Republic of the Philippines o
HOUSE OF REPRESENTATIVES 3
Quezon City =

EIGHTEENTH CONGRESS.
First Regular Session

House Bill No. sage

Introduced by CIBAC Party-List Representatives
Eduardo “Bro. Eddie” C. Villanueva and Domingo C. Rivera

AN ACT
INSTITUTING INCLUSIVE EDUCATION AND ESTABLISHING
INCLUSIVE EDUCATION HUBS FOR CHILDREN AND YOUTH WITH
SPECIAL NEEDS IN ALL PUBLIC SCHOOLS DIVISIONS,
PROVIDING FOR STANDARDS AND GUIDELINES, AND
APPROPRIATING FUNDS THEREFOR

EXPLANATORY NOTE

In a study presented before the 2™ National Convention on Education,
Business and Management, it was revealed that most parents, educators and
members of local school boards in Region X! have “low knowledge and awareness on
learning disabilities. Even their level of knowledge in special education is likewise
unimpressive... This predicament if not abated is continuously detrimental both to the
individual with [learning disability]; for their self-worth and productivity and to the
society for its cost and safety.” *

This bill seeks to address this lack of awareness on learning disabilities. It
ensures that (i) all children and youth with special needs have access to a free
appropriate public education that emphasizes special education and related services
designed to meet their unique needs and prepare them for further education,
employment and independent living, (ii) qualified teachers and professionals are
available to meet the needs of children and youth with special needs, and (ii) the
public is knowledgeable of learning disabilities to facilitate their early detection and

“The knowedge and perceptions on learning disable in the cies of Region XI of the Philppines and a region in New York
oly, NY, USA, Marin . Saludes and Artenta Dante. Avalale at Jw 13s jplatd/cmr 193/11 pdt Date last

accessed: January 8, 2017,

RECEIVED “\
oareNOV_ 1



ensure that appropriate measures are undertaken to provide children and youth with
special needs with quality and appropriate education.

In the United States, prior to the enactment of a similar act in 1975, it was
estimated that over four (4) million children with disabilities were denied appropriate
access to education. Over four decades later, more than six (6) million school-age
children have benefitted from the statute and are recipients of free appropriate public
education and special education services.

This bill seeks to achieve the same objectives and follow the example of
countries that have successfully provided a free appropriate public education to
children and youth with special needs.

Given the significance of this bill, its immediate passage is earnestly sought.

y

=—
HON. EDUARDO “BRO. EDDIE” C. VILLANUEVA ~~

- DOMING® C.


COVOHAON=

Republic of the Philippines
HOUSE OF REPRESENTATIVES
Quezon City

EIGHTEENTH CONGRESS.
First Regular Session

5470

House Bill No.

Introduced by CIBAC Party-List Representatives
Eduardo “Bro. Eddie” C. Villanueva and Domingo C. Rivera

AN ACT
INSTITUTING INCLUSIVE EDUCATION AND ESTABLISHING
INCLUSIVE EDUCATION HUBS FOR CHILDREN AND YOUTH WITH
SPECIAL NEEDS IN ALL PUBLIC SCHOOLS DIVISIONS,
PROVIDING FOR STANDARDS AND GUIDELINES, AND
APPROPRIATING FUNDS THEREFOR

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

SECTION 1. Title. — This Act shall be known as the “Inclusive Education for Children
and Youth with Special Needs Act.”

SECTION 2. Declaration of Policy. ~ It is hereby deciared the policy of the State to
protect and promote the rights of children and youth with disabilities to quality
education, and to take appropriate steps to make education accessible to them. The
State recognizes their vital role in nation building and shall include their needs as
integral part of national development strategies.

It is also the policy of the State to fully support their welfare and development, ensure
their full integration in society, as well as facilitate their active participation and
inclusion in the affairs of the State.

This is in accordance with Section 13 of both Articles Il and Xill of the Constitution;
Articles 3(1), 3(3), 3(6) and 12 of Presidential Decree No. 603, otherwise known as
the Child and Youth Welfare Code; Sections 12 to 14 of Republic Act No. 7277, as


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amended, otherwise known as the Magna Carta for the Disabled Persons; UN
Convention on the Rights of the Child; Incheon Strategy to make the Rights Real for
Persons with Disabilities in Asia and the Pacific, and other relevant laws and
intemational conventions.
Towards this end, the State shall:

a) Adopt the policy of inclusive education;

b) Establish Inclusive Education Hubs; and

©) Provide vital support mechanisms required to ensure their effectiveness.
All children and youth with special needs (CYSNs) in any degree of educational need
shall therefore have the opportunity to be developed in the most supportive and
encouraging environment, consistent with the provision of a quality education that best
meet their needs.
SECTION 3. Objectives. - This Act aims to:

a) Provide CYSNs free, appropriate, and accessible public education and related
services in preparation for adult living and community life;

b)

