Republic of the Philippines
HOUSE OF REPRESENTATIVES
Quezon City, Metro Manila

TWENTIETH CONGRESS
FIRST REGULAR SESSION

House Bill No.__393

INTRODUCED BY Rep. ZIAUR-RAHMAN ALONTO ADION¢

EXPLANATORY NOTE

THE "NEURODIVERGENT PEOPLE'S RIGHTS ACT" IS A COMPREHENSIVE
LEGISLATIVE INITIATIVE DESIGNED TO ACKNOWLEDGE AND CELEBRATE THE
NATURAL VARIATIONS IN NEURODEVELOPMENT AMONG INDIVIDUALS. THE
PRIMARY OBJECTIVE OF THIS ACT IS TO PROMOTE INCLUSIVITY AND SUPPORT
FOR NEURODIVERGENT INDIVIDUALS, AIMING TO ELIMINATE STIGMAS AND
DISCRIMINATION ASSOCIATED WITH NEURODEVELOPMENTAL DIFFERENCES.

Emphasizing the fundamental rights of neurodivergent individuals, the act ensures equal
opportunities across various domains, including education, employment, healthcare, and
societal participation. A crucial aspect of this legislation is the establishment of a National
Care and Support Plan for Neurodiversity, encompassing healthcare, mental health services,
education, vocational training, and social support. This plan will be developed collaboratively
with relevant stakeholders, fostering evidence-based programs tailored to the diverse needs
of neurodivergent individuals.

Furthermore, the act allocates resources for research initiatives, encouraging advancements
in our understanding of neurodiversity and the development of effective interventions.
Community engagement is also prioritized through the creation of neurodiversity councils or
advisory boards, ensuring that the voices of neurodivergent individuals and their families
contribute to policy-making processes.

The expected impact of this legislation includes a more inclusive society, reduced stigma,
enhanced support systems, scientific advancements, and the empowerment of
neurodivergent individuals. The act outlines an implementation plan, with continuous
monitoring and evaluation mechanisms to assess its effectiveness and make necessary
adjustments to policies and programs. Ultimately, it serves as a foundation for fostering a
compassionate and supportive nation that values the inherent worth of every individual,
irrespective of neurodevelopmental differences.

As such, the approval of this Bill is eafnestly sought.

REP. ZIAUBCRAHMAN ALONTO ADIONG
1* District, Lanao del Sur

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Republic of the Philippines
HOUSE OF REPRESENTATIVES
Quezon City, Metro Manila

TWENTIETH CONGRESS
FIRST REGULAR SESSION

House Bill No. _393 _

INTRODUCED BY Rep. ZIAUR-RAHMAN ALONTO ADION!

AN ACT
RECOGNIZING DIFFERENCE IN NEURODEVELOPMENT, UPHOLDING
THE RIGHTS OF NEURODIVERGENT PEOPLE, AND INSTITUTING A
NATIONAL CARE AND SUPPORT PLAN FOR NEURODIVERSITY

Be it enacted by the Senate and House of Representatives of the Philippines in Congress
assembled:

Section 1. SHORT TITLE. This Act shall be known as the “Neurodivergent People’s
Rights Act”.

Section 2. DECLARATION OF POLICY. It is hereby declared the policy of the State
to recognize and celebrate the inherent diversity in neurodevelopment and uphold
the fundamental human rights and dignity of all individuals, including those with
neurodevelopmental diversity. It shail champion the principles of inclusion, equality,
and justice for neurodivergent persons and create an enabling, supportive, and
responsive environment where neurodivergent people and their families are able to
participate fully, actively, and meaningfully in all aspects of society and flourish to
reach their maximum potential.

The State acknowledges that disability and neurodivergence are evolving
concepts, subject to ongoing understanding, research, and development. New
concepts and classifications may emerge after the passage of this Act, but regardless
of such evolution, the State shall steadfastly recognize and honor the self-
determination of individuals with neurodivergence.

Towards this end, the State shall establish institutional and social mechanisms
to support their needs throughout their lifetime, promote their well-being, enhance
their quality of life, and broaden opportunities for education and employment,


thereby empowering them to reclaim their agency and status as valued members of
society.

