CSBLIFE Finals Magazine

UNFOLDING OUR LIFE
MISSION & SERVICE TO THE
BENILDEAN COMMUNITY & TO
SOCIETY USING THE BenEx

AND SERVICE LEARNING

DE GUZMAN, MAGSUMBOL, MONTERONA, REGONAY
CSBLIFE FODMAA

Contents

1 THE BENILDEAN 23 VALUING INCLUSION
EXPRESSIONS
(BENEX) General Category of
Disabilities
The Lasallian Core Values Disability Language Guide
The New BenEx Disability Etiquette

13 INTRODUCTION TO
BREAKTHROUGH
GOALS

Benilde's Goals
Inclusion
Innovation

20 INTRODUCTION TO
SERVICE LEARNING

The Service Learning Process
Service Learning Stakeholders

THE BENILDEAN
EXPRESSIONS (BenEx)

OF THE LASALLIAN CORE VALUES



With roots from the Lasallian core

values of core values of faith, zeal

for service, and communion in

mission, De La Salle - College of

Saint Benilde anchored such in its

integration with the Benildean

expression of God-centered, with

integrity, socially responsible,

appreciative of individual worth,

creative and innovative,

professionally excellent, and one

with the plight of the poor.

Valuesinsetergvreaatseas ignutihdeelirinleifae.person- Wahlstrom, 2002“
It is a vital
1 2 3”attitude.
THREE SIGNIFICANT ROLES OF VALUES:

It requires action. It is deliberately

It Personal values chosen. Values are

encapsulates the influence action and still personally

essence of behavior. An action identified and picked

something that is is considerably a by the individual to

desirable, valuable manifestation of fully justify every

and personal. their beliefs, action they will be

thoughts and values. taking that reflects

the values they instill.

THE LASALLIAN CORE VALUES

E n c o m p a s e s t h e L a s a l l i a n f o r m a t i o n

The spirit of faith



One’s discernment and actions
are guided by the aspect of
Gospel values and judgement.

The spirit of zeal for service

Wholeheartedly engages in

activities that are directed towards

the integral salvation of persons,

especially the poor.

Communion in mission

Uniting to and through the association
that elevates the institution’s common
goal and core values.

BENEX OF THE
LASALLIAN

CORE VALUES



The spirit of faith

God-centered: possesses a

fostering relationship with God by

valuing oneself as His children,

a c k n o w l e d g i n g -H i s p r e s e n c e i n
every event, having a genuine life

in prayer, living with the guidance

of human and Christian values.

Manifestations
1. Practices self-control
2.Shares God-given talents with
others
3.Takes time to reflect on God’s
love
4. Sees God’s presence in others
5. Respects the dignity of other
persons
6.Loves God by loving my
neighbor through community
service and volunteerism

BENEX OF THE
LASALLIAN

CORE VALUES



The spirit of faith

With integrity: consistently

upholds to the common good of

thoughts, words and actions

-

Manifestations
1. Performs tasks even without
the presence of a supervisor
2.Tells the truth even if it hurts
3. Follows the rules on plagiarism
4. Listens to various thoughts and
ideas before arriving at a
decision
5. Observes personal work ethical
6.Follows laws on the land
7.Follows institutional policies
8. Upholds the ideals of human
conduct by role modelling

BENEX OF THE
LASALLIAN

CORE VALUES



The spirit of
zeal for service

Socially responsible: advocates

for the common good, widening

one’s awareness and

- understanding the social realities

that prompts one to take action.

Manifestations
1. Actively participates in forums,
seminars and other avenues to
learn more about various social
issue
2.Makes decisions that uphold
fairness, justice and equality
3. Volunteers to serve other
people
4. Influences others to be socially
involved
5. Relates one's action in the light
of one's faith

BENEX OF THE
LASALLIAN

CORE VALUES



The spirit of
zeal for service

Creative and innovative
- Creative: envisage the invention

of new ideas, products and
processes.

