EIGHTEENTH CONGRESS OF THE 
)
REPUBLIC OF THE PHILIPPINES 
)
First Regular Session 
)
^ 
P J 
ew;v I 
.
(Pfisif of 11 • ^ ‘"1 .'trip
S E N A T E
*19 
JUL 29 All 22
Introduced by SENATOR RAMON BONG REVILLA, JR.
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
Article II, Section 17 of the 1987 Constitution states that, "the State shall give 
priority to education, science and technology, arts, culture, and sports to foster 
patriotism and nationalism, accelerate social progress, and promote total human 
liberation and development."
The United Nations Children's Fund (UNICEF) published on May 2013 the 
"Children and Young People with Disabilities: Fact Sheet" where it indicated among 
the key facts that, "a significant proportion of children with disabilities are denied 
access to basic services including education and health care." The same document 
recommended that to address the marginalisation of children and youth with 
disabilities, "disability as a global human rights issues must be mainstreamed within 
all development, health and educational programs as well as in humanitarian action 
intended to improve the lives of children and their families."
Several laws were already enacted regarding the provision of education to 
children and youth with special needs. 
Republic Act No. 5250 entitled, "An Act


Establishing A Ten-Year Training Program for Teachers of Special and Exceptional 
Children in the Philippines and Authorizing the Appropriation of Funds Thereof', was 
signed on 15 June 1968 and was amended by Republic Act No. 6067 on 04 August 
1969. Republic Act No. 7277, "Magna Carta for Disabled Persons", specifically under 
Chapter II, provides for education for disabled persons, including the establishment 
of a system of special education, Braille and Record Libraries.
In 1997, then Department of Education, Culture and Sports (DECS) issued 
Order No. 26, s. 1997, "Institutionalization of SPED Programs in All Schools" which 
directed all divisions of the Department to organize at least one Special Education 
(SPED) Center and all districts to organize SPED programs in schools where there are 
identified children with special needs. Also, under the Alternative Learning Systems 
(ALS) Programs of the DepEd is the "Program for Hearing Impairment: Alternative 
Learning System for Differently-Abled Persons (ALS-DAP).
The Department of Education (DepEd), therefore, is actively at the forefront of 
espousing for the education of children and youth with special needs. However, the 
records of the Department still bear that only 2% of the 5.49 million children with 
special needs are getting government assistance.1 In the 2019 General Appropriations 
Act, the new line item for proposed budget for the SPED under the DepEd was not 
considered. This was a result of the shift to inclusive education where learners with 
special needs are mainstreamed along with regular students.2
This "Inclusive Education for Children and Youth with Special Needs Act" seeks 
to provide children and youth with special needs free and appropriate public education 
and related services by establishing Inclusive Education Learning Resource Centers 
(lELRC) under the DepEd. It also provides for the hiring of personnel and staff, as 
well as their remuneration, benefits and incentives. To ensure sustainability of the
1 Delizo, Michael Joe. "G ov't urged to  uphold education rights of special needs children". 01 June 2019. 
www.abs-cbnnews.com.
2 M alipot, Merlina Hernando. "DepEd: Special Education remains among its 'priority programs'". 13 August 
2018


program, it provides appropriations from the funds of the DepEd, Department of 
Health (DOH) and Department of Social Welfare and Development (DSWD).
This measure was approved on Third Reading by the House of Representatives 
and was transmitted to this Chamber where it was sent to the Archives due to the 
adjournment of the 17th Congress.
In this light, the immediate passage of this bill is highly recommended.
R A M O ^O N G  REVILLA, 3R.