Section 3. DEFINITION OF TERMS. As used in this Act, the following terms shall
mean:

a. Neurodevelopment. Neurodevelopment refers to the _ brain’s
development of neurological pathways that influence performance or
functioning (e.g. intellectual functioning, reading ability, social skills,
memory, attention or focus skills). Its goal is to achieve the highest level
of functioning that is possible for the individuals.

b. Neurodiversity. Neurodiversity refers to the differences in the way
people’s brains work, regarded as part of the normal variation in the
human population, Neurodiverse is a broader umbrella term that covers
neurotypical and neurodivergent people.

c. Neurodivergence. Neurodivergence is a nonmedical umbrella term that
refers to variations in the way people think due to being neurologically
and cognitively divergent from the neurotypical norm. Neurodivergent
people have cognitive abilities that differ in one or more areas of
cognition such as thinking, feeling, socializing, languaging, speaking,
sensory processing, executive functioning, reading, and moving. These
differences can include, but are not limited to, neurodevelopmental
disabilities, mental health conditions (e.g., depression, bipolar,
schizophrenia), and neurogenic conditions (e.g., seizure disorder,
traumatic brain injury). These include neurologic and developmental
conditions.

d. Neurotypicality. Neurotypicality is the state of not having, or not being
associated with a condition that falls under the neurodivergent umbrella.
A neurotypical individual thinks and processes information in a socially
expected way for their culture and setting.

e. Neurodevelopmental Disabilities (NDD).  Neurodevelopmental
Disabilities refers to a group of conditions under the neurodivergent
umbrella in which the growth and development of the brain are affected,
causing challenges in an individual's social, emotional, and cognitive
functioning.

f. Autism Spectrum Disorder (ASD). As defined by the Diagnostic and
Statistical Manual of Mental Disorders (DSM V), Autism Spectrum
Disorder is a developmental disability caused by differences in the brain
marked by challenges in social communication and interaction, sensory
processing, and restrictive, repetitive patterns of behaviors or interests.

i. Autistic Ways of Being - Autistic communities prefer knowledge
from first-hand lived experiences of autistic people—Autistic ways


of being. This term captures the many ways in which autistic
people experience their physical and social contexts differently
from people who are not autistic. A core difference lies in how
autistic people tend to process raw signals about the world, which
contribute to their learning and interpersonal relationships. As
with other forms of neurodivergence described here, this
community-driven term helps autistic people resist ableism by
allowing them to take ownership of their identities. For this
reason, autistic communities prefer the use of identity-first
language.

. Attention Deficit Hyperactivity Disorder (ADHD). As defined by the

Diagnostic and Statistical Manual of Mental Disorders (DSM V), Attention
Deficit Hyperactivity Disorder is a neurodevelopmental disorder
characterized by persistent and impairing patterns of inattention,
hyperactivity, and impulsivity that significantly impact an individual's
daily functioning and quality of life.

i. Kinetic Cognitive Style - Kinetic cognitive style is a community-
created non-pathologizing term for ADHD. Kinetic refers to the
energy of variable and interest-based attention distribution.
Kinetic can also describe the intensity and inertia of hyperfocus.
Kinetic also honors the need for plenty of large muscle movement
and fidgeting. Kinetic can also manifest as impulsivity,
hyperactivity, restlessness, and difficulties in executive
functioning.

. Communication Disorder. Communication Disorder is an impairment in

the ability to receive, send, process, and comprehend concepts or
verbal, nonverbal, and graphic symbol systems. It may be evident in
the processes of hearing, language and/or speech.

i. Stuttering - Stuttering is a speech difference that has been
mistheorized as a pathology despite stuttering-like disfiuencies
being commonplace within speech production. It is a difference in
connecting linguistic plans to motor plans and in formulating
motor plans for speech production.

Down Syndrome. Down Syndrome, also known as Trisomy 21, is a
congenital genetic disorder caused by the presence of an extra copy of
chromosome 21. This additional genetic material results in characteristic
physical features, intellectual and developmental delays, and a higher
risk of certain medical conditions.

Specific Learning Disabilities. Learning Disabilities hinder the ability to
learn or use specific skills (e.g., reading, writing, or arithmetic skills)
that are necessary for academic learning. In addition, it can also affect


the relationship between the body and external environment. Learning
disabilities can manifest as:

i. Dyslexia - a specific learning difficulty that affects auditory
memory and processing speed, which impact phonological
mapping, literacy development, and orthographic sequencing
skills, manifested as difficulties in reading, writing, and spelling

ii. Dysgraphia - difficulties in the fine motor or mental skills used in
writing and similar activities

ili. Dyscalculia - difficulties in understanding basic arithmetic
concepts

iv. Dyspraxia - can affect coordination and motor skills such as motor
planning, speech planning, hand-eye coordination, as well as
coordination of the body and brain.

v. Global Developmental Delay (GDD) - Global Developmental Delay
is a condition in which a child does not reach developmental
milestones or achieve expected skills at the typical rate in several
areas of development including motor skills, language and
communication, cognitive abilities, social and emotional
functioning, and activities of daily living.

