EIGHTEENTH CONGRESS OF THE) 
REPUBLIC OF THE PHILIPPINES ) 
First Regular Session 
)
S E N A T E
S. No. 
55
-lii
TIME
BILLS
Introduced by SENATOR MANUEL "LITO" M. U\PID
AN ACT
INSTITUTING INCLUSIVE EDUCATION AND ESTABLISHING 
INCLUSIVE EDUCATION HUBS IN ALL PUBLIC SCHOOLS 
DIVISIONS, PROVIDING FOR STANDARDS AND GUIDELINES, 
AND APPROPRIATING FUNDS THEREFOR
EXPLANATORY NOTE
«
Children must not be hindered to enter and participate in a regular school due 
to their disabilities and special needs. They should be provided with opportunities to 
build their confidence and enhance their skills. Further, they shall be provided with 
avenues and resources to develop their full potential.
Though it is the policy of the State to promote and protect the right of all 
citizens to quality education and to take appropriate steps to make education 
accessible to them and the provisions of Presidential Decree No. 603 or the Child and 
Youth Welfare Code and R.A. No. 7277 or the Magna Carta for Persons with Disability 
(PWDs), discrimination against children with disabilities is still evident in our society. 
Further, the educational system's incapability to provide inclusive and quality 
education for children with disabilities still persists.
Thus, this bill seeks to provide accessible and quality education to children with 
disabilities by instituting adequate and tailored education for each learner and by 
establishing inclusive education hubs in all public school divisions. This bill likewise 
intends to minimize, if not at all remove, the stigma attached to and discrimination 
against, children with disabilities.
In view of the foregoing, the immediate passage of this bill is
kNUEL "LITO
Senator
M. L A P I^


EIGHTEENTH CONGRESS OF THE) 
REPUBLIC OF THE PHILIPPINES ) 
First Regular Session 
)
SENATE
S. No.
XJ (
TiME:
BILLS
%
Introduced by SENATOR MANUEL LITO M. LAPID
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AN ACT
INSTITUTING INCLUSIVE EDUCATION AND ESTABLISHING 
INCLUSIVE EDUCATION HUBS IN ALL PUBLIC SCHOOLS
DIVISIONS, PROVIDING FOR STANDARDS AND GUIDELINES,
AND APPROPRIATING FUNDS THEREFOR
Be it enacted by the Senate and House of Representatives o f the Philippines 
in Congress assembled:
Section 1. Title. -  This Act shall be known as the "Inclusive Education Act".
ARTICLE I
POLICIES AND OBJECTIVES
Sec. 2. 
Declaration o f Policy- It is hereby declared 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 II and XIII of the 
Constitution; Article 3(1), 3(3), 3(6) and 12 of Presidential Decree No. 603,


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Otherwise known as the Child and Youth Welfare Code, Sections 12 to 14 of Republic 
Act No. 7277, as amended, otherwise known as the Magna Carta for the Disabled 
Persons; Republic Act No. 10410 or the Early Years Act; Republic Act No. 10533 or 
the Enhanced Basic Education Act; UN Convention Against Discrimination In 
Education; International Covenant on Economic, Social And Cultural Rights; 
International Covenant on Civil And Political Rights; International Convention on the 
Elimination of all Forms of Racial Discrimination; Convention on the Elimination of all 
Forms of Discrimination Against Women; Convention Concerning Indigenous and 
Tribal Peoples in Independent Countries; UN Convention on the Rights of the Child, 
Sections 25 to 28, 30 and 31 of the Republic Act No. 8371 or Indigenous Peoples 
Republic Act of 1997 (IPRA); Republic Act No. 11054 or the Organic Law for the 
Bangsamoro Autonomous Region in Muslim Mindanao; International Convention on 
the Protection of the Rights of all Migrant Workers and Members of their Families; 
Convention Concerning the Prohibition and Immediate Action for the Elimination of 
the Worst Forms of Child Labour; UNESCO Salamanca Statement; Article 21, 24 and 
30 of the UN Convention on the Rights of Persons with Disabilities; Incheon Strategy 
to make the Rights Real for Persons with Disabilities in Asia and Pacific, and other 
relevant laws and international conventions.
Towards this end, the State shall:
(a) Adopt the policy of inclusive education;
(b) Establish Inclusive Education HUBS; and
(c) Provide vital support mechanisms required to ensure their effectiveness.
All children and youth with disabilities (CYDs) 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 meets their needs.
Sec. 3. 
Objectives. -  This Act aims to:
(a) Provide CYDs free, appropriate, and accessible public education and related
services in preparation for adult living and community life.


