QuestionsQuestions (IRR OF Republic Act No. 11106)
The IRR is promulgated pursuant to Section 13 of RA 11106. It requires the issuance of implementing rules to prescribe the procedures and guidelines for implementing the Act’s objectives, including the use of Filipino Sign Language (FSL) in schools, broadcast media, and workplaces, and as the official sign language of government in transactions involving deaf persons.
Its purpose is to prescribe procedures and guidelines for implementation of the FSL Act to facilitate compliance and achieve the Act’s objectives.
It mandates a liberal construction in favor of deaf Filipinos, with a specific focus to respect, protect, and fulfill the rights of deaf Filipinos as a linguistic and cultural minority.
All concerned national government agencies (NGAs), bodies, instrumentalities, GOCCs, LGUs, SUCs, and other public sector entities. Autonomous regions’ equivalent units must also formulate/adapt and implement similar rules.
It must include, among others: (1) instruction/training on and about FSL in the civil service (including CPD); (2) testing FSL competency for civil service (prioritizing teachers and interpreters); (3) standards for interpreting (including technical specialized interpreting in legal/judicial, medical, broadcasting, education/academic, etc.); (4) interpreter insets in broadcasting; (5) translation of FSL to print; (6) development of FSL materials including copyrighted materials.
The Komisyon sa Wikang Filipino (KWF) is tasked to promote a National Information & Communication Policy that guides implementation in education, justice, health, workplaces, public services/transactions/facilities, and media, with minimum standards.
Each agency must formulate and implement an agency-specific information and communication policy ensuring inclusion of FSL and deaf Filipinos. It must declare FSL as national/official sign language for relevant transactions (without prejudice to individual preference), assess needs (urgency/complexity/duration/frequency and client profile), equip employees, define competency levels and training, publish online FSL-accessible FAQs/common sentences, determine financing/resources, and conduct other relevant actions.
“deaf” is an adjective describing individuals with inability to fully use hearing to process information, including non-signers and various persons with hearing loss (including hard of hearing, cochlear implants, orally schooled individuals, etc.). “Deaf” (noun) refers to deaf Filipinos who identify as a linguistic and cultural community using Filipino Sign Language and supporting its goals and values.
The IRR states that KWF, with the Deaf community and stakeholders, shall commence establishing national standards, accreditations, and procedures for FSL interpreting immediately and complete them within three years. Components include training/continuing education, assessment and accreditation of interpreters, and policies on professional practice (compensation, benefits, working conditions, grievances, code of ethics), also covering Deaf Relay Interpreting based on FSL principles.
DOJ: issue DOJ agency policy declaring FSL official in DOJ offices/constituent agencies for deaf-involving transactions, review/monitor implementation, formulate standards for communication-characteristics assessment (VCAD), and compile databases of cases involving deaf individuals (with confidentiality safeguards). Supreme Court: issue SC policy declaring FSL official in courts/offices for deaf-involving transactions, formulate standards for court interpreting/documentation, include FSL modules in Mandatory Continuing Legal Education, designate Deaf–FSL consultants/specialists, and develop policies on designating qualified interpreters/translators and VCAD administrators. DILG: issue policy for FSL in DILG offices/constituent agencies and LGUs for barangay conciliation (Katarungang Pambarangay/Lupong Tagapamayapa), monitor/report data and local compliance, and institute programs/training via the Local Government Academy.
VCAD is a tool to determine communication features and preferences of a deaf person involved in a case, conducted one-on-one by a Deaf administrator, with recommendations submitted to the trial court or relevant agency. It was developed by a sign language linguist (Dr. Liza Martinez) and has been used since 2005.
DepEd must provide qualified sign language interpreters and accessible materials for deaf learners. The IRR discourages routinely assigning interpreting duties to teachers—such as for law enforcement interviews, affidavit preparation, court proceedings, electoral-related duties—because it separates interpreting/accessibility duties from the teacher’s instructional responsibilities.
DepEd must issue an inclusive agency policy adopting FSL as the medium/language of instruction; review/amend frameworks and practices (curriculum, teachers, training, materials, ICT, assessment, monitoring/evaluation); integrate FSL as the mother/first/visual language (L1) for literacy and primary instruction with written English/Filipino/other Philippine languages as auxiliary (L2); designate Deaf–FSL consultants/specialists; provide qualified interpreters and accessible materials; and ensure inclusion of deaf learners across programs (including Indigenous Persons and Madrasah programs), national testing, etc.
Early Childhood (ECCD Council + DepEd): adapt FSL as medium of instruction in early education, include children with disabilities including deaf children in all early education frameworks, and institute pre-/in-service training. Technical-Vocational (TESDA): adopt FSL as medium of instruction in all programs/activities and ensure inclusive access; plan/offer interpreter training and provide qualified interpreters and accessible materials. Higher Education (CHED): adopt FSL as medium of instruction for deaf enrollees; enhance higher education institution policies and financing to provide qualified interpreters and accessible materials in compliance with universal access to tertiary education.
The IRR directs PRC, with CHED, to review licensing policies and provide transitional alternative assessment procedures as affirmative action considering the conditions/background/social-economic circumstances of deaf teacher education graduates. It also requires accessibility and language/culture fairness in assessment procedures, and guidelines on FSL competency testing and mandatory continuing trainings.
DepEd Instructional Materials Council Secretariat must develop guidelines (in coordination with relevant DepEd bureaus and ECCD Council) for selection, production, procurement, and distribution of print and video materials in FSL to public schools, day care centers, and national child development centers. It also requires engagement with LGUs and local Deaf organizations/cooperatives for recognition/capacitation/support in producing FSL materials, and mandates submission of annual data for monitoring benefits to deaf Filipinos.
MTRCB must issue an agency policy declaring FSL as the official language for broadcast media interpreting and provide related guidelines, including coordination to create a national system of standards and accreditation for broadcast media interpreting consistent with Article II. It must coordinate with DICT and other stakeholders to formulate technical standards for television and ensure online video/media accessibility, and develop policies on interpreter designation and provision of accessible materials.
The IRR creates the FSL Inter-Agency Council as oversight body. It acts as primary coordinator and overall monitoring body; may direct other agencies to attend and report; ensures agencies are aware of the Act’s requirements; and prepares an annual report on monitoring/implementation for submission to both houses of Congress and publication in accessible formats on the websites of the member agencies.