. Intellectual Disabilities. Intellectual Disability is a neurodevelopmental
disorder that begins in childhood and is characterized by cognitive
difficulties as well as difficulties in conceptual, social, and practical areas
of living.

Motor Disorders. Motor Disorders are malfunctions of the nervous
system that cause involuntary or uncontrollable movements or actions
of the body. This includes Tics, Tourette’s Syndrome, and developmental
coordination disorders or Dyspraxia.

i. Cerebral Palsy. Cerebral Palsy (CP) is a lifelong disability that
primarily affects body movement and muscle coordination. It is
caused by injury or malformation in the brain that occurs before,
during, or soon after birth.

. Ableism - Ableism refers to the explicit and/or implicit systems of
discrimination that give a person negative evaluations and inferior
status on the basis of their disability and/or neurodivergent identity,
while simultaneously privileging able-bodied or neurotypical people.
Ableism manifests itself in many ways such as discrimination in
employment and housing, belief that people with disabilities need to be
“fixed”, disregard of people with disabilities in designing public spaces
(e.g., lack of ramps or elevators), dismissive attitudes towards people


who share their diagnosis or identity, and lack of care with ableist
language.

. Identity-first Language - This is a preference, common in many
neurodivergent communities (e.g., the autistic community), to place the
neurodivergent identity first, before referring to the person. Hence:
‘autistic person’ rather than ‘person with autism’. This preference
indicates that autism—in this context—is a core part of someone's
identity, personhood or way of being, rather than a separable feature.

. Diagnosis. Diagnosis refers to the assessment and identification of the
nature of a condition through a professional's assessment of their traits.

. Neurodivergence-Affirming. Neurodivergence-affirming is a term that
describes an approach to neurodivergence that affirms their unique
traits and strengths.

. Support services. Support services refer to all forms of
neurodivergence-affirming services that can help neurodivergent and
disabled people. This can include, but is not limited to, peer support,
speech-language therapy, occupational therapy, physical therapy,
educational support, employment support, mental health services,
general/specialist health services, and other home-based or
community-based services.

Neurodivergent Lived Experience Expert (NLEE) - A neurodivergent seif-
advocate who is knowledgeable about the concepts of neurodiversity
and different forms of neurodivergence shall be recognized by the State
as NLEE. NLEEs are experts by experience who have skills in mentoring
or guiding other neurodivergent people and in liaising with support
service professionals/workers. NLEEs can come from, but are not limited
to, recognized neurodivergent self-advocacy organizations nationwide.
While different NLEEs have different lived experiences from the
neurodivergent people they serve, they can still foster unique
connections and nurturing support that non-neurodivergent support
service professionals/workers cannot provide.

. Co-occurring. Sometimes referred to as comorbidity, co-occurring refers
to simultaneous occurrence of two or more neurodevelopmental
conditions (e.g. Autism and ADHD diagnosis on one individual).

Reasonable Accommodation. Reasonable accommodation means
necessary and appropriate modifications and adjustments not imposing
a disproportionate or undue burden, where needed in a particular case,
to ensure to neurodivergent persons the enjoyment or exercise on an
equal basis with others of all human rights and fundamental freedoms.


Section 4. RIGHTS, PRIVILEGES, AND BENEFITS AS PERSONS WITH
DISABILITY. All persons with neurodevelopmental disabilities shall be treated as
Persons with Disability, in accordance with the provisions of RA 7277, or the Magna
Carta of Disabled Persons, as amended. As such, they shall be entitled to all the
rights, privileges, and benefits provided for persons with disabilities under existing
laws.

