FIFTEENTH CONGRESS OF THE 
) 
REPUBLIC OF THE PHILIPPINES ) 
First Regular Session 
) 
:( 
I ' ,_ 
' L 
SENATE 
S. NO. 2358 
Introduced by Senator Juan Miguel F. Zubiri 
EXPLANATORY NOTE 
The care of children with special needs (CSNs) is one of the most sublime acts. 
The spectrum of their needs is as wide as their mental characteristics, sensory abilities, 
neuromuscular or physical characteristics, social abilities, handicaps and development 
lag. While caring for them is an opportunity for doing good, the same carries costs e.g. 
financial and emotional, that are often shouldered by the child's family alone. 
This Bill provides for the establishment of a Special Education (SPED) Center for 
each school division and at least three SPED Centers in big school divisions. Each 
SPED Center will have one teacher each for the following CSNs : Mentally Gifted, 
Mentally Retarded/Handicapped, Visually Impaired, Hearing Impaired, Autistic, Leaming 
Disabled and children with behavior problems. It also provides for the 'appointment of 
itinerant SPED teachers who will render service on a needs basis. Likewise, it proposes 
the creation of the Bureau of Special Education (BSE). 
Economically marginalized students with special needs in all levels shall be 
provided financial assistance in the form of scholarship grants, allowances for food, 
transportation, board & lodging, books, or stUdent loan programs, art and cultural tours, 
trainings and programs, subsidies and other incentives. Medical assistance and 
specialized day care centers will also be established. 
In order to allow CSNs to develop into their highest potential, their care should be 
a service carried out together by the community and government in sustainable 
programs. Hence, the SPED program shall be funded at P600 Million per year for five 
years. Also, a supplementary appropriation of P20 Million to be sourced from the 
President's Social Fund and the Philippine Gaming Corporation shall be provided to the 
BSE as a reserve fund. 
The United Nations Convention on the Rights of the Child says every child 
"should be afforded the necessary protection and assistance so that it can fully assume 
its responsibilities within the community", and, children with special needs more so. 
The immediate passage of this Bill, is, therefore, respectfully sought. 
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JI,JAK"MIGUEL F. ZUBIRI 
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. "-
FIFTEENTH CONGRESS OF THE 
) 
REPUBLIC OF THE PHILIPPINES ) 
First Regular Session 
) 
1" 
" 
,,-
1 f 
' L 
SENATE 
.". 
~ ,,." J 1 ' 
• r 
, . 
S. No. 2358 
Introduced by Senator JUAN MIGUEL F. ZUBIRI 
AN ACT 
ESTABLISHING AT LEAST ONE (1) SPECIAL EDUCATION CENTER FOR EACH 
SCHOOL DIVISION AND AT LEAST THREE (3) SPECIAL EDUCATION CENTERS IN 
BIG SCHOOL DIVISIONS FOR CHILDREN WITH SPECIAL NEEDS, GUIDELINES 
FOR GOVERNMENT FINANCIAL ASSISTANCE AND OTHER INCENTIVES AND 
SUPPORT 
Be it enacted by the Senate and the House of Representatives of the Philippines in 
Congress assembled: 
1 
SECTION 1. Short Title. - This Act shall be known as the "Special Education Act 
2 
of 2010." 
3 
4 
SECTION 2. Declaration of Policy. - It is hereby declared the policy of the State 
5 
to protect and promote the rights of children with special need (CSN's) to quality 
6 
education and to take appropriate steps to make such education accessible to them. 
7 
The State recognizes their vital role in national development and that finding solutions to 
8 
their problems forms an integral part of national development strategies. 
9 
It is also the policy of the State to give full support for their welfare and 
10 
development to ensure their full integration to society as well as to facilitate their active 
11· participation in the affairs of the State. Towards this end and also pursuant to the 
12 
mandate stated in Section 13 of Article 2, Sec. 13 of Article 13 of the 1987 Constitution, 
13 
Article 3 of p.o. 603, and Sections 12 to 14 of Republic Act No. 7277, the State shall 
14 
institutionalize an adequate and relevant education program for every child with special 
15 
needs through the establishment of Special Education (SPED) Centers and of their vital 
16 
support mechanisms. Thus, all CSN's, irrespective of the degree of sensory, physical or 
17 
intellectual disability or needs, will have the opportunity to be educated in the most 
18 
educationally enhancing environment consistent with the provision of a quality 
19 
education that best meets their needs. 
