sign language of the Philippines. [18]

Human and civil rights

The Convention on the Rights of Persons with Disabilities (CRPD) was crafted by the United Nations (UN) in 2006 and was effective after 2008. Before the document became effective, the Philippines signed the CRPD in 2007 and ratified it in 2008. [19]

In 2014, the UN released the "List of issues in relation to the initial report of the Philippines." [20] In 2013, the Philippine Coalition on the UN Convention on the Rights of Persons with Disabilities wrote "A Parallel Report submitted to the Committee on the Rights of Persons with Disabilities on the implementation of the Convention in the Republic of the Philippines from 2008-2013. [21] Here is the list of Deaf-related facets from the report in 2013 and 2014:

In 2018, the Committee on the Rights of Persons with Disabilities released the "Concluding observations on the initial report of the Philippines." [22] Here is the list of Deaf-related facets from the report in 2018: [22]

There was also high concern about the lack of a national sign language. [22] This was ameliorated by the passing of legislation RA 11106 in mid-2018, which recognized FSL as the national sign language. [23] This legislation ensured that government transactions are translated into FSL for all, promoted a collaboration for a standard national curriculum in deaf education, encouraged the utilization of Deaf teachers in Deaf education, created a rigorous sign language interpreter training program to ensure adequate interpretation, and enforced the use of FSL in the workplace, judicial settings, hospitals, public transportation settings, and media.

Early hearing detection and intervention

Universal Newborn Hearing Screening (UNHS) is shown to decrease the language delay and language deprivation that is common with deaf and hard-of-hearing (DHH) children. [24] In 2007, the Philippine government started a task force for Newborn Hearing Screening. [25] In 2009, the Philippine government passed the Universal Newborn Hearing Screening and Intervention Act with RA9709. [25] In terms of implementation, otoacoustic emission (OAE) and automated auditory brainstem response (AABR) are the recommended testing methods for newborns in the Philippines. [25]

RA9709

The RA9709, titled "Universal Newborn Hearing Screening and Intervention Act of 2009," is the current legislation that has provisions for UNHS in the Philippines (with some modifications in 2020). [26] The policies especially significant to UNHS are listed below: [26]

Implementation

Generally, healthcare workers in the Philippines feel obligated to alert new parents about the hearing screening tests whether they give birth in a hospital, where it's required, or at home, where it's more difficult to implement. [27] However, there are still limitations in some provinces and rural areas for access to proper technologies or information dissemination techniques that could be remedied. [27]

Interventions

Children have the option to buy hearing aids or cochlear implants. [28] [29] [ better source needed ] Hearing aids can cost anywhere between 35,000 and 280,000 Philippine pesos, [30] while cochlear implants can cost up to 1,200,000 Philippine pesos. [31] The Philippine Department of Education also offers Special Education (SPED) programs in all public schools for children with disabilities. These programs are overseen by the National Council on Disability Affairs.[ citation needed ] Deaf children are provided with access to sign language in their education in the SPED programs of mainstream schools. [32] Many SPED teachers utilize a bilingual approach, teaching students American Sign Language.[ citation needed ]

Higher education

Philippine School for the Deaf Pasay Philippine School for the Deaf main building entrance.jpg
Philippine School for the Deaf Pasay

The Republic Act No. 7277 promotes adequate education for disabled people in the Philippines. [33] This act declares, among other things:

Deaf postsecondary schools

Deaf postsecondary schools in the Philippines
CAP College School for the Deaf [34] DLS-College of St. Benilde [35] Cebu State College of Science and Technology [36] MCCID College of Technology [37]
Location(s)Manila, LuzonManila, Luzon

Antipolo, Rizal

Cebu City, Cebu (main)San Mateo, Rizal
Founded in (year)1989198819111993
Fundedby the Philippine government [38] by the Philippine Government [38] privately [38] privately [38]

CAP College School for the Deaf

Starting off as the CAP College Foundation, the CAP College School for the Deaf prioritizes developing employment skills, advocating for the Deaf community, self-reliance and independence, and improving the socio-economic status of Deaf people. [34]

They offer degrees in: [34]

  • Associate's in Artis in Information Technology, and
  • Bachelor of Science in Business Administration

De La Salle (DLS)-College of St. Benilde

The DLS-College of St. Benilde prioritizes catholic heritage, societal service, and accessibility to education. [39]