Section 5. REGISTRATION AS PERSONS WITH NEURODEVELOPMENTAL
DISABILITIES. To ensure that the government has accurate statistics and data on
all types of disabilities, including neurodevelopmental disabilities, the Department of
Health (DOH) shall include in its PWD Registry Form the following conditions under
the classification of neurodevelopmental disabilities:

1. Autism Spectrum Disorder

2. Attention Deficit Hyperactivity Disorder

3. Down Syndrome

4. Cerebral Palsy

5. Global Developmental Delay

6. Intellectual Disabilities

7. Learning Disabilities

8. Motor Disorders
9. Communication Disorders
10.Other Neurodevelopmental Disorders

Section 6, ISSUANCE OF PWD IDENTIFICATION CARDS. The DOH shall, in
coordination with the National Council on Disability Affairs (NCDA) and the
Department of Interior and Local Government (DILG), shall ensure that Local
Government Units (LGUs), through their Persons with Disability Affairs Office (PDAOs)
or other departments/focal persons in-charge of persons with disabilities in all LGUs
adhere to the classification of disabilities as provided in Section 6 of this Act in the
issuance of PWDs Identification cards, which should be renewable every five (5)
years, in the case of the above neurodevelopmental conditions.

Section 7. THE NATIONAL NEURODIVERGENT CARE PLAN. The Philippine
Council for Mental Health (PCMH) established under Republic Act No. 11036, or the
‘Mental Health Act’ in coordination with the concerned agencies, shall spearhead and
coordinate government actions to develop, regularly update and monitor the
implementation of the National Neurodivergent Care Plan (NCP), a holistic medium-
term plan that shall embody the provisions of this Act, in order to respond to the
needs of Neurodivergent individuals, and their families for the guidance of the
stakeholders in public and private sectors. The PCMH shall likewise coordinate the
development and implementation of necessary policies and programs to
operationalize the NNCP and to ensure that the needs of Neurodivergent individuals
are served.

The programs and services under the NNCP shall include, among others, the
following:
1. Information campaigns;


1.1, The publication of reading materials, manuals, and easily readable
instruction materials for autism early detection, prevention,
rehabilitation, and care;

1.2. The publication of a newsletter on current developments, resources and
research on autism;

2. Research;

2.1. The establishment of a databank and information and monitoring
system (IMS) on the demographic, socio-economic, and incidence and
prevalence of persons with neurodivergence in the country;

3. Assessment, diagnosis and intervention;

3.1. The establishment of National and Regional Referral Services wherein
the Council will update a list of professionals and child care institutions
concerned with the case and development of persons with
neurodivergence.

3.2. The establishment of a Center for Neurodivergence Studies which shall

be tasked to perform the following functions:

2.1. Create a diagnostic, therapeutic and rehabilitation clinic;

2.2. Provide free diagnosis and rehabilitation services to indigents;

2.3. Provide other services such as counseling, orientation and
referral;

4. Education, sports and arts;

4.1. The conduct of continuing education, formation, and training programs
and lectures on the proper handling of neurodivergent persons.

4.2. The conduct of continuing education/training of families, teachers,
therapists and caregivers of neurodivergent individuals through
seminars, conventions and other forms of tri-media educational tools;

4.3. The provision of vocational training programs for neurodivergent adults;

5. _Neurodivergent Persons and family support;

5.1. Orientation and counseling services for families of newly diagnosed
neurodivergent persons.

5.2. The establishment of Family Support Networks and Sibling Program for
families of neurodivergent persons to seek psycho-social

3.
3.
3.

Section 8. DIAGNOSIS AND ASSESSMENT. The PhilHealth shall expedite its
accreditation of tertiary hospitals that may provide free diagnosis and support
services for persons with neurodevelopmental disabilities, regardless of age, to target
one accredited tertiary hospital per province or cluster of provinces three (3) years
after the passage of this Act. It shall likewise allow hospitals to outsource these
services to nearby accredited clinics with licensed therapists providing occupational,
physical, behavioral, and speech-language therapy services, following such
guidelines as PhilHealth may issue to ensure the quality of these services.

Psychological and psychiatric support services shall be made available in government
and private hospitals to address the mental health needs of persons with
neurodevelopmental disabilities.


Peer and other kinds of legitimate and recognized support services should also be
offered to broaden the options of persons with neurodevelopmental disabilities in
accessing support services.

In order to facilitate early intervention and comprehensive care for neurodivergent
individuals, insurance companies operating within the jurisdiction of this legislation
shall be mandated to cover, partially or in whole, the costs associated with necessary
therapies and support services for neurodivergent individuals. These therapies and
support services may include, but are not limited to, occupational therapy, physical
therapy, speech-language therapy services, behavioral interventions, and other
evidence-based interventions as recommended by qualified healthcare professionals.