20 


1 
SECTION 3. Objectives. - The objectives of the Special Education Act of 2010 
2 
are: 
3 
(A) To provide access to basic education among CSN's namely the gifted/talented, the 
4 
mentally 
retarded, 
the 
visually 
impaired, 
the 
hearing 
impaired, 
the 
5 
orthopedically/physically handicapped, the learning disabled, the speech defective, 
6 
the children with behavior problems, the autistic children and those with the health 
7 
problems through the formal system and other alternative delivery services in 
8 
education; 
9 
(B) To ensure that CSN's fully develop their abilities, talents, interests and all aspects of 
10 
their development to become more responsible for their lives and more effective 
11 
partners in all the affairs and concerns of the country; 
12 
(C) To ensure that CSN's understand, appreciate and respect differences amongst 
13 
groups and members in society and also to understand the nature of society in 
14 
which they live; 
15 
(D) To inform the parents about the full continuum of services, possible placement 
16 
options during discussions about their children's education and other relevant 
17 
information to enable them to make informed decisions and choices; 
18 
(E) To equip the parents and other caregivers and the teachers with the capabilities to 
19 
identify, prevent, refer and intervene with the developmental disorders and 
20 
disabilities of children as well as in the relevant individual programming planning for 
21 
the student where such program differs Significantly from the standard curriculum 
22 
and other matters that enhance the role of parents and other caregivers as the 
23 
primary educators and caregivers oft heir children from birth onwards; 
24 
(F) To involve private groups, local government units and national agencies other than 
25 
the Department of Education (DepEd) in the education of children with special 
26 
needs; 
27 
(G) To effectuate significant and positive changes in community attitudes towards 
28 
disability, and the need to provide special education, care and other needs of 
29 
children with special needs, 
30 
31 
SECTION 4. Definition of Terms. - For purposes of this Act, these terms are 
32 
defined as follows: 
33 
(A) Disability shall mean -
34 
(1) A physical or mental impairment th,at substantially limits one or more 
35 
psychological, physiological or anatomical function of an individual; 
36 
(2) A record of such impairment; 
37 
(3) Being regarded as having such impairment. 
2 


1 
(B) Impairment is any loss, diminution or aberration of psychological, physiological or 
2 
anatomical structure or function; 
3 
(C) Handicap refers to a disadvantage for a given individual, resulting from an 
4 
impairment or a disability, that limits or prevents the functions or activity that is 
5 
considered normal given the age and sex of the individual; 
6 
(D) Disabled persons are those suffering from restriction or different abilities, as a result 
7 
of a mental, physical, sensory or neurological impairment, to perform an activity in 
8 
the manner or within the range considered normal for a human being; 
9 
(E) Marginalized/disadvantaged disabled persons refer to disabled person who lack 
10 
access to rehabilitative services and educational opportunities due to poverty, 
11 
abandonment, illness and other forms of neglect. For purposes of this Act, the word 
12 
"poor" are those who either have no means of livelihood or have incomes below 
13 
threshold; , 
14 
(F) Children and youth with special needs are the gifted and fast leamers and those 
15 
who are disabled, impaired and handicapped persons in need of special education 
16 
as well as service for rehabilitation. He/she differs from the average child in -
17 
(1) Mental characteristics; 
18 
(2) Sensory abilities; 
19 
(3) Neuromuscular or physical characteristics; 
20 
(4) Social abilities; 
21 
(5) Multiple handicaps; and/or 
22 
(6) Has a developmental lag to such as an extent that he requires modified 
23 
school practices or special education services to develop to his/her maximum 
24 
capability. They include person aged zero to twenty one (0-21) years old and 
25 
may be as follows: 
26 
(a) Gifted Children and Fast Leamers are those capable of superior performance 
27 
and these include those with demonstrated achievement or potential ability in 
28 
one or more of the following areas: general intellectual ability, specific 
29 
academic aptitude, creative or productive thinking ability, leadership ability or 
30 
those individuals who consistently manifest the following cluster of traits: 
31 
above average ability (including intelligence), high creativity (implies the 
32 
developmental appreciation of innovative ideas) and high tasks commitment 
33 
(related to a high degree of motivation) and those who by reason thereof, 
34 
require services or activities not ordinarily provided by the school. 
35 
(b) The Mentally Handicapped/Mentally Retarded are those who have substantial 
36 
limitation in present functioning characterized by significant sub-average 
37 
intellectual functioning, existing concurrently with related limitations in two or 
38 
more of the applicable adaptive skill areas; communication, self-direction, 
3 


1 
home living social skills, community use, self-direction, health and safety, 
2 
functional academics, leisure and work. 
