Super Typhoon Odette hit the island of Visayas last December 16, 2021. With this, therapy services and basic needs were not met by the people. The interns of Cebu Doctors University (CDU) Speech Language- Pathology (SLP) Cares Clinic (CSCC) have created a project aimed to assess the impact of Typhoon Odette, especially for Persons with Disabilities (PWDs), and to generate a plan that cultivates preparedness in case another disaster comes.
The respondents of this study were 31 clients of CDU SLP Cares Clinic. The areas looked into were the lives, infrastructures, basic needs, communication, therapy sessions/rehabilitation, disaster readiness, and disability inclusion. The study concluded that clients in CSCC are generally prepared for a disaster but not specifically catered to PWDs. It is recommended to empower the participation of the PWDs and their families in the disaster preparations to make the plans inclusive.
Written by: Giann Marie C. Baguio, John Dave V. Baring, Mara Yreca C. Buzon, Ed B. Capuras Jr., Shawnae Desiree B. Daquiado, Matthew T. Isagan, April Rogeann V. Legaspina, Sushmita B. Nombre, Dasha Shannen T. Pacifico, Patricia Nicole Q. Rodriguez, Katrina Uriel R. Secretaria
Department of Speech-Language Pathology Interns, Cebu Doctors’ University, Philippines
Noong ika-anim ng Marso 2022, ang mga estudyante at propesyonal na Speech Language Pathologists (SLP) ay nagtipon-tipon sa Zoom upang ipagbunyi ang taunang SLP Friendship Day. Ang tema, Sinag: Magiting na Paglalakbay Tungo sa Dakong Itinuro ng Aguhon ay tinernuhan ng mga host mula sa De La Salle Medical and Health Science Institute (DLSMHSI) ng tradisyonal na kasuotang Pilipino. Kasama ang mga taga-Unibersidad ng Pilipinas (UP), Unibersidad ng Santos Tomas (UST) at Cebu Doctors’ University (CDU).
Ating balikan ang mga kaganapan sa pagtitipon na ito. Sinimulan ito ng welcome remarks ni Bb. Kathy Reyes, ang Program Director ng DLSMHSI. Tinalakay niya ang pagkakaisa patungo sa iisang layunin na makapaghatid ng serbisyong dekalidad sa mga mamamayang Pilipinong may kapansanan.
Isa sa mga pinaka-inaabangang parte ng Friendship Day ay ang mga talk mula sa iba't-ibang propesyonal na nasa larangan ng speech pathology. Ang mga naunang tagapagsalita ay sina Hon. Maria Eusebia Catherine Sadicon, CSP-PASP, ang kasalukuyang chair ng Professional Regulatory Board of Speech Language Pathology (PRB-SLP) at si Bb. Tinnah Marie B. Balazuela, CSP-PASP, ang kasalukuyang presidente ng Philippine Association of Speech Pathologists o PASP. Tinalakay nila ang mga pagsisikap ng PASP at PRB-SLP tungo sa pagpapalawig ng komunidad ng mga SLP sa ating bansa at ang mga plano para sa kinabukasan ng ating propesyon. Kabilang dito ang paparating na licensure exam, pagbibigay ng dekalidad na serbisyo sa gitna ng pandemya, at ang planong pagbubukas ng programa ng BS Speech Pathology sa iba pang paaralan. Binigyang-diin nila na bago maglingkod sa labas ng Pilipinas, sana ay unahin nating paglingkuran ang ating bayan.
Matapos parangalan ang dalawang naunang tagapagsalita, ibinahagi ni G. Arden Bernard L. Asuncion, isang inspirational speaker at self-advocate para sa kamalayan, empowerment, at inclusive workplace ng mga persons with disabilities (PWD), ang kanyang kwento bilang isang taong may Autism Spectrum Disorder at kung paano sinuportahan ng mga speech pathologist. Ipinaabot niya ang kanyang pasasalamat sa propesyon at kung paano nito nabigyang pagkakataong marinig ang kaniyang boses. Pinaalala niya na lahat ng paghihirap at pagsisikap sa pag-aaral ay parte ng isang mahalagang paglalakbay bilang isang speech pathologist.
Mga Tagapagsalita sa Unang Bahagi ng Programa ( From left to right: Hon. Sadicon, Bb. Balazuela, G. Asuncion)
Ang ikaapat na nagbahagi ay si Bb. Rebecca Faith L. Coates isang alumni mula sa DLSMHSI. Bilang isa sa mga bago sa larangan na nabigyan ng pagkakataon na makapagsalita sa pagdiriwang, nagbahagi siyang limang lesson para sa mga nagsisimulang SLP bilang inspirasyon. Ilan dito ay pagkakaroon ng praktikal na ekspektasyon sa sarili, pagkatutong kilalanin ang mga maliliit na tagumpay, patuloy na pagpapalawig ng kaalaman, at ang kahalagahan ng pagtatanong at paghingi ng tulong bilang paraan ng pagbuo ng tiwala sa isa’t-isa. Kaniya ring binigyan diin ang importansya ng work life balance tungo sa magandang kalidad ng buhay upang mas marami pang matulungan. Lahat ng ito ay kanyang tinapos sa isang paalala na kinakailangan natin ng gabay mula sa mga importanteng tao sa ating buhay kagaya ng ating pamilya, mga kaibigan at lalo na ang Diyos.
Ang huling tagapagsalita naman ay siyang boses ng mga estudyante. Si G. Carl Leann A. Lora ang founding at kasalukuyang presidente ng Speech-Language Pathology Students’ Association of the Philippines (SLPSAP). Kaniyang ipinaliwanag na tulad ng kanilang acronym: Solidarity, Leadership, at Passion (SLP), layunin ng SLPSAP na tipunin ang mga estudyanteng SLP sa Pilipinas. Sa kanyang pag-unlak ay ibinahagi niya rin ang mga proyekto ng SLPSAP tulad ng ResoNation, Tugon SLP, at SPread the Word.