Section 9. PROFESSIONALS FOR DIAGNOSIS. Developmental Pediatricians and
Psychiatrists are recognized as the professionals who can diagnose persons with
neurodevelopmental disabilities. However, due to the limited number of
developmental pediatricians, numbering less than 80 as of 2023, and psychiatrists,
families do not have immediate access to such services, resulting in months of waiting
time. Given this, clinical psychologists and developmental psychologists can
henceforth diagnose persons with neurodevelopmental disabilities, provided they
have undergone neurodivergence-affirming training in conducting comprehensive
assessments and making diagnoses, making use of humanizing assessment tools,
and individually-administered, and standardized tests appropriate for the purpose.

Section 10. EDUCATION. In reiteration of RA 11650 or the Inclusive Education Act,
the Department of Education (DepEd) shall upgrade existing Special Education
Centers into Inclusive Learning Resource Centers (ILRC) and create more ILRCs in
all cities and municipalities to address the growing need for inclusive, equitable and
quality education and promote lifelong learning opportunities for persons with
disabilities at the elementary and secondary school levels. Given this, the DepEd shall
issue the necessary Implementing Rules and Regulations and provide the needed
funds to ensure the implementation of the Inclusive Education Act. Among others, it
shall institutionalize the development, implementation, and review of an
Individualized Education Plan for each of its learners, taking cognizance of each
learner's needs and capabilities.

Moreover, DepEd shall actively incorporate Transition Programs into the curriculum,
providing a supportive pathway for neurodivergent individuals as they embark on
their journey from basic education towards their chosen path - be it vocational,
technical-vocational, entrepreneurship, higher education or meaningful employment.
This approach ensures that each learner's potential is nurtured and empowered,
enabling them to flourish and reach their full potential.

‘As to the Multidisciplinary Team required to be created to serve the ILRCs, the
presence of at least one (1) Neurodivergent Lived Experience Expert (NLEE) shall be
ensured, along with Developmental Pediatrician or Psychiatrist, as well as a
Psychologist, an Occupational Therapist, a Speech-Language Therapist, a Physical
Therapist, and a Special Education Teacher. This Team can serve several ILRCs within
a city or municipality, or in adjoining municipalities.

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Section 11. HIGHER EDUCATION. The Commission on Higher Education (CHED),
is mandated to regulate the operation of colleges and universities nationwide. It is
necessary to provide reasonable accommodations in the admission of neurodivergent
students and their placement in appropriate courses. To help them cope with the
challenges of adjusting to the environment that college offers, colleges and
universities shall provide appropriate support services such as guidance and
counseling, peer support groups, mentoring, and pairing them with neurodivergent
students or neurodivergence-affirming students who can act as “buddies” and assist
when they encounter difficulties. Administrations of colleges and universities shall
implement a more active campaign to promote a more inclusive environment among
its stakeholders and the student body.

Administrators, faculty, and non-teaching staff are required to have proper
orientation on the nature of neurodevelopmental and psychosocial disabilities,
concepts within the neurodiversity paradigm, and basic knowledge on how to support
them especially in difficult situations. Administrations of colleges and universities
shall regularly implement more active neurodivergent-led awareness-raising
campaigns to promote a more inclusive environment among its stakeholders and the
student body. To this end, university and college administrations nationwide shall
establish Disability, Accessibility and Inclusion offices or similar structures in
partnership with NLEEs, guidance and counseling offices, student
councils/governments, registered neurodivergent-led non-government organizations
(NGOs), and local neurodivergent-led campus organizations. CHED shall provide
financial, logistical, and institutional incentives to university and college
administrations in support of these partnerships.

To foster the growth of essential fields, CHED will actively promote and provide
incentives to colleges and universities to establish degree programs in Occupational
Therapy, Speech-Language Pathology and Special Education. These programs are to
be listed as priority programs to address the growing need for these services.

Further, students in their final year of studies may serve in therapy centers for their
on-the-job training for a specified number of hours as prescribed in their curriculum.
This arrangement offers an affordable option for families with limited financial
resources to access these valuable services. To guarantee the quality of these
services, the work of these students will be closely supervised by licensed
professionals within the same field, ensuring a high standard of care.