-

- Innovative: continuous
development of existing ideas,
products and processes.

Manifestations
1. Produces new output out if
ordinary resources
2.Finds new ways of addressing a
problem/task
3.Strives to address societal
needs
4. Improves current output using
minimal resources
5. Pursues actions with a better
future in mind
6.Encourages others to come up
with new or better ideas

BENEX OF THE
LASALLIAN

CORE VALUES



The spirit of
zeal for service

Appreciative of individual worth:

acknowledges one’s inherent

value through respect and

inclusion -

Manifestations

1. Listens to the ideas and giving

value to the opinion of others

2.Apologizes and owning one's

mistakes

3. Shows patience and

understanding in relating with

others

4. Gives equal opportunities to

everyone

5. Challenges one's self and

others to be confident and be

involved

6.Recognizes and affirms the

achievement of others

BENEX OF THE
LASALLIAN

CORE VALUES



The spirit of
zeal for service

Professionally excellent:

transcends past the expectations

by supplying services of quality

and committing to lifelong

-

learning.

Manifestations
1. Conserves available resources
in practicing one's profession
2.Willingness to serve and help
one's colleagues in school or at
work
3. Views change positively and
adapts accordingly
4. Has constructive view of
working with others (values
teamwork)
5. Delivers one's work efficiently
and with quality at all times
(self-propelled).

BENEX OF THE
LASALLIAN

CORE VALUES



Communion
in mission

One with the plight of the poor:

entails solidarity with the poor by

maintaining equal dignity,

- understanding poverty in all of its

forms and causes, and

collaborating with them for social

progress in a compassionate

manner.

Manifestations

1. WIllingness to engage with the

poor

2.Listens to and respects poor

people's stories and opinions to

better understand their

situation

3.Shows concern and sensitivity

to the needs of others

4. Supports in creating

opportunities for the poor to

improve their current condition

The New BenEx

A new set of Benildean Expressions anchored on the Lasallian core
values were released by the Office of the Vice President for Lasallian

Mission and Student Life (OVPLMSL). It is currently being finalized.





-

THE SPIRIT OF FAITH COMMUNION IN MISSION


God-centered Socially responsible




THE SPIRIT OF ZEAL FOR SERVICE



Excellent with integrity

Creative and innovative

inclusive

Introduction to Breakthrough Goals

Inclusion
& Innovation

BENILDE'S GOALS

HUMAN BEINGS LIVE, FEEL Many individuals have difficulties
AND HAVE THE SAME accessing their rights such as those
within the marginalized sector due
NEEDS THUS GRANTING to financial and physical
THEM EQUAL RIGHTS AND incapabilities. Benilde seeks to
prioritize being free from such
OPPORTUNITIES. barriers to create a lasting impact in
the world.
Benildeans share
the same root, Therefore, Benilde has two main
inclusion and goals: Inclusion and Innovation.
innovation
running in their Achieving both of these goals for
DNA. diversely gifted learners is crucial and
challenging as it requires transforming
Benilde’s system for all kinds of
learners, which is a responsibility
shared by everyone in the community..

1Inclusion

By 2023, 25% of our student Diversity includes acceptance of
population would be everyone regardless of differences in
comprised of those who are identity such as ethnicity, gender,
economically disadvantaged, religion, nationality, and others.
PWDs, and may have special
learning needs. Discrimination against marginalized
groups leads them to experience
- FROM THE STUDENT difficulties obtaining their rights
HANDBOOK (2019-2022) such as the right to learn. Their
differences should not be used to
exclude them but something that
makes each individual unique.

BREAKTHROUGH GOALS

Salamanca's

FRAMEWORK

for Action (1994)

Every child has..

the right to education and must be given the
opportunity to achieve and maintain an acceptable
level of learning
unique characteristics, needs, and abilities,
Therefore education systems should be designed
to consider their characteristics and needs.