Provide CYSNs access to quality, regular education curriculum, through the
formal and altemative delivery systems;

°)

Provide access to free basic education and vocational training for all children
and youth removed from the worst forms of child labor in accordance with
Article 7 of the United Nations Convention on Child Labour;

d)

Institute inclusive education and establish inclusive education hubs;

e)

Implement a system of no discrimination in the delivery of education services;
f)_ Implement an educational system of no segregation, unless necessary;

9) Facilitate the inclusion of CYSNs into regular education in accordance with the
United Nations Convention on the Rights of Persons with Disabilities,
‘Sustainable Development Goal No. 4, the Incheon Strategy to make the Rights
Real for Persons with Disabilities in’ Asia and the Pacific, Republic Act No.
11054 or the Organic Law for the Bangsamoro Autonomous Region in Muslim
Mindanao, and Republic Act No. 8371 or the Indigenous Peoples Rights Act of
1997;

h

Establish an adequate and relevant inclusive education support system for
‘every CYSNs found to be excluded or marginalized due to a disability or other
special needs;


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Ensure that CYSNs fully develop their potentials and become fully participative
members of society;

j) Recognize cultural diversity and provide members of cultural minorities equal
access to education, without prejudice to their right to establish and control their
educational systems and institutions in a manner appropriate to their cultural
methods of teaching and leaming in accordance with Section 30 of the
Indigenous Peoples Rights Act of 1997;

k)

Allow participation of appropriate indigenous leaders in schools, communities
and international cooperative undertakings like festivals, conferences,
seminars and workshops to promote and enhance their distinctive heritage and
values in accordance with Section 31 of the Indigenous Peoples Rights Act of
1997;

1) Recognize the right to manifest, practice, develop, and teach their spiritual and
religious traditions, customs and ceremonies in accordance with Section 33 of
the Indigenous Peoples Rights Act of 1997;

m) Strengthen the Child Find System of CYSNs ages zero (0) to (18) eighteen
years old;

n) Empower parents with information on the rights of children and inclusive
education and provide opportunities to actively participate in children’s leamiing;

°)

Enable and empower parents and family members of CYSNs by training and
equipping them with capabilities to refer or intervene with regard to disorders,
disabilities and abilities of their children;

P) Increase school retention and cohort survival of CYSNs;

4) Affirm the right of CYSNs to seek, receive and impart information and ideas
through all means and forms of communication of their choice, including spoken
language, Filipino Sign Language, braille, tactile communication, large print,
accessible multimedia, audio, augmentative and alternative modes, means and
formats of communication as stated in the Convention of the Rights of Persons
with Disabilities;

1) To closely consult with and actively involve persons with disabilities, including
children with disabilities, through their representative organizations;

8) Create significant and positive changes in community attitudes and school
orientation towards diversity and the need to provide inclusive education and
proper care of all CYSNs; and

t) Affirm the right of indigenous peoples and Muslim CYSNs to a complete,
adequate and integrated system of education, relevant to their needs.

SECTION 4. Definition of Terms. — As used in this Act, the following shall be defined
as follows:


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a) Basic Education - refers to education intended to meet the basic leaming
needs, which provides the foundation on which subsequent leaming can be
based. It encompasses early childhood, kindergarten, elementary and
secondary education as well as Altemative Learning Systems;

b)

Child Find System - refers to the system of identifying, locating and referring
CYSNs with disabilities and special educational needs for early intervention or
education support services as needed;

ic)

Disability - is an umbrella term for impairments, activity limitations, and
participation restrictions referring to the negative aspects of interaction between
individuals with health conditions and contextual factors;

d) Special educational needs - refer to traits, conditions, backgrounds or
circumstances requiring extra measures to allow the learner to fully participate
within the educational system. These special needs may include, but are not
limited, to their lack of equal access to all levels and forms of education based
‘on age, gender, religion, culture and inclusion in a particular cultural minority;

e)

Inclusive Education — is a process of addressing and responding to the
educational needs of all CYSNs, regardless of ethnicity, sex, age, disability,
religion, sexual orientation, or other protected characteristics. It responds to the
diverse needs of all CYSNs by increasing participation in learning, cultures and
communities, and totally reducing exclusion within and from education. It
involves changes and modifications in content, approaches, structures and
strategies, with a common vision, which covers all children and youth of all
ages, affirming in the process the State's conviction that it is the government's
mandate and responsibility to educate all children and youth without
discrimination or favor.

