Sunday, July 31, 2011

Teaching Strategies for Children with Dyscalculia

Finally this is the last of my post for this week about dyscalculia. At end of it all, the main goal of everyone surrounding a child with dyscalculia is to help this child reach his or her utmost potential and so I dedicate this last post on what I learned about how to help a child with dyscalculia.

A. Techniques in Helping a Child with Dyscalculia

1. Thinking out Loud
2. Let them work their own way out
3. Assure them that its alright to forget or not understand
4. Let the child check their own work (review and evaluate their work)

B. Important Elements of a Teaching Program

1. Consider the Pupil’s Needs
Pupils may have varying abilities and levels of achievement. Teaching should provide the structure and organization that their learning difficulty denies them and enable the full spectrum of learning styles to function

2. The structure of the Course
A structure based on a spiral with a small pitch allows regular revisits to the same topics. This provides opportunities for the ever-essential over-learning (and acknowledges the difficulty in achieving master of some topics).

3. Classroom Management: Making the Lessons Suit the Pupils
The short attention spans and memory deficits of dyslexic pupils require that a lesson should be divided into short subsections alternating exposition, demonstration, practical work, discussion, practice, and so on.

4. Evolving Expectations and Emphases
The initial aim of restoring students’ belief in their ability to succeed in mathematics is best met by building with what they know because they often know much more than they realize and their knowledge just needs rationalization and organization.


Chinn, S & Ashcroft, R. (2007) Mathematics for Dyslexics (Including Dyscalculia).
West Sussex, England. John Wiley & Sons Ltd.

Hannell, G. (2005) Dyscalculia (Action Plans for Successful Learning in
Mathematics). London.

Testing and Diagnosis of Dyscalculia

Chinn & Ashcroft in their book Mathematics for Dyslexics (Including Dyscalculia) listed the reasons why testing and diagnosis for Dyscalculia maybe necessary:

1. Parents may wish to know how their child’s achievements compare with those of his peers.
A teacher may wish to monitor the progress of his or her group, identify those who need extra help, or collect data with which to stream groups
2. There may be a need to measure rates of progress of an individual or a group
3. There may be some mandatory requirement to test
4. The test may be used to assess the ability of the child to progress
5. The test may be used to obtain information for identifying and providing for a pupil’s special needs
6. The test may be used to award a certificate that records a level of achievement (for example, GCSE or a Key stage)
7. It may be used for diagnostic reasons (for example, to find the child’s strengths, weakness, knowledge base and learning style)

Currently, there is one available Dyscalculia Screener from UK called the Brian Butterworth Dyscalculia Screening test. This dyscalculia Screener is a unique, computer-based assessment that indicates dyscalculic tendencies by measuring pupils' response times as well as the accuracy of their answers.

Author: Brian Butterworth

Level: This assessment has been standardised with ages 6 to 14 and, as such, will provide most accurate evidence within that age range. However, its focus is primarily on the profile of scores and so it may also prove useful as an initial exploratory assessment of low-attaining students at older ages.

B. Structure of the Diagnostic Pool

The test structure includes the following components:
a. a norm-based test
b. counting/adding on tasks and number bonds
c. times-table facts
d. place-value tasks
e. mathematics language
f. the four operations
g. money
h. word problems
i. attitude/anxiety/attribution
j. a thinking style test


Chinn, S & Ashcroft, R. (2007) Mathematics for Dyslexics (Including Dyscalculia).
West Sussex, England. John Wiley & Sons Ltd.

Dyscalculia Screener. Retrieved from

Hannell, G. (2005) Dyscalculia (Action Plans for Successful Learning in
Mathematics). London.

Generalizations regarding the relationship of the learner with dyscalculia, the Math subject and the Math teacher

While reading Chinn and Aschroft's book on Mathematics for Dyslexics (Including Dyscalculia), I remembered Steve Chinn discussing the dynamics of the child, the teacher and the parent/s or guardian of the child during the first Pan-Asian Learning Difficulties Conference here in the Philippines. He said that to fully help the child, the relationship of these these people should look like that of a pyramid with the learner's needs placed on the top of the pyramid. From what I understand from that analogy, the learner is still the topmost priority among the three. And the teacher and the parents are the foundation. Still, the pyramid is stable because of the presence of the three keypoint players. Without one player, the pyramid will fall.

