What inclusive education means for d/deaf learners in the Philippines

This policy brief discusses the current state-of-play of Deaf education in the Philippines, and the gaps and challenges in extending inclusivity to the Filipino Deaf community in the context of education. The report also presents recommendations that were developed through multi-stakeholder consultations.

This is the second in a series of five policy briefs that are being published by the Oscar M. Lopez Center for Climate Change Adaptation and Disaster Risk Reduction and Management, under the project entitled “Climate Resilience of the Deaf: Signs for Inclusive Governance” (Project SIGND). Project SIGND offers recommendations on important considerations when designing a Deaf-inclusive education model, primarily based on provisions of the FSL Act enacted in 2018, which called for the adoption of FSL in education for the d/Deaf.