Mga Tagapagsalita sa Unang Bahagi ng Programa ( From left to right: Bb. Coates, G. Lora)
Ang pangalawang bahagi ng programa ay binubuo naman ng samu’t saring palaro, kwentuhan at pagpaparangal sa mga nanalo. Hindi lamang iyon, nagkaroon din ng mga intermission number kung saan ipinamalas ng mga estudyante ang kanilang talento sa pagkanta.
Bilang pagtatapos, ibinahagi ni Bb. Krizzval Espiritu ang kahalagahan ng pagkakaroon ng SLP Friendship Day na humihinok sa mga mga estudyante mula sa apat na mga unibersidad na magbuklod-buklod bilang mga hinaharap na speech therapist sa Pilipinas, ipinahayag rin niya ang kanyang pagnanais na ang bawat isa’y magkita-kita na sa personal. Gayundin, binigyang diin ni Gng. Christine Medina-Chin, CSP-PASP, DHPED na ang tunay na pakay ng programang ito ay upang maikonekta ang mga SLP na estudyante mula sa iba’t ibang lugar sa bansa. Hindi niya rin pinalampas ang pagkakataon na ito upang mapasalamatan ang mga organizers, sponsors at maging ang mga nagsipagdalo. Natapos ang programa sa kanyang paalala na naway hindi mawala ang ningas ng pagkakaibigan upang patuloy na makabuo ng matibay na komunikasyon hindi lamang sa propesyon maging sa bawat isa.
Isinulat nina: Martin Arzadon, Richelle Asis, Vyella Salao, Jean Tolentino
On March 11, 2022, RA 11650: An Act Instituting a Policy of Inclusion and Services for Learners with Disabilities in Support in Inclusive Education, Establishing Inclusive Learning Resource Centers of Learners with Disabilities in all School Districts, Municipalities and Cities, Providing for Standards, Appropriating Funds Therefor, and For Other Purposes was approved and signed into law.
What is RA 11650 all about? This law states that all public schools nationwide are required to identify learners with special needs and provide these learners with free basic and quality education. It also mandates that all cities and municipalities have at least one Inclusive Learning Resource Center (ILRC). An ILRC is a physical or virtual center that provides teaching and learning support through appropriate, accessible, and gender-sensitive materials.
This is in line with the country's efforts to eliminate barriers that prevent learners from reaching greater heights through accessible and quality education. This applies to all learners, with or without disabilities.
How will full implementation of this law contribute to public education in the Philippines? Learners with disabilities are often overlooked in public education. This results in low academic competence for these learners, making them less able to live full and meaningful lives. The law provides the resources to allow students with disabilities to be provided with individualized learning programs based on their current skills and needs, within the school setting.
Speech-language pathologists, occupational therapists and other professionals are needed to support the efforts of each ILRC. Implementation of the law mandates salaries and other benefits for these therapists.
Filipino SLPs share the responsibility of promoting public awareness regarding the conditions that challenge the ability of learners with special needs to communicate. With the passing of this law, the SLPs can play an important role in implementing the act nationwide, such as taking part in creating course outlines for subjects that aim for inclusion, contributing to materials that are available in the ILRCs, and ensuring the access to information of learners with disabilities through different types of media. The active involvement of SLPs in these programs will hopefully also make way for the practice of school-based SLPs in the Philippines, making it easier for children in school to receive needed support.
It is true that it may not be easy to achieve full implementation. The Philippine education system in general is in need of resources in order to effectively provide primary and secondary education to Filipino children. This additional effort to respond to children with special needs within the school system is a further demand. Is it worthwhile? The law fosters a more inclusive society, in which disability is not seen as a barrier but a strength. And it makes it possible to provide a holistic learning environment for every Filipino student. The law influences the development of a more inclusive educational system that addresses every child’s right to equitable and quality education, particularly learners with disabilities. It is a milestone in the Philippine education system.
Kudos to our legislators. We look forward to the full implementation of RA 11650.
ChildHope Philippines. (2021, September 1). Education Issues in the Philippines: The Ongoing Struggle. https://childhope.org.ph/education-issues-in-the-philippines/
Official Gazette. (2022, March 11). Instituting a Policy of Inclusion and Services for Learners with Disabilities in Support of Inclusive Education Act 2022. https://www.officialgazette.gov.ph/downloads/2022/03mar/20220311-RA-11650.pdf
Save the Children. (n.d.). Save the Children Statement on the Enactment of RA 11650: Inclusive Education. https://www.savethechildren.org.ph/our-work/our-stories/story/save-the-children-statement-on-the-enactment-of-ra-11650-inclusive-education/
Audience: General Filipino Public
Isa sa dalawang video na matatagpuan sa YouTube channel ng Philippine Association of Speech Pathologists (PASP) para sa proyektong Dinig Tinig ay ang ‘Ang Problema sa Pandinig’.
Pinag-uusapan sa maikling video na ito kung ano ba ang hearing loss, ang iba’t ibang klase ng hearing loss at ang mga epekto nito sa lenggwahe o kakayahan sa pag-intindi at pagsasalita ng mga bata o indibidwal na may problema sa pandinig.
Ano ang hearing loss at mga uri nito?