From that point of view I was inspired to make my own interpretation of the relationship I see happening in the child with dyscalculia, mathematics as a subject and the Math teacher. I created an advanced Venn Diagram to show that there are intertwinings between and among these three aspects. And that this complex relationship answered the conundrum of difficulties that can and should be addressed for the child with dyscalculia to have the best learning environment.


Chinn, S & Ashcroft, R. (2007) Mathematics for Dyslexics (Including Dyscalculia).
West Sussex, England. John Wiley & Sons Ltd.

Thursday, July 28, 2011

Dyscalculia in the Philippines (In A Nutshell)

What is Dyscalculia?

- It is sometimes referred to as developmental dyscalculia
- It is distinct from a difficulty that has been acquired through accident, illness, poor teaching and other adverse circumstances
- Literally means disorder in calculation - condition that affects the ability to acquire arithmetical skills (Department of Education and Skills (London)

What causes Dyscalculia?

- Strong genetic influence on the development of mathematical skills
- environmental factors
- biological influences (50% if the siblings of a pupil with dyscalculia can be expected to have it as well Shalev and Gross-Tur 2001)
- Parents and siblings of a pupil with dyscalculia are then times more likely to have dyscalculia than members of the general population

How to identify Students with Dyscalculia?

List of Warning Signs
1. Slowness
2. Reliance on Tangible Counting
3. Difficulties with the Language of Mathematics
4. Difficulties with memory for Mathematics
5. Difficulties with sequences
6. Difficulties with position and spatial organisation
7. Reliance on imitation and rote learning instead of understanding

Common symptoms of dyscalculia
In the July 2009 article of Dr. Francis Dimalanta in Manila Bulletin, he enumerated the common symptoms of dyscalculia.

• Normal or accelerated language acquisition: verbal, reading, writing Poetic ability. Good visual memory for the printed word. Good in the areas of science (until a level requiring higher math skills is reached), geometry (figures with logic not formulas), and creative arts.

• Difficulty with the abstract concepts of time and direction. Inability to recall schedules, and sequences of past or future events. Unable to keep track of time. May be chronically late.

• Inconsistent results in addition, subtraction, multiplication and division. Poor mental math ability. Poor with money and credit. Cannot do financial planning or budgeting. Checkbooks not balanced. Short term, not long term financial thinking. Fails to see big financial picture. May have fear of money and cash transactions. May be unable to mentally figure change due back, the amounts to pay for tips, taxes, etc.

• When writing, reading and recalling numbers, these common mistakes are made: number additions, substitutions, transpositions, omissions, and reversals.

• Inability to grasp and remember math concepts, rules, formulas, sequence (order of operations), and basic addition, subtraction, multiplication and division facts. Poor long term memory (retention & retrieval) of concept mastery- may be able to perform math operations one day, but draw a blank the next. May be able to do book work but fails all tests and quizzes.

• May be unable to comprehend or “picture” mechanical processes. Lack “big picture or whole picture” thinking. Poor ability to “visualize or picture” the location of the numbers on the face of a clock, the geographical locations of states, countries, oceans, streets and the like.

• Poor memory for the “layout” of things. Gets lost or disoriented easily. May have a poor sense of direction, lo May have difficulty grasping concepts of formal music education. Difficulty sight-reading music or learning fingering to play an instrument.

• May have poor athletic coordination, difficulty keeping up with rapidly changing physical directions like in aerobic, dance, and exercise classes. Difficulty remembering dance step sequences, rules for playing sports.

• Difficulty keeping score during games, or difficulty remembering how to keep score in games, like bowling, etc. Often looses track of whose turn it is during games, like cards and board games. Limited strategic planning ability for games like chess.”

Chinn, S & Ashcroft, R. (2007) Mathematics for Dyslexics (Including Dyscalculia).
West Sussex, England. John Wiley & Sons Ltd.

Dimalanta, F. X. (2009). Understanding Dyscalculia. Retrieved from

Hannell, G. (2005) Dyscalculia (Action Plans for Successful Learning in
Mathematics). London.

