EIGHTEENTH CONGRESS OF THE 
REPUBLIC OF THE PHILIPPINES 
First Regular Session
S E N A T E  
s. No. 
6 9
«?UiCt' of lilt j^aretarp
*19 
JUL -1 PI ^4
Introduced by Senator PIA S. CAYETANO
REC2:v-0:.
AN ACT
INSTITUTING 
INCLUSIVE 
EDUCATION, 
ESTABLISHING 
INCLUSIVE 
EDUCATION LEARNING RESOURCE CENTERS FOR CHILDREN AND YOUTH 
WITH SPECIAL NEEDS (CYSNs) IN ALL PUBLIC SCHOOLS DIVISIONS, 
PROVIDING FOR STANDARDS AND GUIDELINES, AND APPROPRIATING 
FUNDS THEREFOR
EXPLANATORY NOTE
This measure was first developed and written by the undersigned as 
Chairperson of the Senate Committee on Education, Arts, and Culture in the 16th 
Congress with the assistance of the Advisory Council for the Education of Children 
and Youth with Disabilities, a body organized by the Department of Education 
(DepEd) in collaboration with the disability sector and stakeholder representatives. 
Our objective in writing this bill was to provide a framework for accessible quality 
education for Children and Youth with Special Needs (CYSNs). However, due to 
limited time, the measure did not pass in the 16th and 17th Congress.
At present, DepEd records show that majority of the 5.5 million children with 
special needs1 in the country remain outside of the public education system. This is 
due to the lack of accessibility features in schools compounded by other attitudinal 
and environmental factors.
1 As mentioned during the hearing of the Committee of Basic Education and Culture of the House of 
Representatives on bills on inclusive education on 09 October 2017


This bill addresses the problem by providing measures to address and remove 
the attitudinal and environmental barriers within our education system and allow 
CYSNs to be integrated and participate in the regular school system to the greatest 
extent appropriate to enable them to live normal lives.
In view of the foregoing, the urgent passage of this bill is earnestly sought.
PIA S. CAYEVNO


EIGHTEENTH CONGRESS OF THE 
REPUBLIC OF THE PHILIPPINES 
First Regular Session
)
)
)
S E N A T E
s^No. 69
of Il)f J p r r r f U r f
•19 
JUL - 1 - P 1 :44
Introduced by Senator PIA S. CAYETANO
------------------------------------------------------------------------------------------- ft:cL
AN ACT
INSTITUTING INCLUSIVE EDUCATION, ESTABLISHING INCLUSIVE 
EDUCATION LEARNING RESOURCE CENTERS FOR CHILDREN AND YOUTH 
WITH SPECIAL NEEDS (CYSNs) IN  ALL PUBLIC SCHOOLS DIVISIONS, 
PROVIDING FOR STANDARDS AND GUIDELINES, AND APPROPRIATING 
FUNDS THEREFOR
Be it enacted by the Senate and House o f Representatives o f the Philippines in 
Congress assembled:
1 
Section 1. Short Title. -  This Act shall be known as the "Inclusive Education
2 
for Children and Youth with Special Needs Act."
3 
Sec. 2. Declaration o f Policy. -  The following are hereby declared the policies
4 
of the State to:
5 
• 
protect and promote the rights of Children and Youth with Special Needs
6 
(CYSNs) to quality education, and to take appropriate steps to make education
7 
accessible to them;
8 
• 
recognize the vital role of CYSNs in society, and include their needs as integral
9 
part of national development strategies, and facilitate their active participation
10 
and integration in public, civic and State affairs;
11 
• 
give full support for their welfare and development, to ensure their full
12 
integration to society as well as to facilitate their active participation in the
13 
affairs of the State;
14 
• 
consider the special requirements of disabled persons in the formulation of
15 
inclusive educational policies and programs;
16 
• 
encourage learning institutions to take into account the special needs of
17 
disabled persons with respect to the use of school facilities, class schedules,
18 
physical education requirements, and other pertinent consideration;