The diverseness of each individual should be
embraced and not seen as an issue. Inclusion
explains that institutions must adapt to their learners
but the process is not easy. Content and strategies in
delivering education must be corresponding to all its
learners.

A process of addressing and responding to the
diversity of needs of all learners through

increasing participation in learning, cultures
and communities”

- UNESCO defining Inclusive Education (2005)

BREAKTHROUGH GOALS

FORMING CIE:

EDUCATION WITH SENSITIVITY

The institution provides Its main service is to help
strengthen inclusion through
education while being programs for PWDs, special
education needs, and indigenous
mindful of each learner’s people, providing them with
educational support. Before the
special needs, celebrating formation of CIE, the College
already had the mission since the
diversity, treating start through the Saint La Salle
and Saint Benilde Romancon,
differences positively, and sharing different stories of
success in inclusion.
respecting their rights. This

goal led to the formation of

the Center for Inclusive

Education, also known as

CIE, in 2015.

BREAKTHROUGH GOALS

2Innovation By 2023, 100% of our
graduating students would
have demonstrated their
expertise in their areas of
specialization in at least two
collaborative and innovation
projects that aim to improve
the quality of life of people
especially the poor.

- FROM THE STUDENT
HANDBOOK (2019-2022)

Ideas are powerful, expressed in
various forms at the speed of light,
and used for the common good.
Benilde acknowledges skills in being
innovative and strives to be a platform
for students through its second
breakthrough goal. Innovation
includes forming ideas and translating
them into actions that have an impact
not only on oneself but on society as a
whole.

The institution provides opportunities for
service projects, a space for
collaboration through the establishment
of the Hub of Innovation for Inclusion
(HIFI), and activities such as workshops
and seminars. One example is Benilde
Prize, a university-based innovation
contest.

BREAKTHROUGH GOALS

Lasallian's mission

and Student Life, LMSL

DYNA DEPARTMENT FOR
STUDENT LIFE
MIC LEARNING (DSL)

Develop students’ potential
through sub-offices:
Office of Culture and Arts
(OCA): artistic growth
Student Publications Office
(SPO): journalistic and
publications related
Student Involvement Office:
extra/co-curricular activities

CENTER FOR
SOCIAL ACTION
(CSA)

Venues for social
responsibility and
community development
activities involving social,
political and economical.
Programs such as "Summer
of Service (SOS)" for
community service work
which students can join.

BREAKTHROUGH GOALS

INTRODUCTION

TO SERVICE LEARNING

An Educational Innovation.

Going beyond the education that the
four corners of a classroom can
provide, Service-Learning is a unique
experience for students. It provides an
experiential way of learning by
encouraging them to be proactive
members of the community. However,
this is not the typical volunteering
program that one may think. In
essence, Service-Learning is an
academic experience where students
are required to perform community
service to earn course credit, reflect on
their experiences to better understand
the course material, broaden their
understanding of the discipline, and
deepen their own personal values and
civic responsibility. At Benilde, service
towards the community is highly
regarded.

Aimed towards education and society,
the service-learning foundation is
geared equally for the following
purposes:

Education

Students get a unique perspective on
the world around them when they
immerse themselves in the local
community. Thus, they are to engage in
self-reflection and become socially
aware individuals.

Society

To have a positive impact and
enriching influence to the community.

What to 2ApplicationIn this phase, students are
Expect expected to apply what they've
in the learned in the classroom to the
Service- real world. This is, of course,
Learning with the guidance of school
Program? administrators and faculty
members in choosing a
The Service- designated site.
Learning Process:
3ReflectionStudents are encouraged to
UnderstandingInvolves the realization of the subject evaluate their experience and
uncover personal learnings from
1and the underlying philosophy the program. Additionally, this
behind it. In this stage, it is important serves as a means for
to highlight the importance of administrators and community
knowing the community and its partners to track their progress
challenges, which can only be done and become aware of
through proper research and suggestions or challenges for
analysis. This is to ensure a genuine future references.
application and effective service to
the community. 4AssessmentAs this is still a part of their
course, students are to be
graded in reflection of their
compliance to the requirements
(i.e., quiz, exam, recitation) and
their performance. Faculty and
community members are to
collaborate to develop a set of
criteria that is tailored to the
service-learning course.