Ayon sa nabanggit na video ang hearingloss o problema sa pandinig ay nakakaapekto sa abilidad ng isang tao na marinig ang mga tunog sa kanyang kapaligiran. Ang mga kadalasang sanhi nito sa mga bata ay genetics, ibang mga sakit o impeksyon, o kaya naman ay trauma sa tainga na sanhi ng malakas na tunog. Sa pag-aaral nina Dr. Charlotte Chiong (2013), isang otolaryngologist na kasalukuyang Dekana ng Kolehiyo ng Medisina ng Unibersidad ng Pilipinas sa lungsod ng Maynila, kada araw walong bata ang pinapanganak na may profound hearing loss.
Upang mas maintindihan natin kung ano ang hearing loss, narito ang diagram ng ating tainga. Ito ay nahahati sa tatlong parte: ang outer ear, middle ear at inner ear:
Anatomy of an ear by DAPA Images (2019). Source: Canva Design (Education).
Outer Ear Middle Ear Inner Ear
Kapag ang outer o middle ear ang naapektuhan, ito ay tinatawag na conductive hearing loss. Kapag ang inner ear ang naapektuhan naman, ito aytinatawag na sensorineural hearing loss. Kapag naman pinagsamang outer at inner earsang naapektuhan, ito ay tinatawag na mixed hearing loss.
Gayundin, may iba’t ibang lebel ng hearing loss. Ito ay maaaring maging mild, moderate, moderately severe, severe, at profound ayon sa gaano nabawasan ang kakayahang pandinig. Upang maranasan ninyo ang halimbawa ng palala na palalang hearing loss, panoorin ang Hearing Loss Simulation - What's It Like?
Ang hearing loss ay maaaring makaapekto sa isa o magkabilang tainga. Ito ay tinatawag na unilateral hearing loss kapag isang tainga lamang ang apektado at bilateral hearing loss naman kapag ang parehas na tainga ang apektado.
Paano ito nakakaapekto ng buhay ng bata at ano ang mga maaaring gawin?
Maaaring may naririnig ang bata ngunit malabo ang tunog ng mga salita kapag may kumakausap sa kanya. Dahil dito, ang kahinaan sa pandinig ay maaaring makaapekto sa pagbigkas ng mga tunog, sa pagsasabi ng mga balarila(grammar), at sa pagbasa. Upang matulungan ang bata na mas makarinig, maaari siyang gumamit ng hearing aid (e.g., behind-the-ear, bone conduction) o malagyan ng cochlear implant depende sa uri (type), grado (grade) ng hearing loss, at sa rekomendasyon ng otologist (ear doctor) o audiologist (specialist sa pandinig) pati na rin ng speech therapist.
Magandang maagapan ng maaga ang problema sa pandinig. Ipinapatupad sa komunidad ang pambansang pagpapatupad ng pagsusuri sa pandinig ng bawat bagong panganak na sanggol(Newborn Hearing Screening Program, 2009) upang maagapan kaagad ang pagkakaroon ng hearing impairment o hearing loss at mabigyan ng karampatang diagnosis at lunas ang mga sanggol na maaaring magkaroon nito.
Ang mga sanggol na napag-alamang may kahinaan sa pandinig ay nabibigyan ng agarang rekomendasyon tungkol sa angkop na aksyon upang matulungan sila na maranasan ang tipikal na des-arolyo o development sa pandinig.
Alinsunod sa pagtutok nito, maaaring sundin ang mga susunod. Tutukan ang anak sa pag-abot ng mga milestones at suriin kung angkop ba ang kasalukuyang kakayahan sa kanyang edad. Maaaring tignan ang hearing milestones na ito mula sa Hearing First (2020). Isang paalala na ang datos sa nabanggit na hearing milestones ay gabay lamang at maaaring maging iba sa des-arolyo o development ng isang batang Pilipino. Kung napapansin na ang anak ay may kahirapan sa pandinig o hindi angkop ang kanyang milestones sa edad, mabuting kumonsulta sa isang ENT na doktor at sa isang clinical audiologist upang maiging masuri ang kanyang pandinig. Kung gumagamit na ng hearing aid o cochlear implant ay mahalagang regular na kumonsulta sa inyong doktor para sa napapanahong resulta ng hearing tests. Palaging isuot at gamitin ang hearing aid para lalong masanay makinig ang bata. Ang speech therapy ay nakakatulong rin sa batang may kahirapan sa pandinig. Layon ng isang speech therapist na gumanda ang kakayahan ng batang makinig gamit ang hearing aid at mas makipag-usap sa mga tao gamit ito.
Ang pagkakaroon ng hearing loss ay hindi dapat ikatakot ng mga tao. Marami nang mga paraan upang makakuha ng impormasyon na makatutulong sa kalagayan ng isang batang may kapansanan sa pandinig. Ang pag-alam ng depinisyon, uri, at pagkalala ng hearing loss ay mahalaga upang mapangalagaan ang pandinig ng mga bata na maaaring magkaroon o mayroong hearing loss. Ang pagkonsulta at patuloy na pakikipagtulungan kasama ang inyong audiologist at speech therapist ay mas mapabubuti ang pandinig ng isang batang may kahinaan sa pandinig para makamit ang kanyang nararapat na des-arolyo o development. Importante na ang mga pamilya at propesyonal ay maging aktibo at magtulungan sa pagtaguyod ng maagang pagtuklas ng problema ng pandinig katulad ng pagkuha ng newborn hearing screening at pagkamit ng tamang interbensyon. Maraming klase ng interbensyon ang maaaring irekomenda para sa isang indibidwal na may problema ng pandinig kaya importante na patuloy na makipagtulungan sa audiologist at speech therapist upang mabigyan ng tamang oportunidad na mapabuti ang komunikasyon, partisipasyon at kalidad ng pamumuhay ng isang batang may kahinaan sa pandinig bilang parte ng kanyang komunidad.