1 
• 
promote the provision by learning institutions, especially higher learning
2 
institutions of auxiliary services that will facilitate the learning process for
3 
disabled persons to ensure inclusive and equitable quality education and
4 
promote lifelong learning opportunities for all;
5 
• 
recognize the right of the CYSNs to education on the basis of equal opportunity,
6 
in particular, making primary education compulsory and available free for all
7 
and accessible to every CYSNs;
8 
• 
recognize the right of CYSNs to the highest attainable standard of health and
9 
to facilities for the treatment of illness and rehabilitation of health and ensure
10 
that no child is deprived of his or her right of access to such health care and
11 
rehabilitation services; and
12 
• 
ensure that CYSNs belonging to ethnic, religious or linguistic minorities or
13 
persons of indigenous origin shall not be denied the right to education,
14 
treatment, or rehabilitation in community with other members of his 
or her
15 
group, to enjoy his or her own culture, to profess and practice his or her own
16 
religion, or to use his or her own language.
17 
Sec. 3. Objectives. -  This Act shall pursue the following:
18 
(a) Provide CYSNs free and appropriate public education and related services in
19 
accordance with their needs, and in preparation for adult living and community
20 
life;
21 
(b) Provide CYSNs access to general education curriculum through the formal
22 
systems and alternative delivery services in education;
23 
(c) Facilitate the inclusion and integration of children with special needs into the
24 
mainstream education in accordance with the United Nations Convention on
25 
the Rights of Persons With Disabilities, and the Incheon Strategy to Make the
26 
Rights Real For Persons With Disabilities in Asia and the Pacific;
27 
(d) Institute Inclusive Education and establish Inclusive Education Learning
28 
Resource Centers for inclusion of CYSNs in the educational mainstream in the
29 
least restrictive environment;
30 
(e) Ensure that CYSNs fully develop their potentials toward self-sufficiency and
31 
become fully participative members of society;


1 
(f) Ensure that CYSNs understand, appreciate and respect differences amongst
2 
groups and members of society in which they live;
3 
(g) Identify, through a Child Find System, CYSNs ages three (3) to twenty-four
4 
(24), and infants and toddlers, under the age of three (3), in compliance with
5 
Republic Act No. 10410, otherwise known as the
6 
(h) Develop, implement, and review Individualized Education Plan;
7 
(i) Provide parents with information and opportunities to actively participate in the
8 
possible placement options and educational programs for their children and to
9 
enable them to make informed choices and decisions;
10 
(j) Enable and empower parents and family members by training and equipping
11 
them with capabilities to identify, prevent, refer or intervene with regard to
12 
disorders, disabilities and abilities of their children;
13 
(k) Train 
and 
equip 
special 
education 
teachers, 
regular 
teachers,
14 
principals/administrators, non-teaching staff of the school, and caregivers, as
15 
primary sources of care, development, education and advancement of CYSNs;
16 
(1) Increase school retention and cohort survival of CYSNs; Create significant and
17 
positive changes in community orientation towards disability and the need to
18 
provide inclusive education and proper care of CYSNs; and
19 
(m)To closely consult with and actively involve persons with disabilities, including
20 
CYSNs through their representative organizations in the implementation of this
21 
Act and issues relating to it.
22 
Sec. 4. Definition o f Terms. -  As used in this Act, the following shall be defined
23 
as follows:
24 
(a) 
Basic Education -  refers to education intended to meet the basic
25 
learning needs which provide the foundation on which subsequent
26 
learning can be based. It encompasses early childhood, kindergarten,
27 
elementary and secondary education as well as alternative learning
28 
systems for out-of-school learners and those with special needs;
29 
(b) 
Child Find System - refers to the process of identifying, locating,
30 
and evaluating every qualified CYSNs, and coming up with a list of CYSNs
31 
who are not receiving public education; and 
through the child
32 
development teachers/workers who are under the jurisdiction of local