Likewise, the
program is a
community effort.

Meet the Service-Learning Stakeholders:


Faculty

Their role is to supervise students,
monitor scheduled activities, and
evaluate outputs and results. For
assessment, they are to follow the
grading system based on the
application of course topics and their
service to the community.

Community
partners

Provides the knowledge necessary
to comprehend the community’s
situation before the students are
deployed on-site. In addition, the
community representatives are to
co-facilitate the session and give
feedback about the community's
context before, during, and after
the activity.

Students

Their ultimate role is to participate
throughout the program by complying
with outputs as stated in the syllabus
or as agreed upon by the faculty and
community. But before anything else,
students are made aware of the
program's objectives so that they may
decide whether or not they want to
participate.

VALUING

INCLUSION

Inclusion is an essential value within the Benildean-Lasallian
family.
Inclusion is an essential value within the Benildean-Lasallian
family.
It is important to emphasize that regardless of our differences,
each person has value and deserves to live a full and dignified
life.

Is the ability of a person to be aware and
considerate of the needs and emotions
of others (Merriam-Webster, 2017). The
concept of sensitivity is close to the idea

of empathy where people try to put
themselves in the other person’s
circumstances.

SENSITIVITY

GENERAL
CATEGORIES OF
DISABILITIES

There are many different categorizations of disability, and
they are as follows according to the Department of
Education Advisory Council on the Education of Children and
Youth with Disabilities and Asian Institute of Management
(2014).

AUTISM
SPECTRUM
DISORDERS

Characterized by varying degrees of impairment in
communication skills and social interactions and in restrictive,
repetitive patterns of behavior. The condition causes disabilities
that can be life-long

BEHAVIORAL PROBLEMS
OR SERIOUS EMOTIONAL
DISORDERS

Refers to a number of mental health conditions. Using the
Diagnostic Statistical Manual (5th Edition), this may include various
psychiatric disorders including but not limited to: anxiety disorders,
depressive disorders, bipolar and related disorders, obsessive-
compulsive disorders, trauma and stressor-related disorders,
dissociative disorders, somatic symptom disorders, feeding and
eating disorders, elimination disorders, sleep-wake disorders.
sexual dysfunctions, substance-related and addictive disorders,
and schizophrenia spectrum and other psychotic disorders. These
conditions may also be referred to as psycho-emotional conditions.

BLIND AND
VISUAL
IMPAIRMENT

Refers to vision problems that cannot be corrected by eyewear.
Includes a range of visual impairments from low vision to
blindness.

COMMUNICATION
DISORDERS, SPEECH
AND LANGUAGE
IMPAIRMENT

Refers to speech and language disorders including problems with
articulation (produces incorrect sounds), fluency (flow of speech
issues), voice (pitch, resonance or loudness issues), and
language (expression and comprehension issues)

DEAF

Refers to an impairment in processing linguistic information through
hearing with or without amplification which adversely
affects performance.

INTELLECTUAL
DISABILITY

Refers to significantly sub-average general intellectual
functioning that is accompanied by significant limitations in
adaptive functioning in at least two of the following skill areas:
communication, self-care, home living, social/interpersonal skills,
work, leisure, health, and safety.

LEARNING
DISABILITY

Refers to difficulties in learning and using academic skills that
have persisted for six months, despite provision of interventions
that target the difficulties. Subtypes include impairments in
reading, written expression, and mathematics

MULTIPLE
DISABILITY

Refers to concomitant impairments or the combination of
conditions which causes severe educational needs.