Google Images for the pictures

Learning Disabilities: A Brief Background

These series of posts is for my Masters class on Strategies for Teaching Mathematics to Elementary students. Although I am generally interested with the umbrella condition of Learning Disabilities, for this post I would be focusing more on Dyscalculia because it is the learning disability that focuses on difficulties in Math.

I. Brief Background on Learning Disabilities

According to, "Learning disabilities are neurological differences in processing information that severely limit a person's ability to learn in a specific skill area. Everyone has differences in learning abilities, but people with learning disabilities have severe problems that persist throughout their lives. Learning disabled people may have difficulty in school or on the job. These disabilities may also impact independent living and social relationships.

Different Types of Learning Disabilities

The types of Learning Disabilities listed here are the ones I found from, and Manila Bulletin.

1. Learning Disabilities in Reading, Dyslexia
IDEA defines two main types of learning disabilities in reading.
a. Learning disabilities in basic reading skills involve the foundational skills required to understand the relationship between letters, sounds, and the words they represent.
b. Reading comprehension disabilities involve complex thinking skills such as understanding words, phrases and larger meanings of passages.

2. Dysgraphia and Learning Disabilities in Writing
Learning disabilities in basic writing skills include neurologically-based difficulty with producing written words and letters. Expressive writing disabilities may involve comprehending and organizing written thoughts on paper.

3. Learning Disabilities in Math, Dyscalculia
In the article "Stimulating Math Skills by Massie Santos Ballon she described
dyscalculia as a condition that can affect the ability to calculate, visualize or otherwise use numbers when speaking or writing.

In 2005, Ms. Queenee Lee Chua wrote an article under Philippine Inquirer Education entitled "Why is Math so Difficult?" and she said that experts believe that 5 to 8 percent of US schoolchildren may have dyscalculia. However, there are no Philippine figures for the past decade. At that time, Ms. Chua has handled 20 children whom she suspected to have some form of math learning disability but she insists that this is still a small fraction of children she has diagnosed. Ms. Chua reiterates that most students do not have any disability. They may either have attention-deficit, math-phobia or just plain unmotivated.

According to the British Dyslexia Association, somewhere between 3 to 6% of the population is affected by dyscalculia only.

4. Learning Disabilities in Language, Communication

There are several types of learning disabilities in language. Students with language based learning disabilities may have difficulty with understanding or producing spoken language, or both. Receptive language disorder is a type of learning disability affecting the ability to understand spoken, and sometimes written, language.

Dysphasia is an impairment of language ability. This class of language disorder ranges from having difficulty remembering words to being completely unable to speak, read, or write.

5. Learning Disabilities in Motor Skills, Dyspraxia
Commonly known as the motor learning disability, A person with dyspraxia has problems with movement and coordination. It is also known as "motor learning disability". Somebody with dyspraxia finds it hard to carry out smooth and coordinated movements. Dyspraxia often comes with language problems, and sometimes a degree of difficulty with perception and thought. Dyspraxia does not affect a person's intelligence, but it can cause learning difficulties, especially for children.

6. Behavior Disorders with Learning Disabilities
Children with learning disabilities sometimes have behavioral problems. In some cases, problems with behavior may involve medical conditions such as attention deficit disorders. In other cases, behaviors may result from frustration with learning or learned because of environmental factors at school, home, or both.

Ballon, M.S. (2010) Stimulating Math Skills. Retrieved from

De Mesa, T. (2009) Don’t give up on your child with LD. Retrieved from

Lee-Chua, Q. (2005). Why is Math So Difficult. Retrieved from

Learning Disabilities. Retrieved from

Questions and Answers about Dyscalculia. Retrieved from

What is Dyspraxia. Retrieved from

Sunday, July 24, 2011



This event will be on July 30, 2011 from 2:00 pm – 5:00 pm. Registration for the opening event of SPELD PH starts at 1:00 pm in the Kaban ng Hiyas Convention Hall, Mandaluyong City Hall. The seminar fee for the SPELD PH Opening event is only Php 200.00.

For this event the Guest Speakers are Dr. Mirla R. Olores the Chief of the Special Education Division from the Department of Education. Dr. Mirla R. Olores was also one of the speakers for a another conference entitled Becoming "Effective Parents of Children with Disabilities” to talk about the roles of professionals in the development of children with disabilities held last May 27, 2011 at the People’s Hall, Quezon City Memorial Circle, Quezon City for the College of Social Work and Community Development.