They offer multiple undergraduate programs, including: [40]

  • School of Arts, Culture, and Performance
  • School of Deaf Education and Applied Studies
  • School of Diplomacy and Governance
  • School of Environment and Design
  • School of Hotel, Restaurant and Institution Management
  • School of Management and Information Technology, and
  • School of New Media Arts

Cebu Technical University

Previously known as Cebu State College of Science and Technology, Cebu Technological University has nine satellite campuses in Argao, Babag, Barili, Carmen, Daanbantayan, Danao City, San Francisco, Maolboal, and Tuburan. [36] There are also thirteen extension campuses in Balamban, Bantayan, Dumanjug, Ginatilan, Malabuyoc, Naga, Oslob, Pinamungahan, Samboan, San Fernando, San Remigio, Tabogon, and Tabuelan. [36]

Their main campus in Cebu City has multiple undergraduate programs, including: [41]

  • College of Arts and Sciences
  • College of Computer, Information and Communications Technology
  • College of Management and Entrepreneurship
  • College of Engineering
  • College of Education, and
  • College of Technology

Manila Christian Computer Institute for the Deaf (MCCID) College of Technology

The MCCID logo, which symbolizes their three pillars: sign language education, Christian values, and technological studies. Mccidcollege900x900.jpg
The MCCID logo, which symbolizes their three pillars: sign language education, Christian values, and technological studies.

MCCID College of Technology prioritizes sign languages, Christian values, recreational activities, and job assistance. [37]

They offer classes in-person and online in the following programs: [42]

  • Diploma in Arts and Computer Design Technology for the Deaf (DACDT)
  • Diploma in Business Technology for the Deaf (DBT)
  • One-Year Certificate in Sign Language and Interpreting Course (CSLI)
  • Five-Month Computer Software Operation Technology Course (CSOT)
  • Free Deaf Sensitivity Training
  • Online Sign Language Live Tutorials
  • Online Advanced Sign Language Live Tutorials, and
  • Online Filipino Sign Language Live Tutorials

Healthcare

The Republic Act No. 7277 enacts the following health policies: [33]

Health disparities

Deaf Filipinos are more likely to experience sexual assault than any other types of disparity[ clarification needed ]. [20] [21] [22] [43] There has also been a call[ by whom? ] for more accurate research to decrease the number of sexual assaults. [43] Deaf Filipinos are also less likely to be able to report any type of assault, because the National Bureau of Investigation (NBI) considers interpreters a third party, which is classified as hearsay. [43]

Filipinos of all age groups are also more likely to be affected by deafness than higher income countries. [44] Filipinos were also found to have higher incidence of more profound deafness. [44]

The Philippines is known as one of the most disaster-prone nations in the globe, experiencing 8-9 tropical cyclones throughout the summer [45] Deaf Filipinos are also more likely to die in disaster situations than their hearing counterparts. [46] They are unable to speak with emergency medical services provided in the country, and there does not seem to be an emergency medical service specifically for Deaf Filipinos. [46]

Employment

The Republic Act No. 7277, passed in 1992, enacts the following employment and vocational policies in place: [33]

Income

While the RA 7277 protects against discrimination and encourages equal opportunity of Deaf people, the estimated daily income of Deaf Filipinos was around P35.00 and P60.00. [47] In comparison, the estimated daily income of hearing Filipinos at the same time[ when? ] was around P290.73. [48]

Common jobs

Most Deaf Filipinos have blue-collar jobs like garbage scavengers, vendors, sewers (dressmakers), manicurists, masseuses, farmers, jeep barkers, pedicab drivers, carpenters, electricians, or umbrella repairers. [47] Likewise, the National Vocational Rehabilitation Center provides free training for Deaf people in classes like hairdressing, cosmetology, massage, sewing, food processing, computer literacy, and electronics. [47] In order to get high-level white-collar jobs, Filipinos must pass a Civil Service Examination. [47] This exam is written in Filipino, while Deaf education primarily consists of FSL and English. [47]

Language preservation and revitalization

Filipino Sign Language has a mid-sized population, with about 121,000 Deaf native speakers. [2] [49] It is also considered to be a stable language, because FSL is not the primary language used in most educational institutions or workplaces. [49] However, it is used as the primary language in Deaf schools and programs, supplemented by written English. [32] FSL ranks between a 5-6a on the Expanded Graded Intergenerational Disruption Scale (EGIDS) scale. [49]

There are many factors that contribute to the preservation of a language, including documentation, instruction to children and adults, cultural awareness, and national recognition. Here are the Philippines' resources for each factor:

Related Research Articles

<span class="mw-page-title-main">Manila Christian Computer Institute for the Deaf</span> Christian Institute for the Deaf

Manila Christian Computer Institute for the Deaf (MCCID) is a non-sectarian, post-secondary, Christian foundation school for the deaf in the Philippines authorized by the Technical Education and Skills Development Authority (TESDA) to offer non-degree computer and other technical training programs.