It shall also focus on the achievement of high quality, appropriate and relevant
‘education for all CYSNs and students, and the development of more inclusive
and conducive learning environments without focusing on marginal issues;

f) Inclusive Education Hub - refers to a teaching or leaming inclusive education
support system for students, teachers, school personnel and other education
stakeholders. The IE Hub provides information, materials and know-how on
addressing the educational needs of various CYSNs including indigenous
peoples, Muslim CYSNs, gifted/talented CYSNs, children in difficult
circumstances and CYSNs. It provides students, teachers, school personnel
and other education stakeholders appropriate instructional learning materials,
tools, devices, gadgets, equipment to facilitate and enhance leaming as well as
assessment tools and instruments to evaluate developmental domains and
specific areas of concem necessary in determining appropriate services and
placement decisions;

Private Sector Participation - refers to all forms of indispensable, substantial
and meaningful participation of private individuals, partnerships, or groups or
entities, disabled people's organizations, community-based organizations, or

9)


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17

h

)

non-governmental organizations, in the delivery of educational and
rehabilitative services for CYSNs;

‘Special Education (SPED) - refers to a continuum of services that allow CYSNs
to access regular education and/or other specialized education services for
CYSNs with severe conditions;

Inclusive, Universally-Designed Instructional Materials - include textbooks in
braille, large type, audio, digital or any other medium, multimedia materials in
Filipino Sign Language and other forms, or any assistive technology that
convey information to a student or otherwise contributes to the leaming
process;

Individualized Education Program (IEP) - refers to the systematic, purposive
and developmental educational programming of curricular and instructional
priorities and contents designed to meet a CYSNs’ needs and aimed at
ensuring mastery leaming of target skills and behaviors. It specifies the services
to be provided and how often; describes the CYSNs’ present level of
performances; and how the learner's disabilities affect academic performances;
and specifies accommodations and modifications to be provided for the learner.
‘An IEP must be designed to meet the educational needs of a child in a fully
inclusive, accessible and appropriate environment;

CYSNs - refer to persons with long-term physical, mental, intellectual or
sensory impairments, which in interaction with various barriers may hinder their
full and effective participation in society on an equal basis with others. This
includes indigenous and Muslim children and youth with disabilities.

Universal Design for Learning (UDL) - refers to an educational framework that:

1) Provides flexibility in the way information is presented, in the way students
respond or demonstrate knowledge and skills, and in the way students are
engaged; and

2) Reduces barriers in instruction, provides appropriate accommodations,
supports, challenges and maintains high achievement expectations for all
students, including students with disabilities and students who have limited
English proficiency.

It is also a set of principles that guide the design of inclusive classroom
instruction and accessible course materials. UDL urges the schools to provide
for:

i, Multiple means of representation in recognition of various ways CYSNs
may perceive and comprehend information that is presented to them;

ii, Multiple. means of action and expression, which give CYSNs
opportunities to express what they know; and


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ili. Multiple means of engagement as some CYSNs may work better alone,
with a partner, in a small group, or when the whole class is engaged.

SECTION 5. Establishment of Inclusive Education Learning Resource Hubs for
CYSNs in all Public School Divisions. — An Inclusive Education Leaming Resource
Center for CYSNs shall be established in all public school divisions nationwide where
there are no existing SPED Centers.

SECTION 6. Functions of the Inclusive Education Learning Resource Hub. ~The
Hub shall serve as a teaching support system that shall promote inclusive education
in all schools. It shall:
a) Integrate and include identified CYSNs in regular classes;
b) Conduct assessment of CYSNs with disabilities and special educational needs
to evaluate and determine developmental levels, goals and appropriate
services;

2

Develop early intervention programs for 0-4 years of age, in coordination with
the Early Childhood Care and Development (ECCD) Council and pertinent
LGUs;

dq)

Provide specialized leaming programs for CYSNs;
@) Develop disability-specific learning support system;

f) Undertake and monitor case management and coordination services of CYSNs
within the district or division, as the case may be;

9)