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(b) Provide CYDs access to quality, regular education curriculum, through the
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formal and alternative delivery systems;
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(c) Provide access to free basic education and vocational training for all children
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and youth removed from the worst forms of child labour in accordance with
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Article 7, UN Convention on Child Labour;
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(d) Institute inclusive education and establish inclusive education hubs;
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(e) Implement a system of no discrimination in the delivery of education services;
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(f) Implement an educational system of no segregation, unless necessary;
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(g) Facilitate the inclusion of CYDs into regular education in accordance with the
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United Nations Convention on the Rights of Persons With Disabilities,
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Sustainable Development Goal No. 4, the Incheon Strategy to make the
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Rights Real for Persons with Disabilities in Asia and the Pacific, Republic Act
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No. 11054 or the Organic Law for the Bangsamoro Autonomous Region in
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Muslim Mindanao; and Republic Act 8371, otherwise known as the Indigenous
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Peoples Rights Act of 1997;
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(h) Establish an adequate and relevant inclusive education support system for
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every CYD found to be excluded or marginalized due to a disability or other
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special needs;
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(i) Ensure that CYDs fully develop their potentials and become fully participative
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members of society;
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0) Recognize cultural diversity and provide members of cultural minorities equal
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access to education, without prejudice to their right to establish and control
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their educational systems and institutions in a manner appropriate to their
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cultural methods of teaching and learning in accordance with Section 30 of
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Republic Act No. 8371, otherwise known as the Indigenous Peoples Rights Act
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of 1997;
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(k) Allow participation of appropriate indigenous leaders in schools, communities
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and international cooperative undertakings like festivals, 
conferences,
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seminars and workshops to promote and enhance their distinctive heritage
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and values in accordance with Section 31 of Republic Act No. 8371, otherwise
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known as the Indigenous Peoples Rights Act of 1997;


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(1) Recognize the right to manifest, practice, develop, and teach their spiritual
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and religious traditions, customs and ceremonies in accordance with Section
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33 of Republic Act No 8371, otherwise known as the Indigenous Peoples
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Rights Act o f 1997;
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(m) Strengthen the Child Find System of CYDs ages zero (0) to (18) eighteen;
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(n) Empower parents with inform ation on the rights of children and inclusive
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education and provide opportunities to actively participate in children's
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learning;
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(o) Enable and em power parents and fam ily members of CYDs by training and
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equipping them  with capabilities to refer or intervene with regard to disorders,
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disabilities and abilities o f their children;
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(p) Increase school retention and cohort survival of CYDs;
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(q) Affirm  the right of CYDs to seek, receive and im part inform ation and ideas
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through all means and forms of communication of their choice, including
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spoken language, Filipino Sign Language, braille, tactile communication, large
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print, accessible multimedia, audio, augmentative and alternative modes,
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means and form ats of communication as stated in the Convention of the
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Rights of Persons with Disabilities;
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(r) To closely consult with and actively involve persons with disabilities, including
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children w ith disabilities, through their representative organizations;
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(s) Create significant and positive changes in community attitudes and school
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orientation towards diversity and the need to provide inclusive education and
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proper care of all CYDs.
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(t) Affirm  the right of indigenous peoples and Muslim learners to a complete,
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adequate and integrated system of education, relevant to their needs.
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Sec. 4. 
Definition o f Terms. 
-  As used in this Act, the following shall be
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defined as follows:
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(a) Basic Education - refers to education intended to meet the basic learning
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needs which provides the foundation on which subsequent learning can be