<span class="mw-page-title-main">Philippine Federation of the Deaf</span> Non-profit organization

The Philippine Federation of the Deaf, Inc. (PFD) is a non-stock, non-profit organization which caters to the general needs of deaf people in the Philippines.

<span class="mw-page-title-main">Filipino Sign Language</span> Sign language used in the Philippines

Filipino Sign Language (FSL) or Philippine Sign Language, is a sign language originating in the Philippines. Like other sign languages, FSL is a unique language with its own grammar, syntax and morphology; it is neither based on nor resembles Filipino or English. Some researchers consider the indigenous signs of FSL to be at risk of being lost due to the increasing influence of American Sign Language.

<span class="mw-page-title-main">Deaf education</span> Education of the deaf and hard of hearing

Deaf education is the education of students with any degree of hearing loss or deafness. This may involve, but does not always, individually-planned, systematically-monitored teaching methods, adaptive materials, accessible settings, and other interventions designed to help students achieve a higher level of self-sufficiency and success in the school and community than they would achieve with a typical classroom education. There are different language modalities used in educational setting where students get varied communication methods. A number of countries focus on training teachers to teach deaf students with a variety of approaches and have organizations to aid deaf students.

<span class="mw-page-title-main">Varieties of American Sign Language</span> Dialects and descendants of American Sign Language

American Sign Language (ASL) developed in the United States and Canada, but has spread around the world. Local varieties have developed in many countries, but there is little research on which should be considered dialects of ASL and which have diverged to the point of being distinct languages.

<span class="mw-page-title-main">Disability in the Philippines</span>

In the Philippines, disability is one of the social issues affecting a portion of the Philippines' population. To ensure the equality and rights of disabled persons, there are Philippine laws and policies that were passed regarding persons with disabilities (PWDs). There are also numerous non-government associations that seeks to encourage and help improve the wellbeing of people with disabilities.

There are about 357,000 deaf and 3,210,000 hard-of-hearing people in Canada. The country can be split into Francophone and Anglophone regions, and has both French and English as official languages. The majority of Canada is considered Anglophone, while the province of Quebec along with small parts of New Brunswick, Ontario, and Manitoba are primarily French-speaking. The presence of these two main languages and cultures also brings forth different deaf cultures between the two regions. In Francophone regions, the official language used by deaf and hard-of-hearing people is Quebec Sign Language.

In Ireland, 8% of adults are affected by deafness or severe hearing loss. In other words, 300,000 Irish require supports due to their hearing loss.

Estimates of the deaf population in Tunisia range from 40,000 to 60,000 people. These estimates indicate that deaf people make up between 0.3% to 0.5% of the population. The percent of deaf Tunisians can be much higher in isolated communities, ranging from 2% to 8%. The increase in prevalence is attributed to higher rates of intermarriage, geographic isolation, and social traditions. Tunisian Sign Language, abbreviated as TSL or LST, is the most commonly used sign language in Tunisia. As of 2008, TSL's user population is 21,000 signers.

The history of deafness in Iceland includes the history of Icelandic Sign Language (ISL) and its status as the first language of the Deaf, the history of Icelandic Deaf education and Deaf organizations, and the status of hearing screenings in the country.


Deafness in Poland refers to the Deaf communities in Poland and education around their culture and language. Poland has a recorded history of DHH people, dating back to 1817. About 15.1% of Polish people in Poland say they have hearing loss. Polski Język Migowy is the main signed language in Poland.

The Democratic Republic of the Congo has a population of about 1.4 million deaf people out of a total population of about 86.7 million. The World Health Organization (WHO) claims that countries in Sub-Saharan Africa are one of the more greatly affected regions by hard-of-hearing complications, compared to the rest of the world. Deaf people in the DRC are subject to neglect and discrimination by their families and the government, but they are also met with small, various ways of support and charity through international, European, Australian, and American religious, non-religious, and governmental organizations.