Maaaring puntahan ang mga link na ito para sa mga karagdagang impormasyon:
Newborn hearing screening process → https://doh.gov.ph/health-programs/newborn-hearing-screening-program
Mga hearing centers at hearing clinics sa buong bansa → http://tinyurl.com/filipinohearoes
Catangay-Ombao, J. (March 7, 2022) Personal Communication. Content suggestions and grammatical revisions.
Chiong & Santos-Cortez. (2013). Cost-analysis of universal newborn hearing screening in the Philippines. Acta Medica Philippina, 47(4).
DAPA Images. (2019, February 28). Anatomy of an ear [Graphic]. Canva. https://www.canva.com/media/MADS49m1ziE
Hearing First (2020). Development Milestones Birth to Eight Years [PDF]. https://hearingfirst.org/-/media/files/downloadables/hf-milestones-09062017.pdf
Hearing Healthcare Centre. (2017). Hearing Loss Simulation - What's It Like? [Video]. Retrieved 4 March 2022, from https://www.youtube.com/watch?v=PbBZjT7nuoA
Philippine Association of Speech Pathologists. (2022). Problema sa Pandinig [Video]. Retrieved 4 March 2022, from https://www.youtube.com/watch?v=kp4Z3uVZkfg.
Isinulat nina: Wincarylle Floresta, Patricia Llavore, Jana Sabado
Accessibility is the ease of access to facilities and resources that persons with disabilities need to perform their daily activities and function in society (United Nations, 2006). This is important for speech-language pathologists as we advocate for the rights of persons with communication and swallowing disorders. Our goal is that their quality of life as members of our society improves. This entails information dissemination and making service delivery more accessible to them and their families.
Currently, online platforms have become a predominant mode of interaction. Some may experience limitations such as limited readability (e.g., font face and size). Ease of use and navigation of online information and the internet for persons with disabilities (WHO, 2013) is needed on online platforms such as ours, the Philippine Association of Speech Pathologists’ (PASP) website.
Hence, PASP has recently equipped this website with an accessibility widget in line with our vision: “effective communication and safe swallow for all Filipinos.” All Filipinos, regardless of their condition or socioeconomic status, are entitled to access information regarding normal communication and normal swallowing to inform their personal decisions. The accessibility widget launched on the PASP website is from UserWay, free of charge and easy-to-use.
The features of the accessibility widgets:
The website has also equipped its “scroll to top” button for easier redirection to the top of a page when reading.
United Nations. (2006). Article 9 – Accessibility. Convention on the Rights of Persons with Disabilities. Treaty Series, 2515, 3. https://www.un.org/development/desa/disabilities/convention -on-the-rights-of- persons-with-disabilities/article-9-accessibility.html
UserWay Inc. (2022). The UserWay accessibility widget. UserWay. https://userway.org/widget
WHO | World Health Organization (2013). Disability: What is E-accEssibility? https://www.who.int/news-room/questions-and-answers/item/what-is-e-accessibility
Written by: Wincarylle Floresta, Patricia Llavore, Jana Sabado
Sa mahigit 7,600 na mga isla sa Pilipinas, hindi nakapagtatakang mayaman ito sa samu’t saring wika at kultura. Sa katunayan, may tinatayang 180 na lenggwahe sa bansa (Eberhard et al., 2021; Komisyon sa Wikang Filipino, 2016). Ang araw na ito ay isang oportunidad upang mapalawig at mapaunlad pa ang edukasyon at pagkatutong multilinggwal o mas kilala bilang Mother-Tongue Based Multilingual Education (MTB-MLE). Bilang eksperto sa komunikasyon, tayong mga speech language pathologists (SLPs) ang isa sa mga tagapagtaguyod nito sapagkat ang bawat pasyenteng nakikinabang sa ating serbisyo ay may natatanging karanasan, pinanggalingan, at sariling wika. Sa ngayon, nangangailangan pa ng malawak na kamalayan at mga kagamitan para ganap na maging buo ang edukasyong multilinggwal sa mga paaralan at sa bawat komunidad. Ipinagdiriwang ng UNESCO ngayong ika-21 ng Pebrero ang International Mother Language Day na may temang “Paggamit ng teknolohiya para sa edukasyong multilinggwal: Mga pagsubok at oportunidad” (Using technology for multilingual learning: Challenges and opportunities). Kinikilala ngayong araw na ito ang papel ng teknolohiya sa pagsusulong ng edukasyong multilinggwal at paglago ng kalidad na edukasyon at pagkakatuto.
Sa pagdiriwang ng araw na ito, maaaring pag-isipin ang tanong na: Bakit mahalagang itaguyod natin ang multilinggwal na pagkatuto bilang mga SLPs at bilang mamamayang Pilipino?
Sa dami ng mga lenggwahe sa bansa, ang pagpapahalaga sa multilinggwal na pagkatuto ay paraan upang palaganapin ang pagtanggap at paggamit ng mga ito. Lahat ng indibidwal ay may karapatan sa pagkaunawa at pagpapahayag ng sarili (United Nations, 2006; United Nations, 1948). Kung lilimitahan natin ang komunikasyon sa mga opisyal na wika lamang, hindi mabibigyan ng hustisya ang iba pang mga wika at tagapagsalita nito na mayroon din namang natatanging kultura at identidad. Ang mga ito ay importanteng konsiderasyon sa pagiging sensitibo sa kultural at lingguwistikong pangangailangan ng bawat indibidwal. Gayundin, ang pagkakaroon ng mahigit sa isang wika ay nakabubuti sa pagpapalawak ng perspektibo at mga konsepto ng mga bata habang lumalaki sapagkat may paglilipat ng mga karanasan at kaalaman mula sa pangunahing wika papunta sa pangalawang o iba pang wika na mayroon sila (Latorre et. al., 2017; Cummins, J., 2005).