3 
(c) The Visually Impaired are those who are blind or have low vision. A person is 
4 
blind if he/she has a visual capacity of 20/200 or less in a better eye after 
5 
maximum correction. The low vision person retains a relative low degree of 
6 
vision and can read only enlarged print or regular print under special 
7 
conditions. 
8 
(d) The Hearing Impaired are those who are deaf or hard-of hearing. The deaf 
9 
person is one whose hearing is non-functional for ordinary purposes in life. 
10 
The hard-of hearing has a sense of hearing which although defective is 
11 
functional with or without a hearing aid. 
12 
(e) Student/Children with Behavior Problems are those who cannot adjust to the 
13 
socially accepted norms or behavior and, consequently disrupt their 
14 
academic progress, the leaming effort of their classmates and interpersonal 
15 
relations. 
16 
(f) The Orthopedically Handicapped are those whose impairment permanently or 
17 
18 
temporarily interferes with the normal functions of the joints, muscles or 
limbs. 
19 
(g) Special instructional materials means a textbook in Braille, large type or any 
20 
other medium or any apparatus that conveys information to a student or 
21 
otherwise contributes to the learning process. 
22 
(h) Private sector participation encompasses all forrns of indispensable, 
23 
substantial and meaningful participation of private individuals, partnerships, 
24 
gr,?ups or entities, cornrnunity-based organizations or non-governrnental 
25 
organizations in the delivery of educational and rehabilitative services for 
26 
'students and children with special needs. 
27 
(i) Basic Education consists of at least six (6) years of elementary education and 
28 
at least four (4) of secondary education including pre-school education. 
29 
U) Special Education is basic education that takes into account the special needs 
30 
of both disabled children and gifted children that requires a systematic and 
31 
deliberate process for them to achieve functional literacy and which will bring 
32 
the individual to the highest level of his potential and capacity. It is also 
33 
defined as that type of education tailored to meet the needs of children who 
34 
cannot profit because of disabilities or exceptional abilities. 
35 
. (k) Functional Literacy is the level of literacy necessary for the student or child to 
36 
becorne a useful citizen and effective member of the society. 
37 
4 


1 
SECTION 5. Coverage. - This Act shall cover students and children with special 
2 
needs nationwide. 
3 
4 
SECTION 6. Creation of the Bureau of Special Education. - To attain the 
5 
objectives of this Act, the Bureau of Special Education (BSE), hereinafter referred to as 
6 
the Bureau, is hereby created to institutionalize and govern special education in the 
7 
Philippines. The Bureau is primarily tasked in the formulation and administration of an 
8 
appropriate curriculum and developmentally-suited programs to primarily achieve 
9 
functional literacy of the students/children with special needs and ensure their 
10 
integration to' society. The full continuum of educational services shall also be made 
11 
available by the bureau to those CSN's below school age through regular home visits, 
12 
consultations, day care activities and any other proper medium or program. 
13 
BSE shall function as a regular bureau of the Department of Education, under the 
14 
direct supervision of the department secretary and to he headed by a director and 
15 
assistant director. 
16 
Three division chiefs shall serve as heads for the (1) Gifted Children Division 
17 
(GCD); (2) Children with Disabilities Division (COD) and (3) Special Services and 
18 
Auxiliary Aids Division (SSAAD), with the staffing needs to be equitably distributed in 
19 
accordance with the current needs and concerns of their respective divisions. They shall 
20 
assist the director of the special education program. 
21 
The Philippine Printing House for the Blind under the existing organization 
22 
structure of DedEd shall become part of the SSAAD. 
23 
24 
SECTION 7. SPED Centers in Regular Schools. -
25 
(A) At least one (1) special education (SPED) center for each school division and at 
26 
least three (3) SPED centers in big school divisions Shall be established in regular 
27 
schools, where there are no existing SPED centers. These SPED centers shall be 
28 
administered by the principal of the regular school. 
29 
(B) The SPED Center shall function as the Resource Center for the implementation of 
30 
inclusive education that will accept all kinds of children on regular schools. It shall: 
31 
(1) Support children with special needs integrated/included in regular schools; 
32 
(2) Assist in the conduct of school-based training; 
33 
(3) Produce appropriate teaching materials, and 
34 
(4) Conduct assessment of children with special needs. 