According to The Deaf Unit Cairo, there are approximately 1.2 million deaf and hard of hearing individuals in Egypt aged five and older. Deafness can be detected in certain cases at birth or throughout childhood in terms of communication delays and detecting language deprivation. The primary language used amongst the deaf population in Egypt is Egyptian Sign Language (ESL) and is widely used throughout the community in many environments such as schools, deaf organizations, etc. This article focuses on the many different aspects of Egyptian life and the impacts it has on the deaf community.

<span class="mw-page-title-main">Deafness in the Windward Islands</span>

The Windward Islands are a group of islands in the Caribbean Sea that include Dominica, Martinique, Barbados, Saint Lucia, Saint Vincent and the Grenadines, Trinidad and Tobago, and Grenada. A variety of cultures, beliefs, languages, and views of deafness exist on the islands.

South Korea's Deaf population began to come to prominence in recorded history in the late 19th century with the implementation of special education. Since then, they have gained government recognition and legal rights.

In Benin, deafness affects 12,500 people out of their total population of 10 million. Since the late 1900s, there has been a growing emergence of resources, recognition, and support for the deaf people in Benin. The deaf community uses American Sign Language (ASL), Langue des Signes de l'Afrique Francophone (LSAF), and Langue des signes du Bénin. The type of sign and how many people use each remain undocumented. However, in 1994, one of the first LSAF dictionaries was published in Benin.

Deafness in Thailand refers to the population and culture of Deaf Hard of Hearing people in Thailand. Deafness in Thailand includes language emergence, organizations, healthcare, employment, schooling, and civil rights.

Nicaragua's total population is 6,000,000, but a reliable count of the number of deaf people in Nicaragua is difficult to obtain. In 2009, a law was passed in which Nicaraguan Sign Language (NSL) was named as the official language of deaf people in Nicaragua. NSL is a newer sign language that emerged less than 50 years ago when deaf children started attending school. Due to the country's lack of early childhood hearing screenings, hearing loss is often undetected and left untreated. Deaf and hard-of-hearing children often face language deprivation due to the lack of language input they experience until they enter school. There are many schools in different cities in Nicaragua; however, the majority of deaf children throughout the country are not attending school. Deaf and hard-of-hearing people also face struggles when finding employment opportunities. NSL isn't an endangered sign language, but the total number of people who use the language are under 10,000.

Out of nearly 59 million people in Italy, about 3.5 million Italians have some form of hearing loss. Among them, around 70,000 people are severely deaf. The European Union for the Deaf reports that the majority of the deaf people in Italy use Italian Sign Language (LIS). LIS has been an official sign language in Italy since 2021. Italy, among other countries, ratified the Convention on the Rights of Persons with Disabilities (CRPD) and is slowly improving conditions for deaf humans in Italy. Many major organizations in Italy fight for deaf rights and spread awareness to the Italian National Agency for the protection and assistance of the Deaf and Associated Italian Families for the Defense of the Rights of Deaf and Hard of Hearing Individuals (FIADDA). Newborns in Italy also receive universal hearing screenings. Education in Italy is directed towards oralism, although sign language is also used. LIS is a stable language and is used by approximately 40,000 users in Italy.

There is limited information on the extent of Deafness in Haiti, due mainly to the lack of census data. Haiti's poor infrastructure makes it almost impossible to obtain accurate information on many health related issues, not just the hearing impaired. In 2003, the number of deaf people in Haiti was estimated at 72,000, based on a survey provided by the World Health Organization.