Bagaman kanais-nais na pangarap ang makapaghatid ng serbisyo sa karamihan ng nangangailangan nito, kakaunti tayong mga SLPs na maaaring may kaalaman sa wikang natatangi sa isang indibidwal o bata kumpara sa bilang ng mga na nangangailan ng serbisyo sa kanilang natatanging lenggwahe. Dahil sa sitwasyon na ito at dahil sa karamihan din ng populasyon natin ay bilinggwal o multilinggwal, mahalaga ang papel at partisipasyon ng pamilya sa terapi (Cheng, et. al, 2002). Gayundin, mahalagang punan ang mga kakulangan sa kaalaman at kamalayan ng publiko. Ilan sa mga napag-usapan ay ang pagpapahalaga sa karapatang pangkomunikasyon sa pamamagitan ng pagiging sensitibo sa kultural at lingguwistikong karanasan ng bawat indibidwal, at ang benepisyo ng pangunahing at pangalawang wika sa des-arolyo o development ng isang bata. Lalo na sa panahon ng pandemya kung saan madalas nasa bahay at halos online ang nagiging interaksyon kasama ang iba, ang pagtangkilik sa pangunahing wika ng pamilya at ng bata ay importante upang bumuti ang language development ng bawat bata o ang kakayahan nilang makipag-usap at makipag-ugnayan sa ibang tao.
Alinsunod dito, isa sa mga kailangang tugunan ay kung paano maisusulong nang mabisa ang multilinggwal na pagkatuto sa ganitong uri ng setup. Masasabi natin na ang kasagutan ay mababatid sa pamamagitan ng tatlong mahahalagang aspeto. Una, ang pagpapalawak ng kaalaman ukol sa wika bilang karapatang pantao; ikalawa, ang pagbibigay ng inklusibong impormasyon sa publiko; at pangatlo, ang pagsasanay na maging sensitibo tuwing nakikipag-ugnayan sa kapwa.
Ilan sa mga magpapalawak ng ating kaalaman ay ang pagbabasa ng mga dokumento katulad ng MTB-MLE at MTB-MLE primer. Ipinauunawa nito na ang wika ay isang karapatang pantao anuman ang gulang, kultura, at komunikatibong kapasidad. Kapag sapat na ang ating panglingguwistikong kamalayan at kaalaman, makagagawa tayo ng mga kongkretong aksyon tungo sa pagsuporta ng multilinggwal na pagkatuto at makapagbibigay tayo ng mahahalagang impormasyon sa publiko gamit ang iba’t ibang wika o diyalekto ng bansa. Isang magandang halimbawa ay ang nalikhang produkto na “SuperBata COVID-19 Infographics” (CNN Philippines, 2020) ng UP Manila College of Allied Medical Professions kung saan ang mga batang Pilipino ay natuturuan tungkol sa COVID-19 gamit ang iba’t ibang lenggwahe ng Pilipinas. Sa pagbabasa rin ng mga nasabing dokumento ay nagiging mulat tayo sa kanya-kanyang pinagmulan ng ating mga kliyente, gayundin ng kanilang pamilya, at maaayon natin ang pakikipag-usap natin sa kanilang konteksto.
Hindi maipagkakaila na ang malawak na kaalaman sa multilingual learning ay epektibong pamamaraan ng pakikisalamuha. Nararapat lamang na bigyan ito ng masusing pansin hindi lamang dahil sa ito ay nakakatulong sa language development, kung hindi nakatutulong din ito sa pagpapalaganap ng kamalayan at pag-unawa sa karapatan at kahalagahang pangwika.
Cheng, W., Olea, T. & Marzan, J. (2002). Speech-Language Pathology in the Philippines: Reflections on the Past and Present, Perspectives for the Future. Folia phoniatrica et logopaedica : official organ of the International Association of Logopedics and Phoniatrics (IALP). 54. 79-82. 10.1159/000057920.
CNN Philippines [@cnnphilippines]. (2020, March 20). LOOK: The UP College of Allied Medical Professions (Community-Based Rehabilitation) creates an inforgraphics for children on #COVID19 available in different languages | @TristanNodalo [Tweet; thumbnail link to article]. Twitter. https://twitter.com/cnnphilippines/status/1240931417409773568?s=20&t=_zAUVVHUOWphT0qT3X2n1Q
Cummins, J. (2005). A Proposal for Action: Strategies for Recognizing Heritage Language Competence as a Learning Resource within the Mainstream Classroom. The Modern Language Journal, 89(4), 585–592. http://www.jstor.org/stable/3588628
Eberhard, D.M., Simons, G.F., & Fennig, C.D. (eds.). (2021). Ethnologue: Languages of the world (24th ed.). SIL International. https://www.ethnologue.com/country/18-165
Enhanced Basic Education Act of 2013, Rep. Act No. 10533, (May 15, 2013) (Phil.), https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/Komisyon sa Wikang Filipino. (2016). Introduksiyon. https://kwf.gov.ph/introduksiyon/
Latorre, A., Rivera, A. K., Quitiquit, P., & Antonio, C. (2017). A Review of Policies Relating to Speech and Language Development of Children in the Philippines. Philippine Journal of Health Research and Development. (21)1, 48-53. https://www.researchgate.net/publication/330506385_A_Review_of_Policies_Relating_to_Speech_and_Language_Development_of_Children_in_the_Philippines
Lopez, D. (February 11, 2022) Personal Communication. Grammatical revisions.
Rosero, M. (February 18, 2022) Personal Communication. Suggested references and revisions.
Nolasco, Ricardo. “For Comment: Revised MLE Primer.” Multilingual Philippines, 22 Aug. 2010, mlephil.wordpress.com/2010/08/23/for-comment-revised-mle-primer/.