35 
(C) Each SPED Center shall have the following staff who shall have a (3) starting salary 
, 
36 
classification of Grade 13: 
37 
(1) 1· SPED teacher for the Mentally Gifted; 
38 
(2) 1 SPED teacher for the Mentally Retarded/Handicapped; 
5 


(3) 1 SPED teacher for the Visually Impaired; 
2 
(4) 1 SPED teacher for the Hearing Impaired; 
3 
(5) 1 SPED teacher for the Autistic Children; 
4 
(6) 1 SPED teacher for the Learning Disabled; 
5 
(7) 1 SPED teacher for children with behavior problems. 
6 
7 
(D) Regular teachers currently handling special education of children with special needs 
8 
shall henceforth be classified as SPED teachers with the same salary grade 
9 
classification as mentioned in the preceding paragraph. 
10 
(E) There shall be an assistant principal for each SPED Center. He/she shall administer 
11 
and supervise the alternative educational programs, early intervention programs, 
12 
monitoring, 
supervision 
and 
technical 
assistance 
and 
human 
resource 
13 
trainings/SPED personnel enhancement programs, 
referral 
and 
placement 
14 
procedures, advisory services and other components of the special education 
15 
program in his/her jurisdiction. He/she shall also be responsible for the formation 
16 
and supervision of placement committee under his/her jurisdiction as well as in the 
17 
resolution of disagreements on placement and services. 
18 
19 
SECTION 8. 
Other Personnel of SPED Centers. -
One educational 
20 
psychologist or psychometrician, one social worker, one education supervisor and one 
, 
21 
medical health officer for each city and province shall be appointed who, among other 
22 
responsibilities, shall comprise the administrative core and placement committee of the 
23 
SPED unit in the area. They shall also be jointly tasked to develop and maintain a data 
24 
bank in special education in their respective jurisdictions. The placement committee 
25 
shall, among others, ensure that stUdents with disabilities are educated as close as 
26 
possible to their homes and alongside their age-appropriate peer groups, and that these 
27 
students attend their local schools or travel ttie shortest distance possible in the 
28 
availment of educational services, in consultation with, and active participation of 
29 
parents. 
30 
31 
SECTION 9. Itinerant SPED Teachers. - Itinerant SPED teachers shall also be 
32 
appOinted whenever necessary and on a needs basis. He/she shall assist isolated or 
33 
remote schools with specialized equipment, individual programs, curriculum adjustment, 
34 
teaching aids and building modifications. 
35 
36 
SECTION 10. Authority of the Secretary of Education to Give grants to, or 
37 
Enter into Cooperative Arrangements for the Creation of SPED Centers. - The 
38 
Secretary of Education is hereby authorized to give grants to, or enter into cooperative 
6 


1 
arrangements or contracts with public or private non-profit agencies, institutions or 
2 
organizations for the establishment or creation of SPED centers for children with special 
3 
needs: Provided, that a grant made pursuant to this Section may be made only for the 
4 
following or similar programs: 
5 
(A) Technical assistance of SPED centers providing educational assistance for 
6 
ch~dren with special needs (CSN's); 
7 
(B) Pre-service or in-service training of professionals or related services 
8 
personnel preparing to serve or serving CSN's; 
9 
(C) Replication of successful innovative approaches to providing educational or 
10 
related services to CSN's; 
11 
(D) Facilitation of parental involvement in the education of their CSN's; 
12 
(E) Diagnosis and educational evaluation of CSN's at risk of being certified 
13 
CSN's; 
14 
(F) Consultative, counseling and training services for the families of CSN's; 
15 
(G) Familiarization of the municipality or city to be served by a SPED center with 
16 
the problems and potentialities of such children. 
17 
18 
SECTION 11. Provision for Continuing Research to Identify, Special Needs 
19 
of CSN's. - The Bureau of Special Education, by itself or in association with such 
20 
organizations or institutions as are determined by the DepEd Secretary to be 
21 
appropriated, shall undertake continuing research to identify and design programs that 
22 
meet the full range of children with special needs: Provided, That such continuing 
23 
research shall also be used to develop instructional techniques for use by the SPED 
24 
Centers that will improve the CSN's acquisition of the skills necessary for transition to 
25 
independent living, vocational training or competitive development; Provided, finally, 
26 
that such continuing research shall further be used to design physical education and 
27 
therapeutic program for use by the Centers to increase the potential of CSN's for 
28 
community participation. 