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government units (LGUs) shall take appropriate actions to notify parents 
or guardians of CYSNs of the LGUs' duties and responsibilities towards 
CYSNs;
(c) 
Children and Youth with Special Needs (CYSNs) -  refers to 
children and youth who are gifted or talented, or with intellectual 
disabilities, 
learning 
disabilities, 
mental, 
emotional 
or behavioral 
disorders, speech and language disorders, sensory impairments, autism, 
long term physical or health disabilities, deafblindness and multiple 
handicapping conditions which in interaction with various barriers may 
hinder their full and effective participation in society on an equal basis 
with others and are in need of special education as well as services for 
rehabilitation. 
They 
differ 
from 
the 
average 
children 
in 
neuropsychological characteristics, sensory and cognitive abilities, 
neuromuscular or physical characteristics, and social attributes to such 
an extent that the use of modified school practices or special education 
services are required to develop them to maximum capability;
(d) 
Disability 
to 1) long-term physical, mental, intellectual or
sensory impairment that substantially limit one or more physiological or 
anatomical function of an individual or activities of such individual; 2) 
limitation or difficulty encountered by an individual in executing a task or 
action; and 3) a participation restriction or problem experienced by an 
individual in involvement in life's situations.
It does not just entail a health problem but shall reflect the interaction 
between features of a person's body and features of the society in which 
he lives as well as the difficulties he/she has encountered to remove the 
environment and social barriers.
(e) 
Inclusive Education -  refers to a process of addressing and 
responding to the diversity of needs of all learners by increasing 
participation in learning, cultures and communities, and reducing 
exclusion within and from education. 
It involves changes and 
modifications in content, approaches, structures and strategies, with a


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common vision which covers all children of the appropriate age range and 
a conviction that it is the responsibility of the state to educate all children.
It shall also focus on the achievement of high quality education for all learners 
and the development of more inclusive societies and not just on marginal 
issues.
(f) 
Individual Education Program (lEP) - refers to the systematic, 
purposive and developmental educational programming of curricular and 
instructional priorities and contents designed to meet a learner's special 
needs and aimed at ensuring mastery learning of target skills and 
behaviors. 
It specifies the services to be provided and how often; 
describes the learner's present level of performances; and how the 
learner's disabilities affect academic performances; 
and 
specifies 
accommodations and modifications to be provided for the learner; and 
an lEP must be designed to meet the unique educational needs of that 
one child in the Least Restrictive Environment appropriate to that child.
(g) 
Learning Resource Center (Center) - refers to a teaching/learning 
support system for students, teachers, school personnel and other 
education stakeholders of CYSNs with appropriate, accessible, disability- 
, cultural and gender- sensitive instructional learning materials, tools, 
devices, 
gadgets, 
equipment to facilitate and enhance learning; 
assessment tools and instruments to evaluate developmental domains 
and specific areas of concern necessary in determining appropriate 
services and placement decisions; medical, health and allied professionals 
for care, rehabilitation and development of learners.
(h) 
Least Restrictive Environment {IRE) -  refers to the situation when 
a learner, 
who has a disability, should have the opportunity to be 
educated with non-disabled peers, to the greatest extent appropriate. 
The CYSNs should have access to the general education curriculum, or 
any other program that non-disabled peers would be able to access. The 
CYSNs should be provided with supplementary aids and services 
necessary to achieve educational goals if placed in a setting with non­
disabled peers. The CYSNs should receive an appropriate version of the


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educational and social benefits which non-disabled students routinely 
receive in school.
(i) Private Sector Participation - refers to all forms of indispensable, 
substantial 
and 
meaningful 
participation 
of 
private 
individuals, 
partnerships, 
groups or entities, 
disabled 
people's organizations, 
community-based 
organizations 
or 
non-government 
organizations, 
business and industry groups in the delivery of educational and 
rehabilitative services for CYSNs.
(j) Speciai Education (SPED) - refers to the customized instructional 
program/service designed to meet the unique needs of individual CYSNs, 
which may necessitate the use of supplementary aids and services and 
teaching strategies in classroom and non-academic settings, and includes 
instructions 
on 
physical 
and 
vocational 
education, 
social 
skills 
development and travel training. It is geared towards the integration of 
CYSNs into the mainstream education that will prepare them as 
independent functioning members of the society.
(k) Special Instructional Materials - refers to textbooks in Braille, large 
type, audio, digital or any other medium or apparatus, that convey 
information to a student or otherwise contributes to the learning process.
( l) Universal Design for Learning (UDL) \s a scientifically valid framework 
for guiding educational practice established by Department of Education 
(DepED) that:
(1) 
provides flexibility in the ways information is presented, in 
the ways 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. The three principles of 
UDL are:


1 
(1) Recognition -  refers to multiple methods of representation that
2 
give learners a variety of ways 
to acquire information and build
3 
knowledge;
4 
(2) Strategic Learning -  refers to multiple means of student action
5 
and expression that provide learners alternative modes for demonstrating
6 
what they have learned; and
7 
(3) Affective Learning 
-  refers to multiple modes of student
8 
engagement 
that 
tap 
into 
learners' 
interests, 
challenge 
them
9 
appropriately and motivate them to learn.
10 
Sec. 5. Inclusion Policy for Children and Youth with Disabilities in Public Schools.
11 
-  The policy of inclusion for children and youth with disabilities shall be instituted in
12 
all public schools to afford them with equitable opportunities to educational services:
13 
Provided, That the degree of inclusion shall be determined based on the Individual
14 
Education Program of the child and the assessment by the Inclusive Education Hub in
15 
consultation with the child and his/her parent/s.
16 
Accordingly, CYSNs shall be educated in the least restrictive environment
17 
elected from a continuum of placements provided by the Department of Education to
18 
meet their unique needs. The range of alternative placements shall include instruction
19 
in regular classes; special education classes as provided for in Republic Act No. 7277,
20 
as amended; special schools; home instruction; and instruction in hospitals and
21 
institutions.
22 
Sec. 6. Establishment o f Inclusive Education Learning Resource Centers. -  All
23 
Public Schools Divisions of the DepED shall establish an Inclusive Education Learning
24 
Resource Center, hereinafter referred to as the Center, for CYSNs, where there are no
25 
existing Center. Provided, That^W Centers shall comply with the Universal Design for
26 
Learning as defined under Section 4, subparagraph (I) of this Act. Provided, further
11 
That, all Centers and facilities for CYSNs shall also be compliant with the requirements
28 
of Batas Pambansa Bilang 344, otherwise known as the "Accessibility Law."
29 
Sec. 7. 
Functions o f the Center. 
-  The Center shall function as a learning
30 
resource center that shall assist in promoting inclusive education to capacitate regular
31 
schools to effectively handle the needs of children and youth with special needs. It
32 
shall:


1 
(a) conduct assessment of CYSNs to evaluate developmental domains and
2 
specific areas of concern and determine appropriate services and grade
3 
placement options;
4 
(b) support children with disabilities and special needs so that they could be
5 
integrated/included in regular schools in the least restrictive environment;
6 
(c) conduct school-based training of CYSNs;
7 
(d) produce appropriate teaching materials for CYSNs;
8 
(e) provide training to regular teachers, administrators, non-teaching personnel
9 
and parents on inclusive education;
10 
(f) monitor case management of CYSNs within the division;
11 
(g) ensure that the CYSNs within the division shall receive the appropriate
12 
services needed;
13 
(h) implement the programs of the Center such as Individualized Education
14 
Program, transition program, alternative educational programs and early
15 
intervention program;
16 
(i) establish referral system that shall provide and develop multidisciplinary
17 
services needed by CYSNs to address the challenges and difficulties of the
18 
families of CYSNs, and to stimulate community resources which shall promote
19 
and foster systems integration within education and healthcare delivery
20 
systems and other child and youth-serving systems; and
21 
(j) 
provide access to auxiliary aids that are basically non-educational, but which
22 
enhance the education process for the CYSNs, these services may include:
23 
(1) Language and speech therapy, occupational therapy, physical and
24 
physiotherapy, among other modes of therapy, through multi-
25 
disciplinary specialist team;
26 
(2) Quality reading, or other effective methods of delivering reading
27 
materials to individuals with visual impairments;
28 
(3) Acquisition or modification of equipment or devices;
29 
(4) Appropriate classroom accommodation;
30 
(5) Other similar services and actions or all types of aids and services
31 
that facilitate the learning process of CYSNs; and