References

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  2. 1 2 3 Mendoza, A (October 29, 2018). "The sign language unique to Deaf Filipinos". CNN Philippines. Archived from the original on October 10, 2022. Retrieved October 9, 2022.
  3. 1 2 3 4 5 6 7 8 9 Abbate, L. (2008-04-23). "The Deaf History Reader". Journal of Deaf Studies and Deaf Education. 13 (4): 562. doi: 10.1093/deafed/enn015 . ISSN   1081-4159.
  4. 1 2 Martinez, Dr Liza (2012-12-01). "Primer on Filipino Sign Language". INQUIRER.net. Retrieved 2022-11-13.
  5. 1 2 "Difference between ASL and FSL". Filipino Deaf from the Eyes of a Hearing Person. 2017-08-03. Retrieved 2022-11-13.
  6. ↑ Domingo, Raphael Vergel De Dios (2022). Syntactic Patterns of Interrogative and Negation Constructions of Filipino Sign Language Consultants in the Philippines (Thesis). Gallaudet University. ProQuest   2659234540 – via ProQuest.
  7. 1 2 "Philippine Federation of the Deaf (PFD)". Philippine Federation of the Deaf (PFD). Retrieved 2022-10-10.
  8. ↑ Rioux, Marcia H.; Pinto, Paula C.; Parekh, Gillian (2015). Disability, Rights Monitoring, and Social Change. Canadian Scholars' Press. ISBN   978-1-55130-741-1.
  9. ↑ "About". Philippine Federation of the Deaf (PFD). 2015-12-20. Retrieved 2022-10-10.
  10. ↑ "USAID EXPAND Program". Philippine Federation of the Deaf (PFD). 2015-12-20. Retrieved 2022-10-10.
  11. 1 2 3 "[Featured Site] Philippine Deaf Resource Center -www.phildeafres.org". Human Rights Online Philippines. 2013-01-03. Retrieved 2022-10-10.
  12. 1 2 Dita, Shirley N.; Roxas, Rachel Edita O.; Inventado, Paul (2009). "Building online corpora of Philippine Languages". 23rd Asia Pacific Conference on Language, Information and Computation: 646–653 – via ACL Anthology.
  13. ↑ Deaf Sponsorship - Why Become an IDEA Deaf Sponsor , retrieved 2022-10-10
  14. ↑ "International Deaf Education Association". IDEA Philippines. Retrieved 2022-10-10.
  15. ↑ "IDEA Philippines Inc. | Philippines Deaf Education Association" . Retrieved 2022-10-10.
  16. ↑ "Our Work". Deaf Worlds. Retrieved 2022-10-10.
  17. ↑ "Archived Past Projects". Deaf Worlds. Retrieved 2022-10-11.
  18. ↑ "USAID EXPAND Program". Deaf Worlds. Retrieved 2022-10-11.
  19. ↑ "OHCHR Dashboard". indicators.ohchr.org. Retrieved 2022-10-11.
  20. 1 2 3 List of issues in relation to the initial report of the Philippines. United Nations. 2014. pp. 1–24.
  21. 1 2 3 4 5 6 7 A Parallel Report submitted to the Committee on the Rights of Persons with Disabilities. UN Convention on the Rights of Persons with Disabilities. 2013. pp. 1–55.
  22. 1 2 3 4 Concluding observations on the initial report of the Philippines. Convention on the Rights of Persons with Disabilities. 2018. pp. 1–14.
  23. ↑ "RA 11106 – An Act Declaring The Filipino Sign Language As The National Sign Language Of The Filipino Deaf And The Official Sign Language Of Government In All Transactions Involving The Deaf, And Mandating Its Use In Schools, Broadcast Media, And Workplaces : National Council on Disability Affairs" . Retrieved 2022-10-11.
  24. ↑ Humphries, Tom; Kushalnagar, Poorna; Mathur, Gaurav; Napoli, Donna Jo; Padden, Carol; Rathmann, Christian; Smith, Scott R. (2012-04-02). "Language acquisition for deaf children: Reducing the harms of zero tolerance to the use of alternative approaches". Harm Reduction Journal. 9 (1): 16. doi: 10.1186/1477-7517-9-16 . ISSN   1477-7517. PMC   3384464 . PMID   22472091.
  25. 1 2 3 Rozul, C. D. A.; Gregorio Jr., E. R.; Chiong, C. M. (2022). "Implementation of Newborn Hearing Screening in Rizal, Philippines, and Northern California: Lessons Learned". Acta Medica Philippina. 56 (13).
  26. 1 2 Congress of the Philippines. (2009). Republic Act 9709: An act establishing a Universal Newborn Hearing Screening Program for the Prevention, Early Diagnosis and Intervention of Hearing Loss.