United Nations. (2006). Article 21. Convention on the Rights of Persons with Disabilities. Treaty Series, 2515, 3. https://www.un.org/development/desa/ disabilities/convention-on-the-rights-of-persons-with-disabilities/article-21-freedom-of-expression-and-opinion-and-access-to-information.html
United Nations. (1948). Article 19. Universal Declaration of Human Rights. https://www.un.org/sites/un2.un.org/files/udhr.pdf
The 25th of December marks a special celebration which many people await. It has been tagged as the season to be jolly or even the most wonderful time of the year. More importantly, it is a time to exude the spirit of giving and family, to knit people together, and to send a message of love to others.
The past two years has certainly been difficult for everyone; the 2020-2021 officers of the Philippine Association of Speech Pathologists (PASP) are no exception to that. However, the restrictions brought about by COVID-19 at the start of their term did not stop them from achieving one milestone after another. Helping Filipino speech-language pathologists transition to teletherapy, generating communication boards for COVID-19 patients, conducting the first PASP online convention, and collaborating with international institutions—these are only a few among the many achievements of the association. Together, they have gone through the unique experience of navigating their way through a pandemic and keeping their determination to serve and advocate for the profession and its constituents.
Before we celebrate the festivities of the holiday season with our loved ones, the outgoing PASP officers would like to extend their gratitude for all the love and support they have received throughout their term. Watch the video below to hear them talk about their experiences as an officer during the past two years and why they are thankful to have gone through all those challenges and victories with a family as tight-knit as theirs.
Have a wonderful holiday season, everyone!
It started with Tugon SLP (speech-language pathology)—a collective movement of SLP students against COVID-19. Carl Lora, a then first-year SLP student who co-founded the initiative, had just envisioned a national organization to unite speech pathology students in the Philippines. A year later, the Speech-Language Pathology Students’ Association of the Philippines (SLPSAP) was officially launched.
SLPSAP is the national organization for SLP students in the Philippines. Its main goal is to instill solidarity, leadership, and passion among speech pathology students from the four universities offering the course(University of the Philippines Manila, University of Santo Tomas , De La Salle Medical and Health Sciences Institute, and Cebu Doctors’ University). Overall, SLPSAP’s objectives, vision, and mission reflect the organization’s aim: to provide an avenue for its members to build strong relationships with SLP students across the country and develop love for service.
At present, the Executive Board (EB) of SLPSAP is composed of seven members—Carl Lora (President), Tish Canlas (Vice President for Internals), Amelia Luna (Vice President for Externals), Kristel Galeos (Secretary), Kimberly Zuñiga (Auditor), Noah San Pablo (Treasurer), and Maxinne David (Public Relations Officer). In an interview with them, the officers talked about their respective roles and motivation to join SLPSAP’s EB. Noah and Tish shared their desire to take part in a cause that will help people become more knowledgeable of speech pathology. Tish added, “I want people to realize that no matter how small our community is, we’d be able to create these big changes and big differences in the world.” Kim also mentioned how joining the EB has helped her step out of her comfort zone. She gained more confidence in herself and her capabilities as a student leader. When asked about their relationship with each other, Amelia stated that they are a close-knit barkada supporting each other in both organizational and personal matters. Maxinne attested to this, describing their relationship as a “mighty bond.”
The Speech-Language Pathology Students’ Association of the Philippines Executive Board 2020-2021
Row 1, L-R: Carl Leann Lora, Maxinne Catrisha David, Kristel Andrei Galeos, Kimberly Callista Zuñiga; Row 2, L-R: Noah Emmanuel San Pablo, Amelia Cecilia Luna, Margarette Tish Canlas
In terms of advocacies, SLPSAP is firm in having a significant impact on the number of SLPs in the country. There is still a need for speech therapists, especially in underserved settings, with only 714 members (as of December 11, 2021) listed in the Philippine Association of Speech Pathologists (PASP) directory. As such, the organization wants to “market the profession” and encourage more students to consider taking up speech pathology as a degree program. Aside from this, the group advocates for the awareness of concomitant conditions and specific disorders faced by SLP clients. Spreading the word on events like Stuttering Awareness Day is a way the members thought of to fulfill this advocacy. Moreover, Carl mentioned that the organization desires to continue the work done through Tugon SLP. They aim to reach out to communities that do not have access to therapy services.
While the EB did not reveal specific details about their campaigns and events during the interview, they mentioned that these will all aim to showcase what SLPSAP is all about. A sneak peek of their upcoming projects can be found on their social media pages. They also shared their insights regarding the future of the organization. Internally, they hope to have a more organized and well-established system. SLPSAP also envisions growth in the number of members, especially if additional colleges and universities offer an SLP program. Aside from this, they expect to complete the remaining positions in their organizational structure (i.e., other executive committee roles, co-adviser). Externally, the EB sees the organization gaining more recognition since it is still in its pioneering years. They hope that SLPSAP will be affiliated with SLP-related organizations like PASP and other institutions focusing on fields outside speech pathology. In five years, they dream of connecting with organizations outside the country. Essentially, the EB strives to stay true to their objectives while turning SLPSAP into a bigger organization with more advocacies.
As the interview neared its conclusion, they requested both SLP students and professionals to support and recognize the organization’s endeavors. They hope that SLPSAP can contribute to the growth of the profession and bring out the best in all members of the SLP community.
Through SLPSAP’s objectives and advocacies, the future of speech pathology in the country looks promising. The difference that the organization can make for the profession and the populations we serve is definitely something to look forward to in the coming months and years ahead.
To stay updated about the organization, visit their Facebook and Instagram accounts.