Ensure that the CYSNs within the district or division, shall receive the
appropriate and quality services needed;

h) Provide in-service training to regular and special education teachers,
administrators, non-teaching personnel and parents on inclusive education;

i) Produce appropriate teaching and leaming materials for the identified CYSNs;

j) Ensure that schools within the district or division implement individualized
education programs, and appropriate transition, alternative and early
intervention programs;

k)

Provide support and access to auxiliary aids and services that facilitate the
education process for the CYSNs. These may include:

1) Language and speech therapy, occupational therapy, physical and
physiotherapy, and other modes of therapeutic interventions through Mobile
Multi-Specialist Inclusive Education Division Support Team;

2) Provision of and access to special, inclusive and universally-designed
instructional materials including assistive technologies;


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3) Interpretation in Filipino Sign Language, and other similar services and
actions that facilitate the learning process of CYSNs;

4) Teacher aides, para-teachers or shadow teachers assisting regular
education teachers in inclusive classrooms; and

5) Other services relevant to CYSNs.

!) Establish a referral and redress mechanism that shall address the challenges
and difficulties of the families of CYSNs;

m) To stimulate community resources which shall promote and foster systems
inclusion within education and healthcare delivery systems and other child and
youth-serving systems; and

n) Ensure that all schools cultivate inclusive values by implementing relevant
programs including anti-bullying, parents and community education, cultural
sensitivity, disability sensitivity and prejudice-reduction programs

SECTION 7. Powers and Functions of Department of Education. — The DepEd
shall be the lead agency in the implementation of the provisions of this Act. As such,
it shall

a) Establish an IE Hub in every district or division with goal of establishing one in
every public school;

b)

Supervise all IE Hubs;

5

Develop IE programs;

d) Replication of successful innovative approaches in providing educational or
related services;

e)

Ensure the inclusion of CYSNs with disabilities and special educational needs
in regular education and provide disability-specific educational services for
CYSNs with severe conditions;

f) Enter into cooperative arrangements or contracts with public or private nonprofit
agencies, institutions, or organizations for the establishment or creation of IE
Hubs and implementation of inclusive education;

Ensure inter-agency coordination, cooperation and integration of services
among welfare agencies;

h) Train and equip special and regular education teachers, teacher aides, para
teachers, principals, administrators, non-teaching staff of the school, caregivers
and parents on inclusive education strategies;

i) Diagnose and conduct educational evaluation of CYSNs;


i) Provide consultative, counseling and training services for the families of
CYSNs; Provide parents with information and opportunities to actively
participate in the possible placement options and educational programs for their
children and to enable them to make informed choices and decisions;

kK)

Provide for equitable distribution of funds and provide for separate funding for
the education of CYSNs, gifted children and youth, indigenous peoples,
madrasah, and children in difficult circumstances;

|) Implement familiarization programs for the municipality or city being served by
the IE Hub; and

m) Enter into agreements with medical and allied medical professional groups.

SECTION 8. Program Office. — Inclusive education programs shall be under the
Student Inclusion Division of the Bureau of Learning Delivery under the Office of the
Undersecretary for Curriculum and Instruction of the DePEd. The Student Inclusion
Division shall assist in the formulation, implementation, monitoring, and evaluation of
policies, programs, and services for, but not limited, to CYSNs with disabilities and
special educational needs.

SECTION 9. Local Government Unit Participation. - The LGUs shall enact
appropriate ordinances to implement the provisions of this Act including the
establishment of an IE Fund, a portion of which may be allocated for the following:

a) Provision of sites and buildings where there are no existing schoo! facilities that
may be used for the inclusive education of CYSNs, as well as the establishment
of Child Development Centers (CDCs) pursuant to Section 22 hereof,

b) Identification, coordination and partnership with public or private, local or
international organizations for Inclusive Education programs and provision of
equipment to the IE Hubs, among others;

©) Operation of Inclusive Education programs, including the payment of salaries,
allowances, and other benefits of teaching and non-teaching personnel in the
IE Hubs, as well as in the conduct of competency trainings;

d) Delivery of health and nutrition services and interventions and educational
assessment programs for CYSNs in their respective localities as initiated by
DepED;

e) Development of government and community awareness and responsiveness
to the needs of CYSNs; and

f) Share the responsibility for the implementation, regulation, enforcement and
monitoring of the provisions of this Act, within their territorial jurisdiction.

SECTION 10. Role of Department of Interior and Local Government (DILG). - The
DILG shall ensure the LGUs’ compliance with the provisions of this Act. Specifically, it
shall ensure that all LGUs work with schools and communities towards eliminating

10


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exclusion as a consequence of negative attitudes and lack of response to diversity in
ability, race, economic status, social class, ethnicity, language, religion and sex,
among others.