Mr. Ivan G. Tapawan is the Senior Psychologist of UP-PGH. According to the Department of Rehabilitation Medicine of the UP-PGH, " The psychologists, as part of the rehabilitation team, helps determine the psychological and social barriers that may hinder the attainment of the maximum level of functioning of an individual in the services provided by the Department of Rehabilitation Medicine. With the noted barriers, psychological assistance and management for the patient as well as for the family are provided to better help the patient adjust and cope with the condition this then would facilitate the patient to reintegrate into the society with optimal sufficiency and functional performance."

The opening event of SPECIFIC LEARNING DIFFICULTIES ASSOCIATION OF THE PHILIPPINES, INC. (SPELD PH) aims to provide the participants opportunities to identify specific learning difficulties; to recognize the signs, symptoms, types, and testing of learning difficulties; to determine the other disorders that make learning difficult; to describe school problems associated with specific learning difficulties; and to present help for children and adults with specific learning difficulties.

For the SPECIFIC LEARNING DIFFICULTIES ASSOCIATION OF THE PHILIPPINES, INC. (SPELD PH)they believe that "Everything begins with the understanding. Help us begin, contact us now."

For other contact details of SPELD PH, you can find them at
Address: Unit 28, 2nd Floor, Bldg.C Gomega I Condominium, P. Martinez, Mandaluyong City 1550
Telephone Nos. : (632) 584-5056/ (63) 9238324359
facebook page:!/pages/Specific-Learning-Difficulties-Association-of-the-Philippines

Thursday, July 21, 2011

Captain America is my Super Soldier Hero

Here are the C.A.P.T.A.I.N reasons why I consider Captain America as my Super Soldier Hero. This post also also highlights my favorite moments of Captain America.

1. Created a superhero - not!
Many kids think their either too fat, too skinny, too tall, too short. Steve Rogers is sending a message that what really matters most is what you think about yourself. Steve Rogers wanted to be a hero for his country even with his frail health and body. And who would have thought that out of this desire one of the greatest American Hero will be created.

The value we can learn from this is DETERMINATION.



2. Avenger - the first one
For Captain America to be "The Captain America" did not come cheap for the US government. When the US government realized this, they treated Captain America as a celebrity instead of a Super Soldier primarily to inspire the American troops. The US government was at first scared to lose their super soldier in battle. But there is no stopping this Super Soldier in realizing his full potential as a hero. The Super soldier idol is not just a pretty face because he can actually do what he promises to do. The child in us likes to believe in promises and Captain America kept his promise to protect its nation and people and he is still fullfilling his promises until now.

The value we can learn from this is INTEGRITY.

3. People's Ice Solid Champion
Literally and figuratively, Captain America still wanted to be the people's champion even after being frozen solid for over 60 years. He gets back on his feet and continues to be a hero.

The value we can learn from this is MOTIVATION.

4. Timely Comics' most popular character during the wartime period
Let's talk a little bit of history about Captain America. Captain America was created to inspire people especially the soldiers during World War II. Going back to the present time, war has taken many forms since the World Wars where Captain America was intentionally created and yet until now we still need a hero. But we need not just a hero for America but a hero for mankind. Since in the end, Americans, Filipinos, Chinese or whatever nationality you are it is undeniable we are all humans first.

The value we can learn from this is HUMANITY.

7. All American Hero
Captain America is an all American hero. One of the historical and memorable scenes in the Captain America Comics series is when Captain America punched Adolf Hitler. This issue was released at the peak of World War II during the time Pearl Harbor was bombed. As a result, nearly 1 million copies were sold as if to show the sentiment of Americans of what they felt about the infamous Nazi leader. And so I can say that Captain America is part of the American History because as the series progressed so did it tell the story of Captain America's fight against "the Nazis, Japanese, and other threats to wartime America and the Allies".

The value we can learn from this is RESILIENCE.

8. Indestructible Shield
Just like its owner, Captain America's shield had faced several nemesis and was even destroyed at least twice at different times. The vibranium-iron protector of our Super Soldier Hero has changed shape (from triangular to a circular disc); has been retrieved from the past and restored by Zemo and to this day has still protected the American hero from its foes.