The term jack-of-all-trades refers to persons “who can do many different jobs” (Cambridge Dictionary, n.d.). It perfectly fits speech-language pathologists (SLPs) who are capable of working in different fields. They can offer their services in research, health care, and education (American Speech-Language-Hearing Association, n.d.). In the Philippines, SLPs can also practice within or outside the National Capital Region (NCR). While there are options on where to work, there is an unequal distribution of SLPs especially in our country. How so? This article will present two underserved settings of the profession.
There are few SLPs working in the provinces. In the 2019 Survey of Filipino Speech-Language Pathologists, almost 60% of speech therapists in the Philippines practice in the NCR while the remaining 40% are scattered across 16 regions (Philippine Association of Speech Pathologists [PASP], 2020). The SLP to client ratio in the provinces (i.e., one SLP for every 8,108 clients) further emphasizes the difficulty of meeting the needs of Filipinos with communication impairments in remote areas (Ponciano-Villafana, 2018). Evelyn de Vera (Pangasinan), Davilyn Avelina Quilantang (Davao), Mallari Aquino (Pampanga), Viannery Dy Mabag (Cebu), and Genevive Roble-Quinto (Cebu) are five SLPs who share the same passion for working in the province. Listen as they talk about the need for more SLP practitioners, their stories of profound love and commitment to their line of practice, and the positive impact of teletherapy on clients in the province. Viannery Mabag also urges speech pathology students and professionals from Visayas and Mindanao to come back home, provide service, and make a difference in the lives of their kababayan. Watch the video below to find out more.
Few SLPs likewise practice in the hospital setting. Most therapists work in private clinics and only 8.3% reported the hospital as their primary work setting (PASP, 2020). Pamela Ching (Philippine General Hospital) believes that speech pathology students should realize the need for hospital-based therapists. She encourages pediatric SLPs who are considering geriatric practice to “go for it.” She shares how satisfying it is to be a part of the hospital setting and to see the effects of her service to clients and their families. As for Carla Cuadro (St. Luke’s Medical Center), her work enables her to emphasize the personhood of individuals. She states how being a medical SLP allows her clients to be seen as more than just their diagnoses. To hear more about their experiences, watch the video below.
As Viannery Mabag puts it, “Daghan kay nanginahanglan ngari karon” [Maraming pasyente ang may kailangan ng ating serbisyo]. Similar to how other countries experience a lack of practitioners in hospitals and rural areas, there is a pressing need for more FIlipino SLPs in these underserved settings. More than the demand for SLPs, the enrichment that medical and provincial practice can bring to one’s life will hopefully encourage SLP students and professionals to consider pursuing practice in these settings. To learn more, read the stories of Camille Veronica Leyba and Aileen Matalog. The video of the UP Collegiate Association of Speech Pathologist’s interview with Carla Cuadro also provides insights into hospital practice.
In line with the celebration of December 10 as Human Rights Day, the call for more SLPs, especially in provinces and hospitals, is amplified. With more SLP practitioners in these two settings, we can better uphold the right to health of clients who are outside the scope of urban and private clinic practice. Communication rights are highlighted as SLP services play a role in helping people with communication disabilities realize that they have the right to communicate and to experience social participation (McLeod, 2018). The speech pathologists working in hospitals and in the provinces make a strong contribution to the fulfillment of the PASP mission to “support, develop and expand service...ensuring effective communication and safe swallow for all Filipinos.”
2019 Survey of Filipino Speech Language Pathologists. Metro Manila: Philippine Association of Speech Pathologists; 2020. License: CC BY-NC-SA 4.0.
American Speech-Language-Hearing Association (n.d.). Speech-language pathologists. https://www.asha.org/students/speech-language-pathologists/
Jack-of-all-trades. (n.d.). In Cambridge Dictionary. Retrieved December 4, 2021, from https://dictionary.cambridge.org/us/dictionary/english/jack-of-all-trades
McLeod, S. (2018). Communication rights: Fundamental human rights for all. International Journal of Speech-Language Pathology, 20(1), 3-11. https://doi.org/10.1080/17549507.2018.1428687
Ponciano-Villafania, J. (2018). Feasibility of Telerehabilitation in the Service Delivery of Speech-Language Pathology in the Philippines.
Written by: Paolo Capati, Jen Leynes, Kyla Lu, Paula Tison
With the emergence of online learning, a need for supportive distance learning is made paramount. People across the globe were forced to adjust within the text-byte walls of the internet. To adapt to this change, speech-language pathologists worldwide are now shifting their materials from actual toys to interactive online activities - it’s as if the world of therapy made no difference in the year 2020. Here in the Philippines, a life-changing software was developed to aid and encourage carrying over speech therapy goals at home for the cleft community. With this purpose, Smile Train initiated the speech application project in May 2020. A team of Filipino SLPs, headed by Veronica “Veve” Yu, together with Dazelyn Ku and Georgia Danga, worked on the content of the speech app which was customized for children with cleft-related speech concerns together with the Nifty Hero Multimedia, a web and application development company.
Initiating the Project
Smile Train is an international charitable organization that aims to ensure that every child born with a cleft can have a productive and meaningful life. Smile Train has made it its mission to provide sustainable and empowering opportunities to support children and families with Cleft-related concerns. With these, they have adopted a sustainable and local model of multiple support and essential care for this community. Worldwide, many establishments and units of all forms were affected due to the restrictions caused by the pandemic. The therapeutic world was no different. Services that implored face-to-face and contact settings were halted, thus impeding groups from receiving the necessary care and interventions which were primarily received in this setting. With the initiative of Smile Train Philippines, a team of Speech-Language Pathologists and developers were invited to help put this solution into place, with the aim of providing continuous speech intervention, and carry home practice at home.