SECTION 11. Roles of Department of Health (DOH), National Nutrition Council
(NNC), and ECCD Council. - The DOH, NNC and ECCD Council shall provide health
care and nutritional services and interventions for CYSNs, including, but not limited,
to diagnosis of medical conditions and provision of rehabilitation services. The DSWD,
DepEd and LGUs shall take part in the implementation of these health and nutritional
services and interventions.

SECTION 12. Role of Department of Social Welfare and Development (DSWD). —
The DSWD shall be responsible for the effective management and provision of social
and welfare services for poor and deserving CYSNs based on their assessed needs.

SECTION 13. Role of the Department of Public Works and Highways (DPWH). —
The DPWH shall ensure that the school buildings and other facilities for CYSNs are
compliant with Batas Pambansa Big. 344, otherwise known as the Accessibility Law
and other pertinent laws.

SECTION 14. Role of the Commission on Higher Education (CHED). - The CHED
shall establish a disability support service in state colleges and universities and
encourage private colleges and universities to do the same.

SECTION 15. Continuing Research to Identify the Needs of CYSNs. - The DepED,
by itself or in coordination with organizations or institutions, shall undertake continuing
research to identify and design programs that shall meet the full range of needs of
CYSNs: Provided, That such continuing research shall also be used to develop
instructional techniques and materials for use by the IE Hubs towards improving the
skills of the CYSNs necessary for their transition to independent living, vocational
training or competitive development: Provided, further, That such continuing research
shall be used by the DepED for its physical education and therapeutic recreation
program to be used by the IE Hubs in increasing the potential of the CYSNs for
community participation.

SECTION 16. Student Assistance. - The DepED, DSWD, DOLE, NCDA and the
LGUs shall develop programs to support the financial and educational needs of the
marginalized or disadvantaged CYSNs, as defined under Republic Act No. 8425,
otherwise known as the Social Reform and Poverty Alleviation Act.

The benefits accorded by Republic Act No. 8545, otherwise known as the Government
Assistance to Students and Teachers in Private Education (GASTPE) Act shall
likewise be extended to qualified CYSN students in the secondary level, without
discrimination on the basis of sex, ethnicity, religion and ability or disability.

SECTION 17. Recreational and Artistic Opportunities. - The DepED shall develop

opportunities for appropriate individual and group recreation, artistic and social
activities for CYSNs.

cn


BISe@vHsMson>

SECTION 18. inclusive Instructional Materials. - Publishers shall grant the DepEd
the authority to transcribe and produce adopted or translated instructional materials
into accessible format, without penalty or payment of royalty in accordance with
Republic Act No. 8293, otherwise known as the Intellectual Property Code of the
Philippines; Provided, That publishers of a newly adopted instructional material shall
provide, not later than the second working day after the adoption of a textbook, a digital
copy to the DepEd for the purpose of producing accessible versions of the textbooks
for CYSNs with visual impairment, learning disabilities and deaf and hard of hearing
students. The accessible versions may be produced by the DepEd or by non-profit
accessible book producers or organizations, which may be copied and distributed
upon request by a Division School Superintendent for instructional purposes.

Copies of these instructional and learner materials shall be furnished without cost to
either the CYSNs or their teachers.

SECTION 19. Hiring of Personnel and Staff. - In addition to teachers with special
trainings and licensed social workers who have knowledge and skills in delivering
quality inclusive education, the DepEd, DOH and DSWD may hire the necessary
personnel and support staff to operate, administer and oversee the IE Hub.

The DepEd shalll actively recruit teachers or staff with disabilities and those belonging
to indigenous peoples and Muslim communities. As far as practicable, they shall be
provided with reasonable accommodation, and shall not be required to undergo
medical examination when the same is contrary to their customs, practice or religion.

SECTION 20. Remuneration, Benefits and Incentives for Inclusive Education
Personnel and Staff. - The DepED shall enhance the right of the teachers/instructors
to professional advancement and ensure that the schools shall endeavor to attract the
best teaching staff and talents who have the knowledge and skills to deliver quality
inclusive education. This may be done through adequate remuneration, benefits,
scholarship and training grants, teacher exchange programs, incentives and
allowances and other means of securing their job satisfaction, fulfillment and job
security.

A similar program shall be designed for support personnel to include interpreters,
psychologists, social workers and health service professionals/workers involved in the
education and rehabilitation of CYSNs.