1 
(6) Assistance and/or monitoring the transfer, or admission of qualified
2 
CYSNs to post-secondary or tertiary education institutions.
3 
Sec. 8. Partnership Mechanism. -  the DepED and the concerned agencies may
4 
coordinate and enter into cooperative agreement, arrangement or contract with other
5 
government agencies, private non-profit agencies, institutions or organizations duly
6 
accredited or recognized by the government agencies, civil society, business and
7 
industrial sector, and other concerned sectors in the furtherance of the provisions of
8 
this Act: Provided, That the DepED shall coordinate with Department of Health (DOH),
9 
Department of Social Welfare and Development (DSWD), Department of Public Works
10 
and Highways (DPWH), Commission on Higher Education (CHED) and the National
11 
Council on Disability Affairs (NCDA) for the establishment or creation of Centers on
12 
the implementation of programs such as the following:
13 
(a) Technical assistance to Center teachers who are preparing to serve or are
14 
serving CYSNs for 
inclusion and mainstreaming;
15 
(b) Training of professional or related services personnel including all regular
16 
teachers;
17 
(c) Replication of successful innovative approaches in providing educational or
18 
related services to CYSNs;
19 
(d) Facilitation of parental involvement in the education of their CYSNs;
20 
(e) Diagnosis and educational evaluation of CYSNs;
21 
(t) Consultative, counseling and training sen/ices for the families of CYSNs;
22 
(g) Familiarization of the municipality or city being 
served by an Inclusive
23 
Education Learning Resource Centers with the problems and potentials of
24 
children and youth; and
25 
(h) Enter into agreements with medical and allied medical professional groups.
26 
Centers created under this Section shall remain part of the DepED System.
27 
Sec. 9. Responsibilities o f Agencies. -  The agencies, in conformity with their
28 
respective charters and mandates, shall define and delineate their respective areas of
29 
responsibility with respect to the implementation of this Act. These areas shall be
30 
subject to periodic re-assessment of the Inter-Agency Coordinating Council on
31 
Inclusive Education (lACCIE), as provided on Sec. 10 of this Act, whenever necessary.
32 
For purposes of this Act, the following shall be the responsibilities of agencies:


1 
(a) Role o f the Department o f Education (DepED) -  The DepED shall be the lead
2 
government agency responsible for the implementation of this Act to ensure
3 
inter-agency coordination and integration of services among school systems;
4 
early intervention programs; mainstreaming of CYSNs to regular classroom set-
5 
up; CYSNs welfare agencies; CYSNs availability of access and classification of
6 
developmental domains and establishment of a referral system and redress
7 
mechanism for parent or guardian.
8 
(b) Role o f the Department o f Health (DOH) -  The DOH shall provide health care
9 
services for children and youth with special healthcare needs; child mental
10 
health service providers; health plans; oral health providers; family-to-family
11 
health 
information 
and 
education; 
advocacy organizations and 
other
12 
community organizations serving CYSNs and their families. Integration between
13 
primary care and mental health services as extremely important, thereby the
14 
DOH, National Nutrition Council (NNC) and the Early Childhood Care and
15 
Development Council (ECCD) shall provide inclusive health and nutrition
16 
ser/ices and interventions for the implementation of this Act.
17 
(c) Role o f the Department o f Social Welfare and Development (DSWD) -  The
18 
DSWD shall be responsible for the effective management and provision of social
19 
and welfare services for poor and deserving CYSNs based on the assessed
20 
needs of the CYSNs subject to its prescribed guidelines.
21 
(d) Role o f the Department o f Public Works and Highways (DPWH) -  the DPWH
22 
shall prescribe the proper physical set-up of the Center, and build and maintain
23 
roads for the accessibility of CYSNs and Person with Disabilities (PWDs).
24 
(e) Role o f the Department o f Interior and Local Government (DILG) -  the DILG
25 
shall promulgate the policies and guidelines relevant to the implementation of
26 
this Act by the local government units.
27 
(t) Role and participation o f Local Government Units (LGUs) -  The LGUs shall
28 
allocate a portion of their Special Education Fund (SEF) for the following:
29 
(1) Provision of sites, buildings or centers where there are no existing school
30 
facilities that may be used for the special education of CYSNs, as well as the
31 
establishment of Child Development Centers (CDCs) pursuant to Sec. 11
32 
hereof;
10


