Manlapaz& courtrooms further disables the Filipino Deafbecause of non-availability.

Manlapaz&
Joseph (2014) stressed that deaf educators has a significant part in the
development of knowledge and skills of its learners,andthey must give quality
instruction to deaf learners andwith that is the qualification and expertise of
the teachers.Student-focused pedagogy should also be rememberedas a requirement
for effective learning.Coaching and collaboration is the best way to educate
deaf students.Still other opts that ateacher to be effective must be expert in
the listening and instructional technologies and techniques that will maximize
the effect for a child with hearing loss.Aside from technological approaches, development
of learning researchers have found that beginswith the cognitive processes of
deaf students.  That explains why auditory
and signing methods are used as foundation of successful learning experiencefor
deaf students.

Undalok
(2015) commented that the Special Education (SpEd) educatorhave a very crucial
part fordeaf learnersthey are the main driver of the educational success of the
students.To beeffective, variations of strategies should be applied.A holistic
system must be made in presenting the lesson. Differenttraining for
professional and paraprofessional handling deaf learners should be given and   assistive technology for sped education
should also be emphasized

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Calbay
(2012) discussed that one of our basic human rights as Filipinosisequal access
to education. However, there were no adequate efforts to push for quality education
for the Deaf students.  The census of
National Statistics Office (NSO) in theyear 2000 was cited as there are 123,000
Deaf Filipinos all over the country.  Many
are living in poverty and almost have no formal education.  Closed caption or inset interpreter in
television news programs and courtrooms further disables the Filipino Deafbecause of non-availability. We are usually unaware of the
local and national issues occurring in different areas of the country.

DEC (2011)
commented that the academic set-up for the deaf in the Philippines has to shiftedfrom
exclusive to inclusive education.  This
is happening despite of challenges taking place in the area of special
education and the situation of deaf learners.Without proper preparation and
facilities deaf learners are not put in the regular classes.There are some deaf
students placed in the regular classes without sped teachers or interpreter so
to speak.This is a serious concern that should be looked into.Like many
educational institutions in other countries, deaf students in public schools of
the Philippines endure the use of artificial sign systems, sign supported
speech and oral methods with very little to no opportunities to express their
frustration, difficulty and dislike with such methods.  As of the moment, precious learning that
could spell the students success are missed and they lag behind their hearing
peers.

Clemena
(2008)stated that a common concern raised by the groups is
socio-psychological—the lack of understanding of the psychology of deafness,
the need for immediate linkage with theDeaf community to provide interaction
opportunities for the Deaf children and supportfor their parents, the need for
guidance and counseling services, especially in schoolswith mainstreaming
programs, and the very low self-esteem of the Deaf.At the core of the problems
in Deaf education are the unresolved issues oflanguage and communication. The
lack of research on FSL and the culture of deafness,the lack of materials on
FSL, the absence of policies on the use of sign language inthe classroom, and
the diverse levels of signing skills of teachers and interpreters haveled to
problems in the literacy skills of Deaf students. These also explain the
restrictedaccess of the Deaf to postsecondary education and, consequently, to
employment opportunities.  Another
serious flaw of Deaf education is that it has not developed a system
ofconsultation with Deaf adults who could provide valuable feedback on the
relevanceand effectiveness of the educational interventions and strategies.
There is also a lack ofopenness in public schools to the hiring of more Deaf
faculty and counselors whocould serve as role models for the Deaf students.
Still another concern is the lack of an organized form of support services for
theDeaf who are placed in predominantly hearing classrooms. Among the services
thatshould be provided are: competent interpreting, seminars and workshops to
tackleadjustment problems, parent education classes, and orientation sessions
for teachers tohelp them better understand the Deaf learners.

 

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