EIGHTEENTH CONGRESS OF THE 
)
REPUBLIC OF THE PHILIPPINES 
)
First Regular Session 
)
S E N A T E
*19 
JUL 29 All 21
Introduced by SENATOR RAMON BONG REVILLA, JR.
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 Representative o f the Philippines in Congress 
assembled:
1 
Section 1. Short Title. - This Act shall be known as the "Inclusive Education for
2 
Children and Youth with Special Needd'.
3 
ARTICLE I
4 
POLICIES AND OBJECTIVES
5 
Sec. 2. Declaration o f Policy. -  The following are hereby declared the policies
6 
of the State:
7 
(a) Protect and promote the rights of children and youth with special needs
8 
to make quality education accessible to them;
9 
(b) Recognize the vital role of children and youth with special needs in
10 
society, consider their needs as integral part of national development
11 
strategies, and facilitate their active participation and integration in
12 
public, civic and State affairs;
13 
(c) Give full support for their welfare and development to ensure their full
14 
integration to society;


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(d) Consider the special requirements of disabled persons in the formulation 
of inclusive educational policies and programs;
(e) Encourage learning institutions to take into account the special needs of 
disabled persons with respect to the used of school facilities, class 
schedules, 
physical education requirements, and other pertinent 
considerations;
(f) Support learning institutions, especially higher learning institutions, in 
providing auxiliary services that will facilitate the learning process for 
disabled persons, ensure inclusive and equitable quality education and 
promote lifelong learning opportunities for all;
(g) Recognize the right of the children and youth with special needs to 
education on the basis of equal opportunity, in particular, making 
primary education compulsory and accessible to every children and 
youth with special needs;
(h) Recognize the right of children and youth with special needs to the 
highest attainable standard of health and to facilities for the treatment 
of illness; and rehabilitation of health; and ensure that no child is 
deprived of the right of access to such health care and rehabilitation 
services; and,
(i) Ensure that children and youth with special needs belonging to ethnic, 
religious or linguistic minorities or persons of indigenous origin shall not 
be denied the right to education, 
health treatment, or health 
rehabilitation in community with other members, to enjoy their own 
culture, profess and practice their own religion, or to use their own 
language.
Sec. 3. Objectives. -  This Act shall pursue the following objectives:
(a) 
Provide the children and youth with special needs free and 
appropriate public education and related services in accordance with 
their needs, and in preparation for adult living and community life;
(b) 
Provide children and youth with special needs access to general 
education curriculum through the formal systems and alternative 
delivery services in education;


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(c) 
Facilitate the inclusion and integration of children and youth with 
special needs into mainstream education in accordance with the 
United Nations Convention on the Rights of Persons With Disabilities, 
and the Incheon Strategy to Make the Rights Real For Persons With 
Disabilities in Asia and the Pacific;
(d) 
Implement inclusive education and establish Inclusive Education 
Learning Resource Centers (lELRC) for inclusion of children and 
youth with special needs in the educations mainstream in the least 
restrictive environment;
(e) 
Ensure that children and youth with special needs fully develop their 
potential toward self-sufficiency and become fully participative 
members of society;
(f) 
Ensure that children and youth with special needs understand, 
appreciate and respect differences amongst groups and members of 
society in which they live;
(g) 
Identify, through a Child Find System, children and youth with special 
needs ages three (3) to twenty-four (24), and infants and toddlers 
under the age of three (3), in compliance with Republic Act No. 
10410, otherwise known as the "Early Years Act of 2003";
(h) 
Develop, implement, and review individualized Education Plan;
(i) 
Provide parents with information and opportunities to actively 
participate in the possible school placement options and educational 
programs for their children and to enable them to make informed 
choices and decisions;
(j) 
Enable and empower parents and family member by training and 
equipping them with capabilities to identify, prevent, refer or 
intervene with regard to disorders, disabilities and abilities of their 
children;
(k) 
Train and equip special education teachers, regular teachers, 
principals/administrators, non-teaching staff of the school, and 
caregivers as primary sources of care, development, education and 
advancement of children and youth with special needs;