29 
30 
SECTION 12, Student Assistance. - The Bureau shall provide financial 
31 
assistance to economically marginalized but deserving students with special needs at 
32 
the elementary and secondary levels including any post-secondary or tertiary education 
33 
which may come in the form of scholarship grants, transportation allowance, food 
34 
allowance, board and lodging allowance, book allowance, student loan programs, 
35 
artistic and cultural tours, training and programs, subsidies and other incentives. 
36 
Marginalized disabled persons and those coming from indigenous communities shall be 
37 
the priority in the grant of the aforesaid assistance. 
7 


1 
Special equipment like wheelchair, crutches, special toilet and hygiene 
2 
requirements, hearing aids, eyeglasses and the like by the students to optimize 
3 
education and participation in the educational process shall also be provided for free 
4 
and at discounted rates to deserving students and at very affordable rates in general 
5 
through a reasonable funding scheme that shall be designed by the Bureau. 
6 
7 
SECTION 13. Medical Assistance. - The Bureau shall prepare a scheme that 
8 
will ensure adequate and free medical assistance and intervention programs, including 
9 
those essential to the student or child's rehabilitation like therapy, psychometric 
10 
assessments, medical examinations and the like with govemment clinics, hospitals and 
11 
other health facilities. In case the medical needs are not offered by the nearest or 
12 
accessible government clinics, hospitals and other health facilities, or cannot be 
13 
obtained by reason of critical immediacy or the need to obtain a more specialized or 
14 
advanced treatment, they can avail of the services of private clinics, hospitals and other 
15 
specialized agencies through tax incentives. For this purpose, as far as practicable or 
16 
on a case-to-case basis, as may be determined by the Bureau, health care insurance 
17 
programs may be instituted. 
18 
19 
SECTION 14. Nutritional Programs. - The nutritional programs for CSN's shall 
20 
be supervised by the National Nutrition Council and the Department of Health in 
21 
coordination with the local government unit health officer. 
22 
23 
SECTION 15. Establishment of Specialized Day Care Centers. - Day care 
24 
centers specially designed for pre-school children and their parents, where early 
25 
identification of disabilities and special needs and introductory educational and 
26 
intervention programs will be administered, shall also he established near or within 
27 
existing SPED centers or those that will be created by the bureau with the support of the 
28 
Department of Social Welfare and Development and local government unit in the area. 
29 
As far as practicable, existing day care centers and facilities shall be maximized. 
30 
31 
SECTION 16. Recreational and Artistic Opportunities. - The Bureau shall 
32 
institute a program for students or children with special needs to afford them full 
33 
opportunities for safe and wholesome recreation and activities, individual as well social, 
34 
for the wholesome use of his leisure hours and for the advancement of their physical, 
35 
mental, social and cultural development. 
36 
37 
SECTION 17. Continuing Education and Assistance to Teachers/Instructors 
38 
of Students with Special Needs. - The Bureau shall enhance the right of the 
8 


1 
teachers/instructors to professional advancement and ensure that the teaching staff will 
2 
attract the b(:lst available talents through adequate remuneration, scholarship and 
3 
training grants, teacher exchange programs, incentives and allowances and other 
4 
means of securing job satisfaction and fulfillment as well as their long and stable tenure 
5 
in their respective posts. A similar program shall be designed for support personnel like 
6 
interpreters, psychologists, social workers and others also involved in the education and 
7 
rehabilitation of the child. 
8 
9 
SECTION 18. Parent, Sibling and Caregiver Education. - There shall be a 
10 
formal training and counseling program for parents, siblings and caregivers for them to 
11 
acquire a working knowledge of special education, gain an understanding of the 
12 
psychology of children with special needs, he aware of their crucial role as educators 
13 
and gain knowledge and skills on how each parent, sibling, or caregiver could maximize 
14 
his/her services for the optimum development of the potentials of the child. 
15 
16 
SECTION 19. Special Instructional Materials. - Publishers shall grant to the 
17 
DepEd through the Special Services and Auxiliary Aids Division (SSAAD) the authority 
18 
to transcribe adopted instructional materials into Braille, large type and audio-tape 
19 
without penalty or royalty. Furthermore, on or before the second working day after the 
20 
adoption of textbook titles by the DepEd, each publisher of newly adopted instructional 
21 
materials shall provide computerized files as specified by the DepEd which may be 
22 
copied and distributed to a school division, upon request, for instructional purposes. 