Meet the Team
Ms. Veronica Yu or known by her colleagues as “Veve Yu” started teaching at the University of Santo Tomas in 2018 and handled classes for craniofacial studies. Veve was inspired by a workshop conducted by Dr. Catherine Crowley in 2017, wherein she learned the principles in selecting the target words for drills. As a practicing SLP and collegiate instructor in the study of speech and communication for more than 5 years, she has come to realize that there are very few locally-made Speech therapy materials. The challenge here was how she can make one in our language, the Filipino language. Being the dedicated SLP that she is, she was willing to take extra steps to make sure that she could better serve cleft patients.
To make the goal into fruition, a comprehensive tool that can target different linguistic contexts of target sounds as well as consider the accessibility of this tool even at home was visualized. The creation of this tool was made significant with the vision of providing home-care speech and language-rich activities amidst the problem of distance brought about by the pandemic. Considering the load of the project, there was a need to collaborate with different developers specializing in areas from content to application.
And so the project started with the coming together of a team of SLPs dedicated to the creation of locally-made, language-rich, speech therapy materials as well as family-friendly activities within reach of a hand even with the distance of a Speech Specialist. Beginning in May 2020, Ms. Veve Yu came together with fellow Smile Train SLP volunteers, Ms. Dazelyn Faith Ku and Ms. Giorgia Denise Danga.
In the development of the application, roles were assigned for each team member. Veronica Yu, along with Giorgia Danga, worked on the sentence content to be programmed on the app and stimuli to be presented in the storybooks. Much emphasis was placed on the sensitivity of the sounds and the mechanics of the game. Target sounds for practice were divided for each game, each sound contained in a story of its own. In the selection of stimuli, the team made sure that each storybook would only target a specific high-pressure sound, making sure that these materials not only provided a fun-learning activity but also evidenced-based activity in the improvement brought about by concerns in speech.
One of the few and unique features of the app is the development of video tutorials for the use of families. Dazelyn Ku, another team member, provided the visuals and tutorials for the app.
Dazelyn Ku giving a video tutorial on the production of /p/ and /b/ (courtesy Smile Train Speech App)
The content would not be complete without the creation of a sustainable platform to access these contents. Nifty Hero Multimedia was the web and application developer that collaborated with Speech Therapists in the development of a mobile speech therapy app. The SLP team made rigorous collaborations with the app developer, aiming to bring the app and workbooks to realization through the review of each frame, given the intricacy of the app's activities, and the coding needed to set the activities in motion.
The First Filipino Speech Therapy app
Each member, having their own roles, worked together in the creation of a locally-sourced and accessible speech therapy material: The Smile Train Speech App and its accompanying storybook. Together with Nifty Hero, the genius app developers who worked hand in hand with the SLPs, they developed an application that contains Filipino speech targets that can be used in and out of the therapy providing continuous speech practice at home.
The Smile Train speech application contains 4 modules targeting the high pressure sounds: /p/ and /b/, /t/ and /d/, /k/ and /g/, /s/ and sh. A separate folder was allotted for other high-pressure sounds that are less common in the Filipino Language such as the sounds ch, dz (j), f, v, m, n, ng, and th.
Imploring a gamified approach, students produce each sound ten times while moving up the game story and completing the other 4 levels with different interactive games per module to motivate users. These 5 levels contain the linguistic levels of isolation, syllable, word, sentence, and stories or conversation production. Before starting production, a video recording that parents can watch to review the speech sound production will appear on the screen. The app features a record button for auditory feedback.
From the app, the stories were later on published as books. These books were also made available as digital copies to increase provision of easy access for those who need to train at connected speech level.
The Smile Train story books
When asked what made these materials essential for the community, Veronica Yu stated that these materials provide a way for continuous therapy and learning at home for the CLAP community and its roots in the Filipino language; A Filipino app for Filipino children.
Aside from the careful creation of evidence-based stimuli for the app, the themes of the storybooks and the app were given careful consideration, giving more significance to the Filipino Culture. For example, Module 1, targeting the phonemes /p/ and /b/ is centered on the theme of being thrifty or Masinop - a known Filipino trait in addition to the celebration of Filipino characteristics. Modules 2, 3 and 4, on the other hand are centered on themes of respectfulness, helpfulness, and Filipino festivities, respectively.
/p/ and /b/ game from the Smile Train App (courtesy Smile Train Speech App)
The Future of Filipino Speech Therapy materials
According to Veve Yu, there are continuing developments for more localized speech therapy materials. She says that she wants to keep the fire burning in terms of the development of local therapy materials. In fact, some therapy materials are in the process of brainstorming as these projects take a bit of time and focus to make. Amidst the busy schedules, Smile Train has been very supportive of all the works and efforts of Filipino Speech-Language Pathologists such as the current development for a Filipino word list.
Just recently, with the collaboration of LeadersProject.org, a Filipino Cleft Screener was developed. Future projects are currently in development such as the creation of Filipino Word games
In hopes to provide more localized and accessible materials, Ms. Veronica Yu envisions the creation of Smile Train’s Youtube channel with the aim of teaching the families techniques and strategies in providing for their child’s communication needs even at home. What sets this channel apart from existing content is that the videos are personalized for the Filipino people with the use of the Filipino language. In addition to future video content projects, She says it would be great to have a workbook for the parents and the patients to work on. She also added that a more realistic idea would be making Filipino Boom cards specifically for cleft lip and palate patients since most of the Boom cards available today are in English as well as the growing need for technological platforms nowadays.
Be it the creation of storybooks, new applications and materials, the creation of therapy materials customized in the Filipino language serves as one big step in the continuing service of providing for children’s access to care and improvement for their communicative needs.
The Smile Train Speech App is now available for download for free at the App store and Google Play.
Written by: Racela Jian M. Asuncion, Charles Sean O. Cheung, Michelle C. Dungca,
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