Section 12. TECHNICAL-VOCATIONAL EDUCATION. The Technical Education
and Skills Development Authority (TESDA) will design modified technical-vocational
courses that will cater to the specific needs and passions of neurodivergent
individuals. Additionally, TESDA will provide training for select educators who are
mindful of the diverse capabilities of their learners. To ensure the highest standards
of support, Occupational Therapists, Physical Therapists, and Speech-Language
Therapists will collaborate as valuable resources, guiding these educators in their

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journey to empower neurodivergent individuals. TESDA may enlist the support of
accredited private technical-vocational educational institutions in pursuit of this aim.

TESDA will also prioritize the recruitment of qualified and capable neurodivergent and
disabled trainers. This inclusive approach not only enriches the training environment
but also creates new employment opportunities for individuals with disabilities who
possess the requisite qualifications. This arrangement fosters an environment where
neurodiversity is celebrated, and neurodivergent individuals are provided with the
tools and opportunities to excel in the workforce, thus promoting inclusion and self-
empowerment.

Section 13. EMPLOYMENT. The Department of Labor and Employment (DOLE) and
the Civil Service Commission (CSC) shall ensure that reasonable accommodations
are offered for neurodivergent individuals in terms of admission and examination
requirements for entry into the workforce. As required under RA 10524, government
agencies and private sector corporations should hire at least 1%, for every 100
employees, persons with disabilities in their workforce. Human Resources (HR)
management in both the public and private sector will take the lead in providing job
coaching services on-boarding training and orientation as may be necessary in the
first six months of employment to allow the employee some adjustment in the work
environment and familiarity with the tasks to be undertaken. Neurodivergent
employees shall be admitted without the need for a probationary period and will be
provided with reasonable accommodation including employee assistance programs
such as neurodivergence-affirming counselling, assessment, and other mental health
services for employment wellness.

For workplaces to be more inclusive of neurodivergent employees, the Human
Resources (HR) departments of companies and all government instrumentalities -—
including government owned and controlled corporations, state universities and
colleges, local universities and colleges - shall assign or consult with neurodivergent
self-advocates in conducting awareness-raising and capacity-building efforts to
ensure accommodation of employees with neurodevelopmental needs.

Neurodivergence-affirming training programs shall be implemented in handling
neurodivergent employees, and tailor their hiring and assessment processes
accordingly for those who disclosed their disabilities during the job application
process. Neurodivergence-affirming Performance Evaluations should be undertaken
by a supervisor, and feedback provided to the employee for purposes of improving
their performance on the job.

Section 14. PROTECTION FROM TOKENISM AND DISCRIMINATION. Many
neurodivergent individuals live in fear of ostracism and discrimination from their
families, workplaces, and communities.

Their employment in the public and private sectors should not be tokenistic or
discriminatory, making sure that neurodivergent adults placed in such programs are

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paid on par with regular employees, receive identical benefits, and are subject to the
same job security measures.

Hiring neurodivergent adults should not be perceived as an economic drain to an
employer but beneficial to them in terms of hiring untapped talent pools (e.g.
candidates with higher than average abilities in pattern recognition, memory, and
mathematics), lower turnover rates, and improved workplace cultures.

Section 15. PROTECTION FROM ABANDONMENT. It shall be made unlawful for
parents to abandon their loved ones suspected of or diagnosed with
neurodevelopmental disabilities. In cases of abandonment, DSWD shall need to
capacitate their social workers to be able to support neglected, abandoned, and
abused persons with neurodevelopmental disabilities. Penalties shall be imposed on
parents or guardians who abandon their loved ones in accordance with the Family
Code of the Philippines.

Section 16. RESIDENTIAL COMMUNITY. The Department of Social Welfare and
Development (DSWD) shall establish a residential community in each province to
take in neurodivergent individuals who have high support needs even unto adulthood,
especially when their parents and other family members are no longer available.
These communities shall take care of their well-being, to uplift their quality of life in
an inclusive and accepting environment. They can be housed in low-cost homes with
adequate facilities within a self-sustaining community that earns income from
Products and services produced by members of the community. They will be provided
opportunities for work, education, recreation, and social activities. They shall be given
tasks that are within their capability to perform and will be supervised in their day-
to-day activities by health care and other professionals. Local alternatives may also
be explored like group homes and smaller-scale supported living arrangements.
Furthermore, this community shall include an advisory board whose members will
compose of at least 50% capable persons with disabilities.