SPED teachers and regular teachers teaching CYSNs shall have the same salaries
and benefits, and the compensation and position classification system of the
concerned teachers shall be adjusted accordingly.

SECTION 21. In-Service Training of Teachers, Administrators, Non-Teaching
Personnel. - To enhance the inclusive education program, the DepEd shall
coordinate with the appropriate national govemment agencies to offer basic and
advanced seminars on disability awareness, human rights and inclusive education for
the concerned education stakeholders.

The appropriate and necessary trainings, seminars and other opportunities for
upgrading the performance of DepEd teachers implementing the inclusive education

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curriculum shall be conducted and evaluated by the National Educators’ Academy of
the Philippines (NEAP).

SECTION 22. Inclusion of Children with Disabilities and other Special Needs in
Child Development Centers. - Child Development Centers (CDCs) specially
designed for pre-school children and their parents, where early identification of
disabilities and/or special needs and introductory educational and intervention
programs will be administered, shall be established near or within existing CDCs or in
other CDCs. The CDCs shall also take part in capacity-building and awareness
campaigns for parents and communities.

The ECCD Council shall coordinate with DepEd, DSWD, DOH, LGUs and other
agencies to provide the necessary support and programs for children with disabilities
under five (5) years old

SECTION 23. Incentives for Private Sector Participation. — Partnership between
the government and private institutions catering to the needs of CYSNs shall be
encouraged. Private entities who or which team up with DepED or provide the
necessary educational assistance and service to CYSNs enrolled in public schools
shall be entitled to the benefits and incentives provided under Republic Act No. 8525,
otherwise known as the Adopt-a-School Act of 1998 and its implementing rules and
regulations.

SECTION 24. Family Members, Guardians, Caregivers and Day Care Workers
Education. — A formal training and counseling program shall be developed jointly by
LGUs, in coordination with DepEd, DSWD, ECCD Council, DOH, disabled people's
organizations (DPOs), parent-support’ organizations, health _ professional
organizations, healthcare services, non-government organizations (NGOs), and civil
society organizations (CSOs) to equip family members, guardians, caregivers of, and
day care center workers handling, CYSNs with working knowledge of inclusive
education and understanding of the psychology of CYSNs, and awareness of their
crucial role in the education and development of CYSNs. Parents shall also be
apprised of procedural safeguards to protect the educational rights of children and
their parents and processes to resolve disputes and complaints relating to the
education of CYSNs.

SECTION 25. Public Information, Education and Communication. ~ A nationwide
information dissemination campaign on the early identification and the strategic
intervention programs for CYSNs shall be intensified. This shall be the joint
responsibility of the Philippine Information Agency (PIA), Council for the Welfare of
Children (CWC), NCDA and the DepED. The DepED, in collaboration with the DOH,
DOLE, CHED, TESDA and DILG, shall also disseminate materials and information
concerning effective practices in working with and training and education of CYSNs.

Private media outlets and organizations are encouraged to participate in the

dissemination of relevant materials and information regarding effective practices in
working with and training and educating CYNs.

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The responsible agencies shall also collect and analyze relevant disaggregated data
on CYSNs, with due regard to the provisions of Republic Act No. 10173, otherwise
known as the Data Privacy Act of 2012.

SECTION 26. Appropriations. - The secretaries of DepEd, DOH, DILG, DPWH
DSWD, and heads of ECCD Council and NCC shall include a separate line item in
their respective budgets in the General Appropriation Act funds for CYSNs and for the
proper implementation of this Act.

SECTION 27. Implementing Rules and Regulations. — Within ninety (90) days from
the effectivity of this Act, the DepED, in coordination with the DSWD, Department of
Interior and Local Government (DILG), DOH, Department of Finance (DOF), Bureau
of Internal Revenue (BIR), CWC, ECCD Council, and NCDA, and in consultation with
the DPOs, para-support organizations, health professional organizations, and NGOs
and CSOs that are working with CYSNs, shall promulgate and issue the necessary
Quidelines for the effective implementation of this Act.

SECTION 28. Separability Clause. ~ If any provision or part hereof is held invalid or
unconstitutional, other provisions not affected thereby shall remain in full force and
effect.

SECTION 29. Repealing Clause. - All laws, presidential decrees, executive orders,
rules and regulations contrary to or inconsistent with the provisions of this Act are
hereby repealed, modified, or amended accordingly.

SECTION 30. Effectivity Clause. - This Act shall take effect fifteen (15) days after
its publication in the Official Gazette or in a newspaper of general circulation.

Approved