  27. 1 2 Rozul, Carlos Diego A.; Gregorio, Jr., Ernesto R.; Chiong, Charlotte M. (2020-04-30). "Baseline Knowledge, Attitudes, and Practices of Healthcare Practitioners in Rizal Province, Philippines toward Implementing the Universal Newborn Hearing Screening Program". Acta Medica Philippina. 54 (2). doi: 10.47895/amp.v54i2.1504 . ISSN   2094-9278. S2CID   226386122.
  28. ↑ MyMediTravel. "10 Best Clinics for Cochlear Implant in Philippines [2022 Prices]". www.mymeditravel.com. Retrieved 2022-11-14.
  29. ↑ Saul, Karl Gerald. "Hearing Aids". Manila Hearing Aid. Retrieved 2022-11-14.
  30. ↑ "Hearing Aid Price". Active Hearing Center. Retrieved 2022-11-14.
  31. ↑ Garcia, Leony (2018-03-01). "20 years of cochlear implantation in the Philippines: Deaf kids become productive". BusinessMirror. Retrieved 2022-11-14.
  32. 1 2 "Frequently Asked Questions on the Education of Learners with Disabilities" (PDF). Republic of the Philippines Department of Education. 2020.
  33. 1 2 3 "An act providing for the rehabilitation, self-development and self-reliance of disabled persons and their integration into the mainstream of society and for other purposes". Act of 1992 (PDF). Congress of the Philippines.
  34. 1 2 3 "CAP College Online: College for the Deaf". elearning.capcollege.com.ph. Retrieved 2022-11-10.
  35. ↑ "Who We Are". De La Salle-College of Saint Benilde. Retrieved 2022-11-10.
  36. 1 2 3 "History of Cebu Technological University". CEBU Technological University. 2022.
  37. 1 2 "MCCID". MCCID. Retrieved 2022-11-10.
  38. 1 2 3 4 "Directory of Schools for the Deaf in the Philippines". MCCID. 2013-02-08. Retrieved 2022-11-11.
  39. ↑ "WHO WE ARE". De La Salle-College of Saint Benilde. Retrieved 2022-11-10.
  40. ↑ "Undergraduate Programs". De La Salle-College of Saint Benilde. Retrieved 2022-11-10.
  41. ↑ "Curricular Offerings (Undergraduate Studies)". Cebu Technological University. 2022.
  42. ↑ "List of Courses Offered". MCCID. 2018-01-30. Retrieved 2022-11-10.
  43. 1 2 3 Lee, Kira; Devine, Alexandra; Marco, Ma. Jesusa; Zayas, Jerome; Gill-Atkinson, Liz; Vaughan, Cathy (2015-10-15). "Sexual and reproductive health services for women with disability: a qualitative study with service providers in the Philippines". BMC Women's Health. 15 (1): 87. doi: 10.1186/s12905-015-0244-8 . ISSN   1472-6874. PMC   4606556 . PMID   26466892.
  44. 1 2 Newall, John P.; Martinez, Norberto; Swanepoel, De Wet; McMahon, Catherine M. (2020). "A National Survey of Hearing Loss in the Philippines". Asia-Pacific Journal of Public Health. 32 (5): 235–241. doi:10.1177/1010539520937086. hdl: 2263/76651 . PMID   32608243. S2CID   220283961.
  45. ↑ "PAGASA". www.pagasa.dost.gov.ph. Retrieved 2022-11-11.
  46. 1 2 "Why the Deaf and Blind are vulnerable during disasters". RAPPLER. 2015-07-06. Retrieved 2022-11-11.
  47. 1 2 3 4 5 "Legal and institutional circumstances of persons with disabilities in the Philippines CELIA M. REYES, AUBREY DULDULAO TABUGA, AND", Poverty Reduction of the Disabled, Routledge, pp. 31–38, 2014-06-27, doi:10.4324/9781315770222-11, ISBN   9781315770222
  48. ↑ "Average Daily Basic Pay of Wage and Salary Workers by Region, Philippines: 2009-2013" (PDF). Philippine Statistics Authority. 2014.
  49. 1 2 3 "Size and vitality of Filipino Sign Language". Ethnologue. Retrieved 2022-11-11.
  50. ↑ USAID (2021-05-17). "Signs of Inclusion". U.S. Agency for International Development. Retrieved 2022-11-15.
  51. ↑ "RA 11106 – An Act Declaring The Filipino Sign Language As The National Sign Language Of The Filipino Deaf And The Official Sign Language Of Government In All Transactions Involving The Deaf, And Mandating Its Use In Schools, Broadcast Media, And Workplaces : National Council on Disability Affairs" . Retrieved 2022-10-11.
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