Section 17, PSYCHOSOCIAL SUPPORT AND TRAINING. The Government, under
the auspices of the DSWD, is tasked with delivering community-oriented and
neurodivergence-affirming psycho-educational training initiatives extending all the
way down to the grassroots level or the barangay. These programs aim to educate
families about developmental differences in loved ones and guide them on how to
access the necessary support services. Neurodivergence-affirming awareness
training should also be conducted across all national and local government agencies,
including the police forces, the military, social workers, barangay health workers, first
responders, healthcare and medical professionals, and educators. Furthermore, the
government should offer support to families through livelihood programs designed to
bolster their income and enable them to better provide for their loved ones with
disabilities.

Section 18. REPRESENTATION IN COUNCILS. Neurodivergent people shall be
empowered to represent themselves in National and Local Councils created to
develop policies and programs for the benefit of persons with disabilities.

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Qualifications of such representatives should be honored to avoid tokenism and
discrimination. Adequate representation from women and LGBTQIA+ neurodivergent
individuals must also be ensured so as to prevent a male-centric bias in determining
Policies that affect neurodivergent individuals. Neurodivergent individuals should also
be tapped to provide training or assist in training programs to spread awareness
about neurodevelopmental disabilities, and how these should be supported especially
in crisis and disaster situations. A Council for Neurodivergent Affairs is to be
established with the purpose of addressing the unique challenges and needs of
neurodivergent individuals in the Philippines. The Council shall work towards:
a. Promoting inclusivity, equal opportunities, and the overall well-being of
neurodivergent individuals.
b. Advancing understanding, acceptance, and support for neurodiversity in all
aspects of life.
¢. Collaborating with relevant government agencies, organizations, and
stakeholders to develop and implement policies, programs, and initiatives that
support neurodivergent individuals in the areas of education, health,
employment, and other relevant domains.
d. Ensuring that neurodivergent individuals have access to quality and inclusive
services in healthcare, education, and employment.
e. Promoting research, data collection, and dissemination of information related
to neurodiversity.
f. Advocating for the rights and interests of neurodivergent individuals within the
legislative and policy-making processes.

The Council for Neurodivergent Affairs shall consist of representatives from the
following sectors:

a. Representatives from the Department of Education (DepEd), the Department
of Health (DOH), the Department of Labor and Employment (DOLE), and other
relevant government agencies.

b. Experts in the field of neurodiversity, including professionals in psychology,
psychiatry, education, and other relevant disciplines.

c. Advocates for neurodivergent individuals, including individuals who identify as
neurodivergent themselves or are parents, caregivers, or allies.

The Council for Neurodivergent Affairs shall receive funding from the national
government through the annual budget allocation. The Council shall be authorized to
seek additional funding through grants, donations, and partnerships with non-
governmental organizations and other relevant entities. The Council shall be
accountable to the National Council on Disability Affairs (NCDA) and shall provide
annual reports on their activities, accomplishments, and financial expenditures. The
Council shall also hold regular consultations with representatives of the
neurodivergent community and other stakeholders to ensure their needs and
concerns are considered in policy and program development. The specific regulations,
organizational structure, and other details for the implementation of this Council shall
be determined through subsequent executive orders, regulations, or policies issued
by the relevant government agencies.

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Section 19. RESEARCH SUPPORT. In the spirit of promoting neurodivergent-led
research, agencies, in collaboration and consultation with neurodiversity
organizations, are tasked with the vital role of identifying areas that merit further
exploration and incentivization. These areas encompass diverse domains, including
the rural-based and folklore/anthropological aspects of neurodiversity, gender-
related dimensions of neurodiversity, and the study of neurodiversity within specific
underdeveloped geographical regions, among others.

Further, to empower neurodivergent individuals, it is imperative to extend robust
support for neurodivergent-led research initiatives. This can take the form of research
grants in public and private universities and colleges and other institutions based
locally and abroad, extended to those who seek to conduct ethical research pertaining
to neurodiversity or neurodivergent communities. Examples of such research include
projects led by neurodivergent communities, autism research led or co-authored by
autistic individuals, as well as studies in the fields of neurodiversity and disability
studies. Therefore, CHED, DOH, NCDA, and the Department of Science and
Technology (DOST) shall commit to providing comprehensive, fully-funded research
scholarships for neurodivergent individuals at various stages of their academic and
research careers, from masteral and doctoral levels to post-doctoral, early career,
and mid-career stages.