The value we can learn from this is DEPENDABILITY.

9. Noteworthy partners in heroism - The Young Allies (aka The Sentinels of Liberty )
Captain America does not just have any other sidekicks. Our Super Soldier has The Young Allies which started as the Sentinels of Liberty. The Young Allies is composed of teenager kids coming from different races which tells us that even the Captain needs friends in his quest to save the world

The value we can learn from this is COOPERATION.

Hence that sums up my CAPTAIN reasons why my child and I would love to watch the ultimate super soldier hero - Captain America.

For more promos and updates Like them on Facebook and visit”.

Thursday, July 7, 2011

Job Opportunities for People With Disabilities (PWDs) Philippines: 200 Successful Applicants ONLY!

An international company and an international NGO have collaborated and shall be accepting 200 Persons with Disabilities (PWDs- speech, visual, hearing and mobility impaired) for job placements. Needed positions are for clerical, accounting, book keeping, computer hardware and software technicians, business process outsourcing(call center agents). Age limit 18 to 55 years old. This is part of the worldwide Corporate Social Responsibility program of the multinational company.

The company shall match the PWD applicant's qualifications accordingly and shall be providing training (with ALLOWANCE while on training for two weeks). The applicant should be willing to work on full time basis, may be on shifts (depending on work schedule) and willing to work at AYALA TECHNOHUB, Commonwealth Ave. Quezon City.

As of this post there are already 20 applicants already and 180 PWD applicants more are needed. This is a first come-first served basis only.

Please send resume on or before July 15, 2011 with photograph to

Opportunities do come only once so please grab this one now !

Emer Rojas
Global Cancer Ambassador
Sector Representative – QC Dev. Council
President – New Vois Ass’n. of the Phils. Inc.
Phil. Laryngectomee Club Inc.

Tuesday, July 5, 2011

The 2011 PLAY SPACE DESIGN CHALLENGE: Everything You Need to Know


PlayUniversal Co is a social enterprise that promotes the importance of play for children in the Philippines. PlayUniversal Co is inviting designers of all types from around the Philippines to join the 2011 PLAY SPACE DESIGN CHALLENGE to design play spaces that will give a sense of wonder and fun so strong that this will entice children to play more.

It has been noted that children are sitting in front of an electronic screen more because watching television or playing computer games is winning out over playing outdoors. Not to mention that most play spaces are becoming less exciting since they are starting to look just like any other playground. Cost is also an issue. Most of the materials now are using items that are too expensive and are beyond reach of the general public.

The time to change is now.

With Filipinos’ creativity and ingenuity, there is reason to believe that we can convert spaces into exciting play areas using easily found materials and incorporating manufactured equipment.”

What are we looking for?

Creative and inspiring play space design for a 100 sqm of flat area, either indoor or

The 2011 PLAY SPACE DESIGN CHALLENGE should be playable, innovative, durable, feasible, safe, and inspire movement.

The 2011 PLAY SPACE DESIGN CHALLENGE should use easily found items and can easily be installed.

Who are we looking for?

For the The 2011 PLAY SPACE DESIGN CHALLENGE, PlayUniversal Co is looking for Designers – from students to professionals – who have the passion to create an
inspiring area for children. This is wide open to creative people young and old
because great ideas can come from the most interesting places. Children are open
to submit their designs – accompanied by an adult adviser.

What are the criteria?

It should be Playable : Playable is the capability of the design to foster and contain positive immediate meaningful experiences of the child and the space that will bring
about fun.

It should be Innovative: Innovation is the creation of e meaningful play experiences,
emphasizing free play, exploration and collaboration within a 100-sqm space.

It should be Durable: It is important that consideration be given to making sure that
the play space will last over time, taking into consideration the combination of rains and heat can affect the longevity of materials.

It should be Feasible: Although innovation and creativity are cornerstones to what
we want to achieve with this competition, we need to be able to build whatever is

It should be Safe: The winning entry will be safe taking into consideration child
development stages and eliminate serious injury. Please visit our partner website for safety

It should inspire movement :The design should effectively motivate children to
move and to use outdoor spaces for healthy lifestyles.

Budget: A total project cost should not be over PhP 50,000.