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based. It encompasses early childhood, kindergarten, elementary and
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secondary education as well as Alternative Learning Systems;
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(b) Child Find System - refers to the system of identifying, locating and referring
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learners with disabilities and special educational needs for early intervention
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or education support services as needed;
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(c) Disability - is an umbrella term for impairments, activity limitations, and
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participation restrictions referring to the negative aspects of interaction
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between individuals with health conditions and contextual factors.
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(d) Special educational needs - refer to traits, conditions, backgrounds or
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circumstances requiring extra measures to allow the learner to fully
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participate within the educational system. These special needs may include,
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but are not limited to their lack of equal access to all levels and forms of
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education based on age, gender, religion, culture and inclusion in a particular
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cultural minority;
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(e) Inclusive Education -  is a process of addressing and responding to the
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educational needs of all learners, regardless of ethnicity, sex, age, disability,
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religion, sexual orientation, or other protected characteristics. It responds to
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the diverse needs of all learners by increasing participation in learning,
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cultures and communities, and totally reducing exclusion within and from
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education. 
It involves changes and modifications in content, approaches,
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structures and strategies, with a common vision, which covers all children and
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youth of all ages, affirming in the process the State's conviction that it is the
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government's mandate and responsibility to educate all children and youth
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without discrimination or favor.
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It shall also focus on the achievement of high quality, appropriate and
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relevant education for all learners and students, and the development of more
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inclusive and conducive learning environments without focusing on marginal
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issues;
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(f) Inclusive Education Hub - refers to a teaching or learning inclusive education
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support system for students, teachers, school personnel and other education


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stakeholders; the IE Hub provides information, materials and know-how on 
addressing the educational needs of various learners including indigenous 
peoples, Muslim learners, gifted/talented learners, children in difficult 
circumstances and learners with disabilities. It provides students, teachers, 
school personnel and other education stakeholders; appropriate instructional 
learning materials, tools, devices, gadgets, equipment to facilitate and 
enhance learning as well as assessment tools and instruments to evaluate 
developmental 
domains and specific areas of concern 
necessary in 
determining appropriate services and placement decisions.
(g) 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 
non-governmental 
organizations, 
in 
the 
delivery 
of educational 
and 
rehabilitative services for learners with disabilities and special educational 
needs;
(h) Speciai Education (SPED) - refers to a continuum of services that allow 
learners with disabilities and special educational needs to access regular 
education and/or other specialized education services for learners with severe 
conditions.
(i) Inciusive, 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 learning 
process.
(j) Individualized 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 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


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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 
educational needs of that one child in a fully inclusive, accessible and 
appropriate environment.
(k) Children and Youth with Disabilities (CYDs) 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.
(l) Universal Design for Learning (UDL)- refers to an educational framework that:
(1) Provides flexibility in the way 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. 
UDL urges the schools to 
provide for:
1. Multiple means of representation in recognition of various ways 
learners may perceive and comprehend information that is 
presented to them;
2. Multiple means of action and expression, which give learners 
opportunities to express what they know; and


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3. Multiple means of engagement as some learners may work better 
alone, with a partner, in a small group, or when the whole class is 
addressed.
Sec. 5. Establishment o f Inclusive Education (IE) hubs for CYDs in all Public 
School Divisions. The DEPED will establish an IE Hub in every district or division with 
the goal of establishing one in every public school.
Sec. 6. 
Functions o f the IE Hub. -  The IE Hub shall serve as a teaching 
support system that shall promote inclusive education in all schools. It shall:
(a) Integrate and include identified CYDs in regular classes;
(b) Conduct assessment of CYDs to evaluate and determine developmental 
levels, goals and appropriate services;
(c) Develop early intervention programs for 0-4 years of age, in coordination 
with the Early Childhood Care and Development (ECCD) Council and 
pertinent LGUs;
(d) Provide specialized learning programs CYDs with severe conditions;
(e) Develop disability specific learning support system;
(f) Undertake and monitor case management and coordination services of CYDs 
within the district or division, as the case may be;
(g) Ensure that the CYDs 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 learning materials for the identified 
learners;
(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 CYDs. These may include:


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(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;
(3) Interpretation in Filipino Sign Language, and other similar services 
and actions that facilitate the learning process of learners;
(4) Teacher aides, para-teachers or shadow teachers assisting regular 
education teachers in inclusive classrooms;
(5) Other services relevant to CYDs.
(l) Establish a referral and redress mechanism that shall address the challenges 
and difficulties of the families of learners;
(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.
Sec. 7. Powers and functions o f DEPED. 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;
(c) Develop IE programs;
(d) Replication of successful innovative approaches in providing 
educational or related services;