1 
(2) Identification, 
coordination 
and 
partnership with 
public 
or 
private
2 
volunteers, and private organizations, national or international, duly
3 
recognized 
and 
accredited 
by 
appropriate 
government office, 
for
4 
information dissemination campaigns, funding support to augment the
5 
funding for Inclusive Education programs and activities;
6 
(3) Provide assistive devices, instructional materials and teacher's training
7 
provisions;
8 
(4) Provision of funds for the delivery of health and nutrition services and
9 
interventions, educational assessment program for CYSNs in their respective
10 
localities that would be initiated by the DOH and DepED, respectively;
11 
(5) Participate in all efforts concerning integration of CYSNs to regular schools,
12 
health services, transport services and other social and welfare services;
13 
(6) Develop government and community awareness and responsiveness to the
14 
needs of CYSNs and PWDs;
15 
(7) Provide a venue for redress mechanism in case parents are not amendable
16 
to educational program for CYSNs under the jurisdiction of the Local School
17 
Boards;
18 
(8) Share the responsibility for the implementation, regulations, enforcement
19 
and monitoring of the provisions of this Act, within their territorial
20 
jurisdiction, such as child find system and referral system; and
21 
(9) Enact appropriate ordinances to implement the LCDs role in this Act.
22 
Sec. 10. Inter-Agency Coordinating Council on Inclusive Education (lACCIE).
23 
For purposes of policy integration, harmonization and coordination of functions,
24 
there is hereby created, an Inter-Agency Coordinating Council on Inclusive Education
25 
(lACCIE), which shall be attached to the DepED and which shall be composed of the
26 
following officials or their duly authorized representatives, up to the level of Assistant
27 
Secretary or its equivalent:
28 
• 
Secretary of the DepED, as Chairperson;
29 
• 
Secretary of DOH as Co- Chairperson;
30 
• 
Secretary of DSWD as Co-Chairperson;
31 
• 
Secretary of Department of Finance -  DOF
32 
• 
Secretary of DPWH
11


1 
• 
Secretary of DILG
2 
• 
Secretary of Department of Labor and Employment -  DOLE
3 
• 
Director General of Technical Education and Skills Development
4 
Administration -  TESDA
5 
• 
Commissioner of Commission on Higher Education -  CHED
6 
The lACCIE shall perform the following functions;
7 
(a) Develop and set criteria on Individual Educational Programs. 
Evaluate
8 
fundamental changes both in educational practice and in the design of
9 
educational services for inclusion of CYSNs in regular schools. 
Inclusive
10 
Education involves changes in philosophy, curriculum, teaching strategy and
11 
structural organization;
12 
(b) Implement appropriate and coordinated programs in health and related
13 
physiological and psychological health services, multidisciplinary domains,
14 
transportation and accessibility for CYSNs;
15 
(c) Acts as catalyst of change and source of information, for the benefits of both
16 
the regular students and CYSNs;
17 
(d) Constitute and authorize a multidisciplinary body to conduct an annual audit to
18 
determine the compliance of the Centers on its operations;
19 
(e) Documentation, monitoring and assessing the performances of the Centers and
20 
its personnel; on information dissemination; and coordination with partner
21 
agencies or local government units.
22 
Sec. 11. 
The lACCIE Technical Working Committee. -  The lACCIE shall be
23 
supported by a Technical Working Committee (TWC) which shall be composed of
24 
representatives from the following agencies and institutions:
25 
(a) Bureau of Curriculum Development of DepED
26 
(b) Early Childhood Care and Development Council of ECCD
27 
(c) National Council on Disability Affairs (NCDA)
28 
(d) Council for the Welfare of Children (CWC)
29 
(e) National Nutrition Council (NNC) of DOH
30 
(f) Local School Boards of Local Government Units -League of Provinces, Cities
31 
or Municipalities
32 
(g) Health organizations such as Philhealth and other healthcare services -  DOH
12