ORTHOPEDIC
DISABILITY

Refers to skeletal system impairments that involve the joints,
bones, limbs, and associated muscles. Orthopedic impairments
are often divided into three categories: neuromotor,
musculoskeletal and degenerative impairments.

DEAF-
BLIND

Refers to concomitant hearing and visual impairments, the
combination of which causes severe communication and
other developmental and educational needs.

OTHER
HEALTH
IMPAIRMENTS

Refers to health impairments resulting in limited strength, vitality
or alertness including heightened alertness to stimuli. Examples
include chronic or acute health issues such as asthma, diabetes,
epilepsy, heart conditions, hemophilia, leukemia, and many others

DISABILITY
LANGUAGE
GUIDE

Using the most sensitive language
that considers the person first
before the disability is one of the
ways we can avoid offense and
practice inclusion.

USE DO NOT

USE

Person with an impairment: The disabled, handicapped,
person with disability, people PWD
with disabilities.
Person without a disability, Normal person
non-disabled person, sighted
person. Mental, mad, crazy
Person with psychosocial
disability or psychiatric Mental handicap or retarded
impairment or person with
mental Illness The blind, the visually impaired (In
Person with intellectual the Philippines, these are
disabilities or persons with acceptable)
learning disabilities Suffers from hearing loss, the
deaf, deaf and dumb, deaf-
Person who is blind, person mute
who has low vision Afflicted by MS, victim of
Epileptic
Person who is Deaf, Person Confined or restricted to a
who is Hard of Hearing, Deaf wheelchair, wheelchair
person bound
Person who has multiple Invalid, handicapped person,
sclerosis cripple, crippled, lame

Person with epilepsy

Person who uses a
wheelchair, Wheelchair-user

Person with a physical
disability

USE DO NOT

USE

Unable to speak, uses Dumb, mute
synthetic speech
Seizure Fit
Suffers from
Lives with/has/experiences
a disability/impairment Birth defect

Congenital disability, born Birth defect
with an impairment
Disabled toilet/handicapped
Person who had polio, person parking
with post-polio paralysis Underdeveloped
Third world
Accessible toilet/parking for Gender information less
persons with disabilities necessary such as 'A woman
doctor was running the
Low income countries hospital'
Developing countries
Language of blame such as
Gender neutral language 'X's family didn't care about
such as 'A doctor was her so they did not send her
running the hospital' to school

Language which shows
respect for local context and
the challenges of individual
situations such as X family
had not been told there was
a way they could help X to
go to school.

DISABILITY
ETIQUETTE

As individuals who advocate for inclusion, it is important that we
understand general etiquette or proper behaviors when interacting
with Persons with Disabilities and other persons in the community.
Applying these basic etiquette tips, we are all on our way to
becoming agents of inclusion. The guidelines as follows are from
CBM’s Disability-Inclusive Development Toolkit .

Don’t make assumptions about
someone’s level of impairment, their
needs or preferences based on a
previous experience of a person with
the same type of impairment.
People with disabilities are very
different in their assistance needs and
preferences
Speak directly to a person with
disability and not to their personal
assistant, companion or interpreter.
Position yourself at eye level when
speaking with a person who is a
wheelchair user, or of short stature.
Identify yourself first if you wish to
speak to someone with visual
impairment and remember to inform
them if you are moving away.
Feel free to ask a person who has a
speech difficulty to repeat themselves,
they will be used to this and will
appreciate that you value their ideas.
Speak clearly and in short sentences
when communicating with a person with
learning disability.
Avoid casual remarks that are personal
or intrusive, and do not ask
inappropriate questions.
Do not touch or move any mobility aids
Do not touch or grab without asking
permission
If you are worried about how to behave
or what language to use, just ask.

INCLUSION IS NOT JUST A CONCEPT BUT A Be inclusive, be a Benildean!
VALUE THAT IS ACHIEVED THROUGH DAILY
PRACTICE OF EMPATHY, SENSITIVITY, AND
ACCEPTANCE OF INDIVIDUAL WORTH.