Section 20. SUPPORTED DECISION MAKING. Supported Decision-Making refers
to the act of assisting a service user who retains decision-making ability, or who is
not otherwise mentally incapacitated, in coherently expressing a mental-health
related preference, intention or decision. SDM shall extend beyond mental health, be
recognized universally, and serve as a non-exclusive alternative to guardianship. It
should be recognized that neurodivergent adults are capable of supported decision-
making. National and local government agencies should respect their capability and
involve them in the process of addressing issues pertaining to neurodevelopmental
disabilities.

Section 21. NATIONAL LEADERSHIP AND EDUCATION TRAINING ON
NEURODIVERSITY (NLET-ND). The State through the National Council on
Disability Affairs (NCDA) shall fund national leadership and education training
programs that will empower neurodivergent and/or disabled people to pursue
leadership roles in government, public, and private sectors nationwide. These
programs shall also involve varied forms of training approaches led by NLEEs that
will develop courses, educational materials, and awareness campaign tools about
neurodevelopmental disabilities. Such programs shall be open to all and shall have
measures to prioritize the recruitment of neurodivergent and/or disabled trainees
who have been traditionally underrepresented (e.g., indigenous, LGBTQIA+) in
leadership positions nationwide. Moreover, to ensure the NLET-ND program's
effectiveness and relevance, a substantial proportion of the advisory
board/committee overseeing the program shall consist of NLEEs. This inclusive
approach will guide the program's development and implementation, fostering a
society that respects, supports, and celebrates neurodiversity.

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Section 22. ACCESSIBLE DESIGN AND REQUIREMENTS. The State shall
coordinate and work with neurodivergent-led advocacy organizations in co-legislating
an Accessible Design Standards Law to augment the existing provisions of the
Accessibility Law (BP 344), which will establish nationwide standards and compliance
requirements for accessible design such as, but not limited to, accessible
communication (e.g., plain and age-appropriate language, access to signed language
interpreters, alternative and/or augmentative communication systems, assistive
communication technology), accessible buildings (e.g., presence of ramps and
elevators), and accessible government and non-government websites with inclusive
user experience-oriented interfaces.

Section 23. FREEDOM TO DISCLOSE DISABILITY. The State shall protect people
from any form of coercion to disclose their diagnosis, neurodivergent identity, and/or
disability status unless such disclosure is necessary for the safety or treatment of the
individual in question.

Section 24. INTERNATIONAL COOPERATION. The national government, as well
as local disability organizations should explore opportunities for international
collaboration and knowledge sharing with countries that have advanced policies and
practices related to neurodivergent people's rights.

Section 25. APPROPRIATIONS. The amount necessary to carry out the provisions
of this Act shall be included in the respective funding allocations of the concerned
government agencies in the General Appropriations Act.

Section 26. IMPLEMENTING RULES AND REGULATIONS. The DOH, DepEd,
DSWD, DILG, CHED, DOST, DOLE, CSC, TESDA, NLEEs and their allies shall work
together to formulate and promulgate the implementing rules and regulations
necessary for the effective implementation of this Act.

Section 27. PENALTY CLAUSE. Any person who violates any of the provisions of
this Act or its Implementing Rules and Regulations shall, upon conviction by final
judgment, be punished by imprisonment of not less than six (6) months nor more
than two (2) years or a fine of not less than Twenty Five thousand pesos (PhP25,000),
nor more than Three hundred thousand pesos (PhP300,000), or both, at the
discretion of the court. If the violation is committed by a juridical person, the officer
of the mental health facility responsible, therefore, shall serve the imprisonment
when imposed. If a violation is committed by an alien, he or she shall be immediately
deported after service of sentence, without need of further proceedings.

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Section 28. SEPARABILITY CLAUSE. If any provision or part hereof is held
invalid or unconstitutional, the remainder of the law or the provision not otherwise
affected shall remain valid and subsisting.

Section 29. REPEALING CLAUSE. The provision of , is hereby amended.
Except as otherwise expressly provided in this Act, all other laws, decrees, executive
orders, proclamations and administrative regulations or parts thereof inconsistent
herewith are hereby repealed or modified accordingly.

Section 30. EFFECTIVITY CLAUSE. This Act shall take effect fifteen (15)
days after its publication in at least two (2) national newspapers of general
circulation.

Approved,

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