Materials: Both from an affordability perspective and an environmental perspective,
we are really interested for teams to focus their designs using materials that are
local, sustainable and recycled.

How can one join?

The competition is open to all Filipinos. Participants must form teams of at least two members; one participant cannot be a member of more than one team.

Each team is allowed to submit only one proposal.

The competition will commence on June 15 with the submission of the initial design
by sending through The design should be accompanied by a description – of not less than 1000 words – to explain the concept,
the inspiration, and initial drawings.

A select panel of judges will select 30 entries, which will then be invited to attend a PLAY SPACE DESIGN WORKSHOP to be conducted by Mr. JON RACECK, Managing Director of GO PLAY PROJECT ( on 26 August 2011.

Jon Racek is an architect from the United States, currently based in Chiang Mai,
Thailand. He founded and ran an educational outreach program in the inner-city Los
Angeles, CA and acted as Design Director to a design/build organization in Boston,
MA. He also ran an award-winning architecture and design firm whose work appeared in numerous magazines including The New York Times and TIME Magazine.

Five winning designs – not exceeding PhP50, 000 each will be built initially for exhibition 21-23 in SMX, and subsequently in 5 areas to be identified by August.

The winning design will win cash prizes.
First Prize : 50,000 Cash and Trophy
Second Prize: 25,000 Cash and Trophy
Third Prize: 10,000 Cash and Trophy

The competition will have four rounds:

Round 1:
Participating teams are required to submit a very brief play space idea, within 1000

The deadline for submissions is August 15, 2011. Proposals should be written in
English and limited to 1,000 words, including a value proposition of no more than 25
words, accompanied by initial sketches.

Submissions will be screened by PLAY UNIVERSAL and its partner organizations.
30 teams will be selected for the next round.

Round 2:
Teams with the 30 best ideas will be chosen to participate in a daylong workshop on
blueprinting the place space idea.

Mr. Jon Raceck – the Managing Director of GoPLay Project along with child
development specialists will conduct the workshop. The workshop is tentatively scheduled on August 26, 2011.

All entries that make it to the workshop will be informed via email.

Round 3:

After the first workshop, all 30 teams will be asked to submit a formal, detailed plan on their play space idea not later than 10 September 2011.

The plan must be written in the prescribed format:


Each 2011 PLAY SPACE DESIGN CHALLENGE team will submit five copies of its plan in printed hard copy.


All entries provide construction documents and/or 3d information (images of a
physical model or digital model) with which the jury will use to judge an entry.


PlayUniversal Co will ask the winning team to create a 3d physical model with which we will build the winning play space.

Round 4:

Teams with the 5 best play space idea and plans will then be given the fund to
produce the play space to be displayed for judging on 21-23 October 2011 in SMX
Convention Center.

The Gold, Silver and Bronze winners will receive trophies and cash prizes of PhP
50,000, 25,000 and 10,000 respectively.

About the Trainor:

Jon Racek is an architect from the United States, currently based in Chiang Mai,
Thailand. He founded and ran an educational outreach program in the inner-city Los
Angeles, CA and acted as Design Director to a design/build organization in Boston,
MA. He also ran an award-winning architecture and design firm whose work appeared in numerous magazines including The New York Times and TIME Magazine.

About the Judges:

Kenneth is an industrial designer known for his signature designs in natural fibres
and materials. Designs mainly focus on nature's forms using rattan, buri, bamboo,

Hitoshi is a playworker and supervisor in a number of adventure playgrounds in and
around Tokyo for 15 years. He is also a board of the Japan Adventure Playground Association. He makes a variety of lectures, workshops and trainings for playworkers, parents, etc in China, Sweden, Germany, UK, Canada and Brazil as
well as in Japan. In 2010, he established TOKYO PLAY, the regional organisation
for play campaign and policy recommendation. He is also involved in IPA
(International Play Association ~Promoting Child’s Right to Play~) as the Regional
Vice President of East Asia.

Marcus is a teacher, counselor and ‘jack of all trades’ from Australia with 6 years
experience teaching children in the outdoors, and 4 years working with teenagers
from Handsonlearning to build classrooms and furniture for their local schools and
communities. With a focus on experiential education, mentoring and hands on
learning, Marcus landed in Thailand looking for a place to use his skills. Go Play!
began from a simple request of a principal asking for help to build a playground. After 2 years he has now designed, built and overseen the construction of 45 playgrounds and assisted others to do the same.