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(e) Ensure the inclusion of CYDs in regular education and provide
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disability-specific educational services for learners with severe
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conditions;
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(g) Enter into cooperative arrangements or contracts with public or
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private nonprofit agencies, institutions, or organization for the
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establishment or creation of IE Hubs and implementation of
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inclusive education;
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(h) Ensure inter-agency coordination, cooperation and integration
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of services among welfare agencies;
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(i) Train and equip special and regular education teachers, teacher
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aides, para teachers, principals, administrators, non-teaching staff
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of the school, caregivers and parents on inclusive education
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strategies;
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(j) Diagnose and conduct educational evaluation of CYDs;
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(k) Provide consultative, counselling and training services for the
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fam ilies 
of 
learners; 
Provide 
parents 
with 
inform ation 
and
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opportunities to actively participate in the possible placement
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options and educational programs for their children and to enable
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them to make informed choices and decisions;
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(I) Provide for equitable distribution of funds and provide for
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separate funding for the education of learners with disabilities,
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gifted children and youth, indigenous peoples, madrasah, and
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children in difficult circumstances;
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(m) Implement familiarization programs for the municipality or city
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being served by the IE Hub; and
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(n) 
Enter into agreements with 
medical 
and 
allied 
medical
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professional groups.
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Sec. 8 . Program Office. -  Inclusive education programs shall be under the
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Student Inclusion Division of the Bureau of Learning Delivery under the Office of the
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Undersecretary fo r Curriculum and Instruction of the DepEd. The Student Inclusion
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Division shall assist in the formulation, implementation, monitoring, and evaluation 
of policies, programs, and services for, but not limited to CYDs.
Sec. 9. Local Government Unit Participation. LGUs may allocation a portion of
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their Inclusive Education Fund for the following:
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(a) Provision of sites and buildings where there are no existing school 
facilities that may be used for the inclusive education of CYDs, as well 
as the establishment of Child Development Centers (CDCs) pursuant to 
Sec. 22 hereof;
(b) Identification, coordination and partnership with public or private, local 
or international organizations, for Inclusive Education programs and 
equipment, among others;
(c) 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, educational 
assessment program of CYDs in their respective localities that would 
be initiated by the DepEd;
(e) Development 
of 
government 
and 
community 
awareness 
and 
responsiveness to the needs of CYDs; and
(f) Share 
the 
responsibility 
for 
the 
implementation, 
regulations, 
enforcement and monitoring of the provisions of this Act, within their 
territorial jurisdiction.
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The LGUs shall enact appropriate ordinances to implement the provisions of 
this Act including the establishment of an IE Fund.
Sec. 10. Roie o f Department o f the Interior and Local Government (DILG) -  
The DILG shall ensure the local government units' compliance with the provisions of 
this Act. Specifically, it shall ensure that all local government units work with schools
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and communities towards eliminating exclusion that is a consequence of negative 
attitudes and lack of response to diversity in race, economic status, social class, 
ethnicity, language, religion, gender, sexual orientation and ability.
Sec. 11. Roles o f Department o f 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 CYDs, 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.
Sec. 12. Roie o f Department o f 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 CYDs based on their assessed needs.
Sec. 13. Role o f the Department o f Public Works and Highways (DPWH) -  The 
DPWH shall ensure that the school buildings and other facilities for CYDs are 
compliant with B. P. 344, otherwise known as the "Accessibility Law".
Sec. 14. Role o f 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.
Sec. 15. 
Continuing Research to Identify the Needs o f learners with 
disabilities and special educational needs. -  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 CYDs: 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 CYDs necessary for 
their 
transition 
to 
independent 
living, 
vocational 
training 