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(l) 
Increase school retention and cohort survival of children and youth 
with special needs;
(m) 
Create significant and positive changes in community orientation 
towards disability and the need to provide inclusive education and 
proper care of children and youth with special needs; and,
(n) 
Regularly consult and actively involve persons with disabilities, 
including children and youth with special needs, through their 
representative organizations, in the implementation of this Act and 
issues relating to it.
ARTICLE I I
DEFINITION OF TERMS
Sec. 4. Definition o f Terms. — As used in this Act:
(a) Basic education -  refers to a program of instruction intended to meet 
the basic learning needs which provide the foundation on which 
subsequent learning can be based. 
It encompasses early childhood, 
kindergarten, elementary and secondary education as well as alternative 
systems for out-of-school learners and those with special needs;
(b) Child Find System -  refers to the process of identifying, locating, and 
evaluating every qualified child or youth with special needs so that the 
concerned child development teachers/workers who are under the 
jurisdiction of local government units (LGUs) can notify parents or 
guardians of those who are not receiving public education services of 
the right of their children to receive the same and facilitate such 
children's integration into the school system;
(c) Children and youth with special needs- 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


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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 
capacity;
(d) Disability -  refers 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 the person has encountered to remove 
the environment and social barriers;
(e) Inclusive education -  refers to a process of addressing and responding 
to the diverse needs of all learners by increasing participation in learning, 
cultural activities and community life, and reducing exclusion within and 
from education. 
It involves changes and modifications in content, 
approaches, structures, strategies, anchored on a common vision for all 
children of the appropriate age range and the conviction that it is the 
responsibility of the State to educate all children. 
It focuses on the 
achievement of high quality education for all learners and the all- 
encompassing development of more inclusive societies;
(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 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 to the learner. An lEP must be designed


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to meet the unique educational needs of a child in the appropriate and 
least restrictive environment;
(g) Learning Resource Center (Center) -  refers to a teaching/leaming 
support system for students, teachers, school personnel and other 
education stakeholders of children and youth with special needs. 
It 
includes 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 (LRE) -  refers to the situation where a 
learner, who has a disability, is accorded the opportunity to be educated 
with non-disabled peers to the greatest extent appropriate. The children 
and youth with special needs should have access to the general 
education curriculum, or any other program that non-disabled peers are 
able to access. 
The children and youth with special needs shall be 
provided with supplementary aids and services necessary to achieve 
educational goals if placed in a setting with 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, and 
business and industry groups in the delivery of educational and 
rehabilitative services for children and youth with special needs;
(j) Speciai Education (SPED) -  refers to the customized instructional 
program/service designed to meet the unique needs of individual 
children and youth with special needs, 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


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vocational education, social skills development and travel training. It is 
geared towards their integration into mainstream education and to 
prepare them as independent and functioning members of 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) -  refers to a scientifically valid 
framework for guiding educational practice established by Department 
of Education (DepEd) 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, support mental and physical challenges and 
maintain 
high 
achievement expectations for all 
students, 
including students with disabilities and students who have limited 
English proficiency.
It also refers to a set of principles that guides the design of inclusive 
classroom instruction and accessible course materials. 
The three 
principles of UDL are:
(1) Recognition -  refers to multiple methods of representation that 
give learners a variety of ways to acquire information and build 
knowledge;
(2) Strategic Learning -  refers to multiple means of student action 
and expression that provide learners alternative modes of 
demonstrating what they have learned; and,
(3) Affective Learning -  refers to multiple means of student 
engagement that tap into learners' interests, challenge them 
appropriately and motivate them to learn.
ARTICLE I I I
INCLUSIVE EDUCATION LEARNING RESOURCE CENTER