Sunday, July 3, 2011

1st Philippine International Play Festival from Play Pilipinas: BIG DISCOUNT!!!

Below is an e-mail announcement sent to Special Education Philippines by Play Pilipinas 2011 informing everyone about the lowered entry rates to the Play Pilipinas 2011, the 1st Philippine International Play Festival.

Due to an increase in sponsorships, the Play Pilipinas 2011 seminar is now offered at a lower rate with the same inclusions (meals and 1 workshop)

Date of Registration Payment Amount per delegate
July PhP 10,500.00*
August to September PhP 12,000.00
*Applies to currently enrolled students as well.

Play Pilipinas 2011 also have special rates for field trips for teachers and students. The visit to the 1st Interactive Play festival is an enriching experience – visitors can try out new toys, games, listen and watch special programs and demonstrations from sponsors. The package rate for this is as follows:

Number of Visitors Amount per Visitor
Group of 25 - 50 PhP 100.00
Group of 51 - 100 PhP 85.00
Group of 150 & above PhP 70.00

Play Pilipinas 2011's desire and mission to bring the benefits of play to the greater majority. Play Pilipinas 2011 truly wish everyone to avail of this opportunity to take part of a first in the Philippines.

The speakers are well-respected resource persons from Japan, Australia, UK and the Philippines. They will be sharing their unique perspectives on the subject:

Dr. Lourdes "Honey" Carandang (Philippines)- The pioneer of group play therapy for children in the country, Dr. Carandang has spearheaded many research and intervention projects for organizations such as UNICEF, International Labor Organization and our local Department of Social Welfare and Development. (Topic: The Magic of Play)

Mr. Hitoshi Shimamura (Japan) --- A play worker at the Sakai Adventure Playground Park in Tokyo, Mr. Shimamura is also Regional Vice President for East Asia/Pacific of the International Play Association and a member of the Japanese Adventure Playgrounds Association. He is currently involved with Play Tokyo, working for play opportunities affected by the Japan Tsunami. (Topic: Creating Inspiring Playspaces)

Professor Anita Bundy (USA/Australia) --- Known internationally for her work in occupational therapy assessment and intervention, Professor Bundy has published widely and has given lectures and courses on five continents. She is best known for developing theory and research on sensory integration and on play with children who have disabilities. (Topic: Popping the Bubble Wrap: Unleashing the Power of Play)

Professor Geraldine Naughton (Australia) --- A respected pediatric exercise scientist, Professor Naughton's extensive track record includes research grants and publications in musculoskeletal health of intensively training adolescents, injury surveillance of pediatric sports-related injuries, and innovations in family-friendly weight management support for overweight children. (Topic: Engaging Kids to Play)

Ms. Kay Gibbons (Australia) – Is Head of Nutrition Services at Royal Children’s Hospital, Melbourne, and Honorary Senior Lecturer Monash University. She has a particular interest in issues involving eating and behaviour, including childhood obesity and eating disorders, and the role of children’s early learning about eating. Kay leads the ‘Filling the Gap’ education program, the nutrition and physical activity support for the ‘Kids – Go for your life’ project. (Topic: Nutrition and Active Play)

Dr. Maria Theresa Gustilo-Villasor (Philippines)--- A clinical psychologist by profession, Dr. Villasor is affiliated with the Psychological Association of the Philippines, the American Psychological Association, and the International Council of Psychologists. She also teaches at the Center for Family Ministries (CEFAM) at Ateneo de Manila University, and the Graduate School of Counselor Education in De La Salle University-Manila (DLSU). (Topic: How Adults View Play : Understanding the Developmental Stages of Play)

Dr. Esther Joos-Esteban (USA/Philippines)--- A facilitator of hundreds of parenting and teaching seminars the past 25 years, Dr. Esteban has published several papers on Values Education and Parental Verbal Abuse. She is currently an adjunct professor at Miriam College and at the University of Asia & the Pacific. (Topic: Media and Technology: A friend or a foe of Play?)

