Inclusive Education Accessibility in Action: Meet Foundation University’s First Deaf Instructor
- 40 minutes ago
- 6 min read
When students enter Fine Arts instructor Rommel D. Lo's Figure Drawing I class at Foundation University, they quickly discover that learning can happen in many forms. As the university's first Deaf instructor, Lo teaches through Filipino Sign Language (FSL), visual demonstrations, and hands-on engagement—creating a classroom where inclusion is not simply discussed, but practiced every day.
More than a personal milestone, his appointment signals a broader institutional shift. It reflects Foundation University’s commitment to inclusive education and demonstrates how a distinct cultural perspective can enrich arts education.
From Student to Educator: A Journey of Perseverance
Lo earned his Fine Arts degree in Painting from the University of San Carlos, where he studied in a predominantly hearing environment. Unable to rely on spoken instruction and lectures, he developed strategies that shaped both his discipline and artistic practice.
He describes his early learning process as deeply self-directed:
“I learned through observation and often relied on self-study, books, and practice outside the classroom to fully understand lessons and improve my skills.”
This experience became the foundation of his teaching philosophy. What once challenged him as a student now shapes how he designs lesson plans for his own classes.
“This inspired me to make my classes more accessible and inclusive.”
Over time, he began to see communication differences not as barriers but as opportunities to rethink how understanding is built in the classroom.
A Different Teaching Style
Lo’s classroom centers on visual engagement. Instead of lectures, he uses FSL, written instructions, demonstrations, hands-on critique, and the Foundation University E-Learning (FUEL) Learning Management System.
He summarizes his approach simply:
“My teaching style is very visual, interactive, and hands-on.”
Before classes start, students go through an FSL Survival Kit orientation, where they learn FSL basics and some art terms. This helps them participate more actively in class interaction. Lessons are also supported through the FUEL platform, where instructions are prepared in advance to improve clarity and structure.
For Lo, this approach aligns naturally with art education itself:
“Demonstration, visual analysis, drawing, design, and creative expression are all visual activities. Just like sign language, they convey meaning without spoken words.”
Learning Through Connection
In Lo’s class, students describe an environment that feels engaging, supportive, and surprisingly enjoyable. Instead of relying only on verbal correction, Lo demonstrates techniques visually, allowing students to immediately see how to improve their work.
Second-year Fine Arts student Andrea Alatan shares her experience:
“My learning experience under Sir Rommel has been very fun. I have learned so much under his guidance because instead of just communicating our mistakes, he demonstrates it to us.”
She also describes the classroom atmosphere:
“He also sometimes cracks jokes because sometimes we can’t understand him… he has been very patient and understanding with us. Overall, Sir Rommel has been a really great teacher to us all. You can see all of our improvements day by day.”
Another student, Jhensen Kaye Sombero, highlights Lo’s feedback style and the energy in class:
“He teaches us well, and if we make mistakes in our drawings, what he does is he criticizes each of our works, and that's how we learn what's wrong and good in our drawing… Sir Rommel is giving good vibes to the whole class.”
Under Lo, learning becomes more interactive, less intimidating, and more collaborative. His humor and patience help create a space where students feel comfortable experimenting and improving.
Shifting Classroom Behavior and Learning Culture
According to Fine Arts Program Head Sandra Palomar-Quan, Lo’s presence has influenced not only how lessons are delivered but also student engagement.
“The visual and highly engaged nature of classroom communication has encouraged students to be more attentive and considerate. It has been observed that students have minimized distractions such as mobile phone use, they arrive on time to class, and participate intensely in studio exercises.”
She notes that students show increased interest in learning FSL, and having Lo as an instructor has improved not only their cultural awareness but also their empathy and communication skills.
“The presence of a Deaf instructor has not only broadened students’ understanding of Deaf culture and accessibility in the arts but has also contributed to a more focused, disciplined, and interactive learning environment.”
The Foundation of Belonging
According to Quan, hiring Lo reflects a broader institutional vision:
“The decision to hire a Deaf art instructor is driven by the department’s commitment to inclusive education, diversity in faculty representation, and the recognition that artistic excellence is enriched by varied perspectives and lived experiences.”
This dedication to accessibility is a long-standing tradition at Foundation University. Notably, the institution provided a sign language interpreter during its 2026 graduation ceremony, ensuring the Deaf community could fully participate in the celebration.
For Quan, Lo’s appointment marks a milestone not only for the university but also for higher education: the appointment is a pioneering development within fine arts education in the region.
“His class is the first and only higher education institution fine arts course formally taught by a Deaf instructor with a Bachelor’s degree in the region, if not in all Fine Arts departments across the country. Anyone is welcome to dispute it if ever they can.”
Inclusion as Practice
For Lo, inclusion is a part of his daily teaching practice.
“Inclusivity in an art classroom means creating a learning environment where everyone feels respected, supported, and able to participate regardless of background or ability.”
He also challenges traditional assumptions about who can lead in academic spaces:
“My presence as a Deaf instructor challenges traditional ideas of what an art educator looks like because it shows that ability and talent matter more than disability.”
Lo reflects on what it means to be the first Deaf instructor at Foundation University:
“It is a great honor and responsibility. It proves that Deaf people can become educators and professionals when given equal opportunities. For the future, I hope it inspires schools and universities to include FSL courses and to support Deaf educators when they are hired, so inclusion becomes the norm.”
Advocacy Beyond the Classroom
Beyond teaching, Lo advocates for the wider use of Filipino Sign Language under Republic Act No. 11106. He emphasizes that FSL is not just a communication tool but a full language that deserves stronger recognition in education and public life.
He believes broader adoption of FSL would make education more accessible and open pathways for future Deaf educators.
He also encourages students to learn FSL for deeper social engagement:
“If they learn Filipino Sign Language (FSL), they can join the Deaf community, volunteer, and help by interpreting or assisting with community needs. This way, they become not only better artists but also better people.”
Art as a Shared Language
In Lo’s view, art becomes a bridge between people with different communication backgrounds.
“I encourage Deaf and hearing students to look beyond language barriers by using art as their common language.”
Students leave his class not only with stronger technical skills in drawing and design, but also with a deeper understanding of how meaning can be expressed.
They begin to see that communication is not limited to speech. It can also live in gesture, image, attention, and shared creative effort.
When asked what he hopes his students will carry with them after taking his class, Lo mused:
“I hope my students carry respect, creativity, confidence, and inclusivity after they leave my class. As artists, they will use their skills in drawing and design. As people, they will value diversity, communicate beyond barriers, and share human experiences through art.”
Expanding What It Means to Be Heard
As Foundation University continues to build inclusive welcoming learning environments, Lo’s presence reflects what becomes possible when institutions open space for diverse educators to lead.
He reflects on teaching in his own language and on his own terms:
“Teaching art today, in my own language and on my own terms, means I can stand proudly as a Deaf educator. Using Filipino Sign Language (FSL) allows me to share art in ways that honor Deaf culture and identity. It affirms my right to teach in FSL and shows that Deaf teachers can lead, inspire, and break barriers in higher education. For me, it is both personal pride and a commitment to inclusion - proving that art and language together can open doors for the next generation.”
Lo’s journey reflects more than personal achievement. It shows how education can expand when institutions embrace different ways of learning and expressing knowledge.
His classroom demonstrates that inclusion is not only about access. It is about rethinking structure, patience, and the willingness to understand each other.
In his class, learning does not depend on sound. It depends on attention, interpretation, and connection. Through that, Lo is not only teaching art. He is expanding what it means to learn, to communicate, and to be understood.