1 
Sec. 5. Establishment o f Inclusive Education Learning Resource Centers. -  All
2 
public schools divisions of the DepEd shall establish an Inclusive Education Learning
3 
Resource Center, hereinafter referred to as the Center, for children and youth with
4 
special needs, where there are no existing Centers: Provided, That all Centers shall
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comply with the Universal Design for Learning as defined under Section 4,
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subparagraph (I) of this Act: Provided, further, That all Centers and facilities for
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children and youth with special needs shall also be compliant with the requirements
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of Batas Pambansa Bilang 344, otherwise known as the "Accessibility Law".
9 
Sec. 6. 
Functions o f the Center. -  The Center shall function as a learning
10 
resource center that shall assist in promoting inclusive education and in capacitating
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regular schools to effectively handle the needs of children and youth with special
12 
needs. It shall:
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(a) Assess children and youth with special needs to identify specific
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developmental areas of concern and determine appropriate services and
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grade placement options;
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(b) Support children with disabilities and special needs in such a manner
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that they could be integrated/included in regular schools in the least
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restrictive environment;
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(c) Conduct school-based training of children and youth with special needs;
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(d) Produce appropriate teaching materials for children and youth with
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special needs;
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(e) Provide training to regular teachers, administrators, non-teaching
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personnel and parents on inclusive education;
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(f) Monitor cases management of children and youth with special needs
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within the division;
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(g) Ensure that the children and youth with special needs within the division
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shall receive the appropriate services needed;
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(h) Implement the programs of the Center such as individualized education,
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transition 
program, 
alternative 
educational 
programs and 
early
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intervention program;
31 
(i) Establish 
a 
referral 
system 
that 
shall 
provide 
and 
develop
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multidisciplinary services such as healthcare delivery systems and other


1 
child and youth support systems to address the challenges and
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difficulties of the families of children and youth with special needs and
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stimulate community resources which shall promote and foster systems
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integration within education;
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(j) Provide access to auxiliary aids and sen/ices that are basically non-
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educational but which enhance the education process for children and
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youth with special needs. These aids and services may include;
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(1) language and speech therapy, occupational therapy, physical and
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physiotherapy, among other modes of therapy, through multi-
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disciplinary specialist team;
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(2) quality reading or other effective methods of delivering reading
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materials to individuals with visual impairments;
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(3) acquisition or modification of equipment or devices;
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(4) appropriate classroom accommodation;
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(5) other similar services and actions or all types of aids and services
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that facilitate the learning process; and,
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(6) assistance in the transfer or admission of qualified children and
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youth with special needs to post-secondary or tertiary education
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institutions.
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ARTICLE IV
21 
PARTNERSHIP MECHANISM
22 
Sec. 7. Partnership Mechanism. — The DepEd and the concerned agencies may
23 
coordinate and enter into cooperative agreement, arrangement or contract with other
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government agencies, private non-profit agencies, institutions or organizations duly
25 
accredited or recognized by the government agencies, civil society, business and
26 
industrial sector, and other concerned sectors in the furtherance of the provisions of
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this Act; Provided, That the DepEd shall coordinate with the Department of Health
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(DOH), Department of Social Welfare and Development (DSWD), Department of Public
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Works and Highways (DPWH), Commission on Higher Education (CHED) and the
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National Council on Disability Affairs (NCDA) for the establishment or creation of
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Centers on the implementation of programs such as the following:


