Signs of Inclusion
USAID supports creation of Filipino Sign Language dictionary and curriculum
Justine Barcenas’s hands fly over the keyboard and his eyes dart across his laptop screen as he carefully chooses pictures to illustrate the world’s first-ever Filipino Sign Language dictionary that includes different regional dialects.
Creating a dictionary with three regional variations is a difficult task requiring dedication and grit, but that’s exactly why Justine is the perfect person for the job. As a deaf man, Justine understands how having limited documentation of Filipino Sign Language is a huge barrier for deaf students.
“It’s very hard to build a strong language foundation when deaf children have little to no interaction with people who are fluent in Filipino Sign Language,” Justine said.
When Justine was in elementary school, he attended class with hearing children.
“I couldn’t understand the teacher, and the hearing students would often bully me because I would get a low grade on exams,” Justine remembered.
No one in Justine’s school knew Filipino Sign Language. He transferred to a deaf school in fourth grade and learned basic gestures by watching others, but it wasn’t until 2011 that he officially learned Filipino Sign Language. By that time, Justine was working as a teacher’s aide at a deaf school in his home province of Albay.
Filipino Sign Language was recognized as an official language in the Philippines in 2018, but because there was no curriculum or dictionary, hearing teachers struggled to effectively learn the language and communicate with their students.
There are many Filipino deaf role models fluent in Filipino Sign Language, like Justine, who work tirelessly to build deaf Filipino students’ language skills. These deaf adults face barriers in the professional certification process, so they work hard to find other ways to make an impact by volunteering their time in schools and with families.
“I hope that the Filipino Sign Language dictionary will be useful in different schools across the country,” Justine said, eyes dancing with hope. When completed this month, the dictionary will be available in both print and digital formats in the three regional dialects.
The dictionary is one of several inclusive education initiatives made possible by USAID and Resources for the Blind’s (RBI) Gabay: Strengthening Inclusive Education in the Philippines project. The Filipino word gabay translates to “lead,” which is exactly what Justine and his team are doing: leading the way in inclusive education.
Despite the Philippine Department of Education’s efforts to expand special education resource centers, less than 5 percent of children with disabilities in the Philippines are in school. Justine and his team are working to change that.
To make education more accessible to deaf children, USAID and RBI partnered with the Philippine Department of Education to develop the first-ever Filipino Sign Language curriculum, which is being piloted this school year. In preparation, Justine and his team have trained more than 300 teachers and parents in Filipino Sign Language and strategies for teaching deaf learners.
“Before the training, our classes were trial and error because I was unsure of classroom strategies that I used. I’m forever grateful for this training because it completes me as a teacher.” — T. Milareyna Quintana, a teacher for the deaf from the province of Batangas
In advance of the pilot, Justine and his team conducted an Early Grade Reading Assessment for deaf students in 2020. Within the month, Justine and his team had assessed 165 deaf children in three provinces to determine their knowledge of Filipino Sign Language.
With a warm smile, Justine welcomed children into the classroom. One by one, he showed children colorful picture cards and asked them to sign the word to match the picture. Many children were hesitant in their answers, and some did not know Filipino Sign Language at all. But with the patience of one who understands their unique experience and the expertise of a teacher, Justine carefully showed them.
Justine is a living testimony to the life-changing impact of education and has devoted his career to breaking down barriers for children with disabilities. His leadership illustrates the importance of people having a say in policies that affect them.
“Inclusive education for people with all disabilities is essential,” said Justine. “It is important that children with disabilities have equal access to school. We cannot leave them out.”
Despite the challenges they may face, Justine encourages children with disabilities to stay in school.
“Keep studying, continue learning, and pursue your dreams — whatever they may be,” he said. “No matter what, don’t ever give up. We are able!”
About the Author
Christina Butler is a Development Outreach and Communications Writer at USAID’s Mission in the Philippines.