23 
Copies of these instructional materials shall be furnished without cost to either 
24 
the student or teacher who is blind or visually impaired. The materials are to be loaned 
25 
to the public school districts as long as needed and are to be returned to SSAAD when 
26 
no longer needed. 
27 
28 
SECTION 20. Incentives to Private Sector Participation. - Partnership 
29 
between 
the 
government and 
private 
institutions catering to 
the 
needs of 
30 
students/children with special needs shall be encouraged. In this regard, the 
31 
Department of Education, in coordination with the Department of Finance, Department 
32 
of Interior and Local Government, Department of Science and Technology and 
33 
Department of Trade and Industry, shall draw up a scheme to provide incentives that 
34 
will include tax deductions, loan assistance, and .technological or scientific assistance, 
35 
to encourage private participation in the education and rehabilitation of CSN's. 
36 
37 
SECTION 21. Local Government Unit Participation. - The local government 
38 
units shall be responsible for the: 
9 


, . 
1 
(A) Provision of buildings or centers and sites where there are no existing school 
2 
facilities that will house the special education of children /students with special 
3 
needs, as well as the establishment of day care centers as mentioned in Sec. 15; 
4 
(B) Organization of one (1) parent-teacher association in every school in their respective 
5 
jurisdictions offering special education to students/children with special needs; 
6 
(C) Identification, coordination and the tapping of public or private volunteers and 
7 
private organizations, national or intemational. for information dissemination 
8 
campaigns, funding programs and other projects to augment the funding of and 
9 
equipment for SPED programs and equipment, among others; 
10 
(D) Provision of counterpart funds for the training and seminars of parents and teachers 
11 
and nutritional programs for the students/children with special needs in their 
12 
respective localities to be determined by the Bureau, in coordination with the 
13 
DepartmElnt of Budget and Management and the Department of Finance. 
14 
15 
SECTION 22, Public Information, Education and Communication. - A 
16 
nationwide information dissemination campaign on the prevention, early identification 
17 
and intervention programs for children with special needs shall be intensified. This shall 
18 
be the joint responsibility of the Philippine Information Agency (PIA), Council for the 
19 
Welfare of Children (CWC) and the Department of Education (DepEd). The DepEd, in 
20 
collaboration with the Department of Health (DOH) and Department of Labor and 
21 
Employment (DOLE), shall also disseminate materials and information concerning 
22 
effective practices working with, training and educating CSN's. 
23 
24 
SECTION 23. Appropriations. - For the implementation of this Act, the amount 
25 
of Six Hundred Million Pesos (P600,OOO,OOO.OO) per year for five (5) consecutive years 
26 
is hereby appropriated for the SPED program to be included in the General 
27 
Appropriation Act. 
28 
A supplementary appropriation in the amount of Twenty Million Pesos 
29 
(P20,OOO,OOO.OO) to be sourced from the President Social Fund, and the Philippine 
30 
Gaming Corporation shall be provided to SSE as a reserve fund for every year of 
31 
operation immediately upon arrival of this Act. This shall be used exclusively to augment 
32 
funding for auxiliary aids and services. 
33 
Government incentives and support provided by the DepEd, DOF, DOH, DILG, 
34 
the Council for the Welfare of Children and the National Commission for the Welfare of 
35 
Disabled Persons shall also be included in their respective annual budgets in the 
36 
General Appropriations Act. 
37 
10 


· . 
1 
SECTION 24. Implementation. - The Department of Education through the 
2 
Bureau of Special Education, in coordination with the Department of the Interior and 
3 
Local Government, Department of Health, Department of Finance, Council for the 
4 
Welfare of Children, and National Council for the Welfare of Disabled Persons, shall 
5 
promUlgate and issue the necessary guidelines for the creation and operation of SPED 
6 
Centers within sixty (60) days after the effectivity of this Act. 
7 
8 
SECTION 25. Separability Clause. - If any provision or part hereof is held 
9 
invalid or unconstitutional, the remainder of the law or the proviSion not otherwise 
10 
affected shall remain valid and subsisting. 
11 
12 
SECTION 26. Repealing Clause. - Any law, presidential decree or issuance, 
13 
executive order, letter of instruction, administrative order, rule or regulation contrary to 
14 
or inconsistent with, the provision of this Act is hereby repealed, modified or amended 
15 
accordingly. 
16 
17 
SECTION 27. Effectivity Clause. - This Act shall take effect fifteen (15) days 
18 
after its publication in at least two (2) newspapers of general circulation. 
19 
20 
Approved. 
11