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(a) Technical assistance to teachers who are preparing to serve or are
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serving in the Centers;
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(b)Training of professional or related sen/ices personnel, including all
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regular teachers;
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(c) Replication of successful innovative approaches in providing educational
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or related services to CYSNs;
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(d) Facilitation of parental involvement in the education of their children and
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youth with special needs;
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(e) Diagnosis and educational evaluation of children and youth with special
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needs;
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(f) Consultative, counseling and training services for the families of children
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and youth with special needs;
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(g) Familiarization of the municipality or city being served by an Inclusive
14 
Education Learning Resource Center with the problems and potentials of
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children and youth; and,
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(h) Entering into agreements with medical and allied medical professional
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groups.
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Centers created under this Section shall remain part of the DepEd System.
19 
Sec. 8. 
Responsibilities o f Agencies. -  In conformity with their respective
20 
charters and mandates, government agencies shall define and delineate their
21 
respective areas of responsibility with respect to the implementation of this Act. These
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areas shall be subject to periodic re-assessment of the Inter-Agency Coordinating
23 
Council on Inclusive Education (lACCIE), as provided in Section 9 of this Act, whenever
24 
necessary.
25 
For purposes of this Act, the different agencies shall have the following roles:
26 
(a) Department of Education (DepEd) -  The DepEd shall be the lead
27 
government agency responsible for the implementation of this Act to ensure
28 
inter-agency coordination and integration of services among school
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systems, early intervention programs, mainstreaming of children and youth
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with special needs in the regular classroom set-up, concerned welfare
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agencies, children and youth with special needs availability of access and
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classification of developmental domains and establishment of a referral 
system and redress mechanism for parents and guardians.
(b) Department of Health (DOH) -  The DOH shall make available health care 
services for children and youth with special healthcare needs, child mental 
health service providers, health plans, oral health providers, family-to-family 
health information and education, advocacy organizations and other 
community organizations serving children and youth with special needs, and 
their families. 
Due to the importance of integrating primary care with 
mental health sen/ices, the DOH shall collaborate with the National Nutrition 
Council (NCC) and the Early Childhood Care and Development Council 
(ECCD) in the provision of inclusive health and nutrition services for the 
implementation of this Act.
(c) 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 children and youth with special 
needs based on their assessed needs, subject to guidelines it shall prescribe.
(d) Department of Public Works and Highways (DPWH) -  The DPWH shall 
prescribe the proper physical set-up of the Centers and shall build and 
maintain roads that shall ensure accessibility to children and youth with 
special needs.
(e) Department of Interior and Local Government (DILG) -  The DILG shall 
promulgate the policies and guidelines relevant to the implementation of 
this Act by the local government units.
(f) Local Government Units (LGUs) -  The LGUs shall allocate a portion of their 
Special Education Fund (SEF) for the following:
(1) Provision of sites, buildings or centers where there are no existing 
school facilities that may be used for the special education of children 
and youth with special needs as well as the establishment of Child 
Development Centers (CDCs) pursuant to Section 11 hereof;
(2) Identification, coordination and partnership with public or private 
volunteers and private organizations, national or international, duly 
recognized and accredited by appropriate government office, for
11


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information dissemination campaigns and funding support to
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augment the funding for Inclusive Education programs and activities;
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(3) Provide assistive devices, instructional materials and teacher's
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training provisions;
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(4) Provision of funds for the delivery of health and nutrition services
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and interventions, educational assessment program for children and
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youth with special needs in their respective localities that would be
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initiated by the DOH and DepEd, respectively;
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(5) Participate in all efforts concerning integration of children and youth
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with special needs to regular schools, health services, transport
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services and other social and welfare services;
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(6) Develop government and community awareness and responsiveness
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to the needs of children and youth with special needs;
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(7) Provide a means for redress in case parents are not amenable to
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educational program for children and youth with special needs under
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the jurisdiction of the Local School Boards;
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(8) Coordinate 
with 
other 
agencies 
in 
ensuring 
the 
proper
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implementation of the provisions of this Act within their territorial
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jurisdiction, including the child find and referral system; and,
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(9) Enact appropriate ordinances to implement the LCDs' role in this Act.
21 
ARTICLE V
22 
INTER-AGENCY COORDINATING COUNCIL ON INCLUSIVE EDUCATION
23 
Sec. 9. Inter-Agency Coordinating Council on Inclusive Education (AICCIE). -
24 
For purposes of policy integration, harmonization and coordination of functions, there
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is hereby created an Inter-Agency Coordinating Council on Inclusive Education
26 
(lACCIE), which shall be attached to the DepEd and which shall be composed of the
27 
following officials or their duly authorized representatives, up to the level of Assistant
28 
Secretary or its equivalent:
29 
(1) Secretary of the DepEd, as Chairperson;
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(2) Secretary of DOH, as Co-Chairperson;
31 
(3) Secretary of DSWD, as Co-Chairperson;
32 
(4) Secretary of Department of Finance (DOF);
12


