R E D E A F I N EBY ANA KRIST INA ARCE & ROMEO CATAP

R E D E A F I N E

Learning should be made in the context of the learner’s uniqueness and not on the perspective of the entities researching for learning needs or teaching, and not limiting them with traditional instructional strategies and methods.

R-espect of Learning Needs

E-xposure

Expose instructors and learners to technological trends (e.g. online classroom, online powerpoint presentation, vlog as signed essay/exam), and with other departments that share a common ground in the process of learning (e.g. SDEAS students collaborating with SMIT students).

D-E-A-FOur learners.

The

I-nclusion

Ensure that diverse learners (persons with disabilities, special learning needs, multiple identities, etc) are respectably included in programs/activities. This should be governed by a realistic framework that covers structural, formational (for teachers, staff, and learners), and educational considerations.

N-ovel

Acceptance and search for new ideas stemming from the deaf learners’ uniqueness. Never discouraging and limiting educational concepts, and even challenging the old frameworks with the new, whether it be conceptual or technological.

E-xperiential Learning

Considering the process of making meaning from direct experience, needs and assessment are noted, coming from the experiences, feedback, and culture of the deaf learners. Facilities and conceptual frameworks to be considered are also adapted not based on how successful they are in other institutions, but on how it relates and matches the internal audience.

R E S P E C T O F L E A R N I N G N E E D S E X P O S U R E D E A F I N C L U S I O N N O V E L E X P E R I E N T I A L L E A R N I N G

C O I N E D B Y A R C E , A N A K R I S T I N A C A TA P, R O M E O J R 2 0 1 4 2 1 1 1