1 
(h) Civil society organizations on persons with disability concerns
2 
(i) Academe
3 
The TWC shall provide groundwork technical support to the lACCIE on its
4 
activities to capture varied clientele scope and needs, mainstream programs, and
5 
reach grassroots levels. Representatives of civil 
society organizations and the
6 
academe shall be nominated through a process designed by the lACCIE.
7 
Sec. 12. Inclusion o f Children with Special Needs in Child Development Centers.
8 
-  Child Development Centers (CDCs) specially designed for pre-school children and
9 
their parents, where early identification of disabilities and/or special needs and
10 
introductory educational and intervention programs will be administered, and
11 
development of future multi-disciplinary child development centers shall be
12 
established near all schools or within existing Inclusive Education Learning Resource
13 
Centers. As far as practicable, the use of CDCs and facilities shall be maximized.
14 
The ECCD Council shall coordinate with DepED, DSWD, DOH, LGUs and other
15 
agencies to provide the necessary support and programs for children with special
16 
needs under five (5) years old.
17 
Sec. 13. Hiring o f Personnel and Staff. -  In addition to teachers with special
18 
trainings and licensed social workers who have knowledge, skills and special trainings
19 
in handling cases of CYSNs and to ensure the effective implementation of this Act, the
20 
DepED, DOH, and 
DSWD may hire the necessary personnel and support staff to
21 
operate, administer and oversee the Center.
22 
Sec. 14. Remuneration, Benefits and Incentives for Inclusive Education
23 
Learning Personnel and Staff. 
-  The salary grades of Special Education (SPED)
24 
teachers; and Program Directors managing the Centers shall be in accordance with
25 
the Revised Compensation and Position Classification System and other civil service
26 
rules and regulations.
27 
The DepED shall enhance the right of the teachers/instructors to professional
28 
advancement and ensure that the Centers shall endeavor to attract the best available
29 
teaching staff and talents through adequate remuneration, benefits, scholarship and
30 
training grants, teacher exchange programs, incentives and allowances and other
31 
means of securing their job satisfaction and fulfillment as well as their long and stable
32 
tenure in their respective posts. A similar program shall be designed for support
13


1 
personnel to include interpreters, psychologists, social workers and health service
2 
professionais/workers involved in the education, health and rehabilitation of children
3 
with special needs.
4 
The DepED shall identify at least one (1) leading institution or university in
5 
Luzon, Visayas, Mindanao and in Metro Manila, Metro Cebu and Metro Davao whose
6 
faculty is considered or regarded as highly competent in the area of special education
7 
and where a uniform or standardized curriculum for any post-graduate education
8 
program shall be designed to benefit SPED teachers and other personnel of the
9 
centers. The manner of selection of such institution shall be provided under the rules
10 
and regulations to be formulated to implement the provisions of this Act.
11 
Sec. 
15. In-Sen/ice Training o f Teachers, Administrators, Non-Teaching
12 
Personnel. -  To enhance the inclusive education program, the DepED shall coordinate
13 
with the appropriate national government agencies to offer basic and advanced
14 
seminars on disability awareness and inclusive education for the concerned education
15 
stakeholders.
16 
The appropriate and necessary trainings, seminars and other opportunities for
17 
upgrading the performance of DepED teachers implementing the inclusive education
18 
curriculum shall be conducted and evaluated by the National Educators' Academy of
19 
the Philippines (NEAP).
20 
Sec. 16. Continuing Research to Identify the Needs ofCYSNs. -  The DepED,
21 
by itself or in coordination with organizations or institutions, shall undertake continuing
22 
research to identify and design programs that shall meet the full range of needs of
23 
CYSNs: Provided, That such continuing research shall also be used to develop
24 
instructional techniques for use by the Centers towards improving the acquisition of
25 
skills by the CYSNs necessary for their transition to independent living, vocational
26 
training or competitive skill development: Provided, further. That such continuing
27 
research shall be used by the DepED in designing holistic programs for all schools and
28 
all Inclusive Education Resource Learning Centers to increase the potential of the
29 
children and youth for community participation.
30 
Sec. 17. Student Assistance. -  The DepED, DSWD, DOLE, NCDA and the LGUs
31 
shall develop programs to support the financial and educational needs of the
14