Mr. Marcus Veerman (Australia/Thailand) --- A teacher, counselor with 6 years experience teaching children in the outdoors, and 4 years working with teenagers from Hands-on-learning Play Space Design Challenge. Here, the finalists’ designs will each be brought to life on a 100-sqm area --- open to grown-ups and children alike, for one and all to experience and enjoy.

The 3-day festival also has a variety of fairs and exhibits designed for children and adults to fully immerse in the world of play. The World Toys Exhibit showcases the very best of games and toys from different countries around the world. At the Schools Fair, parents will get to know the different approaches to learning and programs available for their children. Then there are also the Toy-, Books-, Children's Nutrition and Children's Fashion Fairs for the general public.

Play Pilipinas 2011 is open to one and all. It’s about time that everyone take play seriously and now is the time!

For the updated registration form, you can send an email to

Should you have further queries or clarifications, Play Pilipinas 2011 will be glad to answer them at telephone no. 470-7677 and look for Karla or by email address

Play Pilipinas 2011 hopes that everyone can join for this pioneering affair. Play Pilipinas 2011 is positive it will be beneficial for Filipino children.

Saturday, July 2, 2011

Hunghong Sa Yuta (Earth's Whisper) - A Fundraising Film-Showing for Filipino Deaf Women’s Health and Crisis Center, Inc.

Fellow SPED advocates especially for the deaf, the Filipino Deaf Women’s Health and Crisis Center, Inc. is inviting everyone for the screening of the award-winning independent film “Hunghong sa Yuta” on July 16 at the U.P. Film Center,Cine Adarna from 2:00 p.m to 5:00 p.m.

Below is a repost of the Filipino Deaf Women’s Health and Crisis Center, Inc.'s invitation.

The Filipino Deaf Women’s and Crisis Center Inc, (FDWHCC) was established in November 1999 and incorporated in 2001. The FDWHCC is a Deaf people’sorganization comprised of Deaf women. The Filipino Deaf Women’s Health and Crisis Center, Inc.'s vision and mission is to uplift the welfare of Filipino Deaf women by upholding equality and social justice through the improvement of standards of living. FDWHCC foresees a future wherein Filipino Deaf women are treated equally and without discrimination in all aspects of life whether at home, in the workplace,within the community and in the entire country. FDWHCC's current concerns focus on assistance for abused Deaf women. The FDWHCC opened last year the Rainbow House (RH), a shelter for Deaf women in difficult circumstances. It is the only one of its kind in the country. It arose from a need of the Deaf community where the incidence ofgender-based violence is very high, compounded by inaccessibility offacilities and programs in general for the Deaf. To date, the FDWHCC have housed several Deaf women clients at RH, almost all victims of sexual violence. The RH provides services to Deaf women victims / survivors of sexualassault, domestic violence and stalking.

The Filipino Deaf Women’s Health and Crisis Center, Inc. believes that violence is a learned behaviour and envision a world where it is not tolerated. For more information about RH, please visit

As a small non-profit Deaf organization, the demands for maintaining RH are very great. Financial support is needed primarily for meals, medical appointments, legal-related expenses, therapeutic activities as well aslivelihood capital. Proceeds of this fund-raiser shall benefit not only the organization but individual Deaf women who are striving to seekjustice and healing as well as regain their dignity.

The indie film “Hunghong sa Yuta” is a beautiful film by award-winningdirector Arnel Mardoquio whose plot revolves around a group of Deafchildren in a fictional town in Mindanao. It is a powerful film not only for its story and cinematography but also for the several relevant issuesthat it touches on. It depicts the experiences of Muslims and indigenous peoples in war-torn areas. It also shows the strong role of women in thecommunity, and the value of education. It speaks of the richness of ourcultures and communities. It is poignant, thought-provoking andinspirational.

The Filipino Deaf Women’s Health and Crisis Center, Inc. has chosen to screen this film not only because it includes the theme of deafness and sign language in its plot but also because it is truly a film that any Filipino would be proud of. To reserve tickets for the movie Hunghong sa Yuta (Earth's Whisper) you can email your request to

Tickets are slated at P120.00 (regular price) and P100.00 (students with current ID).

For indie film-reviewers and advocates of the deaf or anyone who just wants to give back to the society and believe on the mission and vision of Filipino Deaf Women’s Health and Crisis Center, Inc., we highly encourage we show our support for this fundraising activity by watching this film.