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(5) Secretary of DPWH;
2 
(6) Secretary of DILG;
3 
(7) Secretary of Department of Labor and Employment (DOLE);
4 
(8) Director General of Technical Education and Skills 
Development
5 
Administration (TESDA); and,
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(9) Commissioner of CHED
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The lACCIE shall perform the following functions:
8 
(a) Develop and set criteria on Individual Educational Programs. It shall
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evaluate fundamental changes both in educational practice and in the
10 
design of educational services for inclusion of children and youth with
11 
special needs in regular school. Inclusive Education involves changes in
12 
philosophy, curriculum, teaching strategy and structural organization;
13 
(b) Implement appropriate and coordinated programs in health and related
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physiological 
and 
psychological 
health 
services, 
multidisciplinary
15 
domains, transportation and accessibility for children and youth with
16 
special needs;
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(c) Acts as catalyst of change and source of information for the benefit of
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both regular students and children and youth with special needs;
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(d) Constitute and authorize a multidisciplinary body to conduct an annual
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audit to determine the compliance of the Centers on its operations;
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(e) Document, monitor and assess the performances of the Centers and
22 
their personnel;
23 
(f) Coordinate and disseminate information with partner agencies or local
24 
government units.
25 
Sec. 10. 
The lACCIE Technical Working Committee. -  The lACCIE shall be
26 
supported by a Technical Working Committee (TWC) which shall be composed of
27 
representatives from the following agencies and institutions:
28 
(a) Bureau of Curriculum Development of the DepEd;
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(b) Early Childhood Care and Development Council (ECCD);
30 
(c) National Council on Disability Affairs (NCDA);
31 
(d) Council for the Welfare of Children (CWC);
32 
(e) National Nutrition Council of the DOH;
13


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(f) Local Government Units -  League of Provinces, Cities or Municipalities;
2 
(g) Health organizations such as PhilHealth and other healthcare services of
3 
the DOH;
4 
(h) Civil society organizations on persons with disability and indigenous
5 
peoples' concerns;
6 
(i) Academe.
7 
The TWC shall provide groundwork technical support to the lACCIE on its
8 
activities to capture varied clientele scope and needs, 
mainstream programs, and
9 
reach grassroots levels. 
Representatives of civil society organizations and the
10 
academe shall be nominated through a process designed by the lACCIE.
11 
ARTICLE VI
12 
OTHER EDUCATION AND HEALTH INTERVENTIONS
13 
Sec. 11. Inclusion o f Children with Special Needs in Child Development Centers.
14 
-  Child Development Centers (CDCs) specially designed for pre-school children and
15 
their parents where early identification of disabilities 
and/or special needs and
16 
introductory educational and intervention programs will be administered, and
17 
development of future multi-disciplinary child development centers shall be
18 
established near all schools or within existing Inclusive Education Learning Resource
19 
Centers. As far as practicable, the used of CDCs and facilities shall be maximized.
20 
The ECCD Council shall coordinate with the DepEd, DSWD, DOH, LGUs and
21 
other agencies to provide the necessary programs and support for children with special
22 
needs under five (5) years old.
23 
ARTICLE V II
24 
ADMINISTRATIVE PROCEDURES
25 
Sec. 12. Hiring o f Personnel and Staff. -  In addition to teachers and licensed
26 
social workers who have knowledge, skills and special training in handling cases of
27 
children and youth with special needs and to ensure the effective implementation of
28 
this Act, the DepEd, DOH, and DSWD may hire the necessary personnel and support
29 
staff to operate, administer, and oversee the Center.
30 
Sec. 13. 
Remuneration, Benefits and Incentives for Inclusive Education
31 
Learning Personnel and Staff. -  The salary grades of Special Education (SPED)
32 
teachers and Program Directors managing the Centers shall be in accordance with the
14