1 
marginalized or disadvantaged CYSNs, as defined in Republic Act No. 8425, known as
2 
the Social Reform and Poverty Alleviation Act.
3 
The benefits accorded by Republic Act No. 8545, otherwise known as the
4 
" Government Assistance to Students and Teachers in Private Education ( GASTPE) Act
5 
" shall likewise be extended to qualified CYSNs students in the secondary levels.
6 
Sec. 18. Recreational and Artistic Opportunities. -T h e  DepED shall establish
7 
opportunities for safe and wholesome individual as well as interactive group recreation
8 
and social activities for CYSNs, optimal use of their leisure hours and advancement of
9 
their physical, mental, social and cultural development.
10 
Sec. 19. Special Instructional Materials. -  Publishers shall grant the DepED the
11 
authority to transcribe adopted instructional materials into accessible format, without
12 
penalty or payment of royalty in accordance with Republic Act No. 8293, otherwise
13 
known as the "Intellectual Property Code o f the Philippines." 
Provided, That,
14 
publishers of a newly adopted instructional material shall provide, not later than the
15 
second working day after the adoption of a textbook titles by the DepED, the digital
16 
copy as specified by the DepED for the purpose of producing accessible versions of
17 
the textbooks for students with reading disabilities. The accessible versions may be
18 
produced by the DepED or by non-profit accessible book producers, which may be
19 
copied and distributed upon request by a Schools Division for instructional purposes.
20 
Copies of these instructional materials shall be furnished without cost to either the
21 
CYSNs or their teachers in charge.
22 
Sec. 20. Family Members, Guardians, Caregivers and Day Care Workers
23 
Education. -  A formal training and counseling program for family members, guardians,
24 
caregivers and Day Care Workers of CYSNs shall be developed jointly by the DepED,
25 
DSWD, LCDs, ECCD Council, disabled people's organizations (DPOs), parent-support
26 
organizations, health professional organizations, healthcare services, non-government
27 
organizations (NGOs), and civil society organizations (CSOs) to facilitate a working
28 
knowledge of special education, and understanding of the psychology of CYSNs and
29 
set their important role as educators, so as to maximize their knowledge and skills to
30 
fully participate in developing the potentials of CYSNs.
31 
Sec. 21. Incentives fo r Private Sector Participation. -  Partnership between the
32 
government and private institutions catering to the needs of CYSNs shall be
15


1 
encouraged, private entities who or which team up with DepED or provide the
2 
necessary educational assistance and service of CYSNs enrolled in public schools shall
3 
be entitled to the benefits and incentives provided under R.A. No. 8525, otherwise
4 
known as the Adopt-a-Schoo!Actdindi its implementing rules and regulations.
5 
Sec. 22. Public Information, Education and Communication. -  A nationwide
6 
information dissemination campaign on the prevention, early identification and the
7 
strategic intervention programs for CYSNs shall be intensified. This shall be the joint
8 
responsibility o f the Philippine Information Agency (PIA), CWC, NCDA and the DepED.
9 
Likewise, the DepED, in collaboration with the DOH, DOLE, CHED, TESDA and DILG
10 
shall disseminate materials and information concerning effective practices in working
11 
with, training and education of CYSNs.
12 
Sec. 23. Appropriations. -  The Secretary of the DepED, DOH, and DSWD shall
13 
immediately include in the Department's programs the implementation of this Act, the
14 
funding of which shall be included in the annual General Appropriations Act. 
A
15 
separate line item budget for CYSNs shall be incorporated in the budget of the DepED.
16 
Sec. 24. Implementing Rules and Regulations. -  Within one hundred twenty
17 
(120) days from the effectivity of this Act, the Secretaries of the DepED, DOH and
18 
DSWD, in coordination with Heads of other concerned agencies, and the Chairpersons
19 
of the Committees on Basic Education, Arts and Culture of the Senate and the House
20 
of Representatives shall promulgate and issue the necessary guidelines for the
21 
effective implementation of this Act. The implementing rules and regulations issued
22 
pursuant to this section shall take effect thirty (30) days after its publication in two
23 
(2) national newspapers of general circulation.
24 
Sec. 25. Separability Clause. -  If any provision or part hereof is held invalid or
25 
unconstitutional, the remainder of the law or the provision not otherwise affected shall
26 
remain valid and subsisting.
27 
Sec. 26. Repealing Clause. -  All laws, presidential decrees, executive orders,
28 
rules and regulations contrary to or inconsistent with the provisions of this Act are
29 
hereby repealed, modified, or amended accordingly.
30 
Sec. 27. Effectivity Clause. -  This Act shall take effect fifteen (15) days after
31 
its publication in the Official Gazette or in a newspaper of general circulation.
Approved,
16