or 
competitive 
development: Provided, further. That such continuing research shall be used by the 
DepEd physical education and therapeutic recreation program to be used by the IE 
Hubs to increase the potential of the children and youth for community participation.
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Sec. 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 CYDs, as defined in Republic Act No. 8425, 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 CYDs students in the secondary levels, 
without discrimination on the basis of sex, ethnicity, religion and disability.
Sec. 17. Recreational and Artistic Opportunities. -  The DepEd shall develop 
opportunities for appropriate individual and group recreation, artistic and social 
activities for CYDs.
Sec. 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 
titles by the DepEd, the digital copy as specified by the DepEd for the purpose of 
producing accessible versions of the textbooks for learners 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 Schools 
Division for instructional purposes.
Copies of these instructional and learner materials shall be furnished 
without cost to either the CYDs or their teachers.
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Sec. 19. Hiring o f 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.
Active recruitment of teachers or staff with disabilities and from indigenous 
and Muslim communities shall be done with the provision of reasonable 
accommodation for their participation as members of the school community, 
removing any legislative or policy barrier which require them to fulfill specific medical 
eligibility criteria.
Sec. 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 in delivering 
quality inclusive education through adequate remuneration, benefits, scholarship and 
training grants, teacher exchange programs, incentives and allowances and other 
means of securing their job satisfaction and fulfillment as well as their long and 
stable tenure in their respective posts.
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 CYDs and other special needs..
The salary grades of special education (SPED) teachers and regular teachers 
teaching CYDs shall be the same. To implement the same, the Revised 
Compensation and Position Classification System shall be adjusted accordingly.
Sec. 
21. 
In-Service Training o f Teachers, Administrators, Non-Teaching 
Personnel. - 
To enhance the inclusive education program, the DepED shall 
coordinate with the appropriate national government agencies to offer basic and
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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 
curriculum shall be conducted and evaluated by the National Educators' Academy of 
the Philippines (NEAP).
Sec. 22. Inclusion o f 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 Centers or in other 
Centers. The CDCs and facilities 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.
Sec. 23. Incentives for Private Sector Participation. -  Partnership between 
the government and private institutions catering to the needs of CYDs shall be 
encouraged. Private entities who or which team up with DepEd or provide the 
necessary educational assistance and service to CYDs enrolled in public schools shall 
be entitled to the benefits and incentives provided under R.A. No. 8525, otherwise 
known as the Adopt-a-Schooi Act o f 1998 and its implementing rules and 
regulations.
Sec. 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
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organizations, healthcare services, non-government organizations (NGOs), and civil 
society organizations (CSOs) to equip for family members, guardians, caregivers and 
day care center workers of CYDs working knowledge of inclusive education, and 
understanding of the psychology of CYDs, and the awareness of their crucial role 
educators, so that they, in turn, can maximize their knowledge and skills to fully 
participate in developing the potentials of CYDs. Parents should also be apprised of 
procedural safeguards to protect the educational rights of children and their parents 
and processes to resolve disputes and complains related to the education of CYDs.
Sec. 25. Public Information, Education and Communication. -  A nationwide 
information dissemination campaign on the early identification and the strategic 
intervention programs for CYDs shall be intensified. 
This shall be the joint 
responsibility of the Philippine Information Agency (PIA), CWC, NCDA and the 
DepEd. Likewise, the DepEd, in collaboration with the DOH, DOLE, CHED, TESDA 
and DILG shall disseminate materials and information concerning effective practices 
in working with, training and education of CYDs.
Private media outlets and organizations are encouraged to participate in the 
dissemination of relevant materials and informaiton regarding effective practices in 
working with, training and educating CYNs.
Towards a meaningful implementation of this Act, the above government 
agencies shall collect accurate and disaggregated data on CYDs.
Sec. 26. 
Appropriations. -  The secretaries of DepEd, DOH, DILG, DPWH 
DSWD, and heads of the ECDD Council and NCC shall immediately include in the said 
agencies' programs the implementation of this Act, the funding of which shall be 
included in the General Appropriations Act. A separate line item budget for CYDs 
shall be incorporated in the budget of said agencies.
Sec. 27. Implementing Rules and Regulations. -  Within ninety (90) days 
from the effectivity of this Act, the DepED, in coordination with the DSWD,
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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, pare-support organizations, health professional 
organizations, and NGOs and CSOs that are working with aD s, shall promulgate 
and issue the necessary guidelines for the effective implementation of this Act.
Sec 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.
Sec. 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.
Sec. 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,
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