1 
Revised Compensation and Position Classification System and other civil service rules
2 
and regulations.
3 
The DepEd shall enhance the access of teachers/instructors to specialized and
4 
continuing training and education and ensure that the Centers shall endeavor to
5 
attract the best available teaching staff and talents through adequate remuneration,
6 
benefits, scholarship and training grants, teacher exchange programs, incentives and
7 
allowances and other means of securing their job satisfaction and tenure in their
8 
respective posts. A similar program shall be designed for support personnel to include
9 
interpreters, psychologists, social workers and health service professionals/workers
10 
involved in the education, health and rehabilitation of children with special needs.
11 
The DepEd shall identify at least one (1) leading institution or university in
12 
Luzon, Visayas, Mindanao and in Metro Manila, Metro Cebu and Metro Davao whose
13 
faculty is considered or regarded as highly competent in the area of special education
14 
and where a uniform or standardized curriculum for any post-graduate education
15 
program shall be designed to benefit SPED teachers and other personnel of the
16 
centers. The manner of selection of such institution shall be provided under the rules
17 
and regulations to be formulated to implement the provisions of this Act.
18 
Sec. 14. 
In-Service Training o f Teachers, Administrators, Non-Teaching
19 
Personnel. —Jo enhance the inclusive education program, the DepEd shall coordinate
20 
with the appropriate national government agencies to offer basic and advances
21 
seminars on disability awareness and inclusive education for the concerned education
22 
stakeholders.
23 
The appropriate and necessary trainings, seminars and other opportunities for
24 
upgrading the performance of DepEd teachers implementing the inclusive education
25 
curriculum shall be conducted and evaluated by the National Educators' Academy of
26 
the Philippines.
27 
ARTICLE V III
28 
RESEARCH, SCHOLARSHIPS AND OTHER SUPPORT MECHANISMS
29 
Sec. 15. Continuing Research to Identify the Needs o f Children and Youth With
30 
Special Needs. -  The DepEd, by itself or in coordination with organizations or
31 
institutions, shall undertake continuing research to identify and design programs that
32 
shall meet the full range of needs of children and youth with special needs: Provided,
15


1 
That such continuing research shall also be used to develop instructional techniques
2 
for use by the Centers towards improving the acquisition of skills by the children and
3 
youth with special needs necessary for their transition to independent living, vocational
4 
training or competitive skills development: Provided, further, That such continuing
5 
research shall be used by the DepEd in designing holistic programs for all schools and
6 
all inclusive Education Resource Learning Centers to enhance the potential of the
7 
children and youth to participate and be integrated into community life.
8 
Sec. 16. Student Assistance. -  The DepEd, DSWD, DOLE, NCDA and the LGUs
9 
shall develop programs to support the financial and educational needs of the
10 
marginalized or disadvantaged children and youth with special needs, as defined in
11 
Republic Act No. 8425, known as the "Social Reform and Poverty Alleviation Act". The
12 
benefits accorded by Republic Act No. 8545, otherwise known as the "Expanded
13 
Government Assistance to Students and Teachers in Private Education Act" shall
14 
likewise be extended to qualified children and youth with special needs in the
15 
secondary levels.
16 
Sec. 17. Recreational and Artistic Opportunities. — The DepEd shall establish
17 
opportunities for the safe, wholesome, interactive individuals as well as group
18 
recreation and social activities of children and youth with special needs, optimal use
19 
of their leisure hours and advancement of their physical, mental, social and cultural
20 
development.
21 
Sec. 18. Special Instructional Materials. -  Publishers shall grant the DepEd the
22 
authority to transcribe adopted instructional materials into accessible format, without
23 
penalty or payment of royalty, in accordance with Republic Act No. 8293, otherwise
24 
known as the "Intellectual Property Code of the Philippines": Provided, That publishers
25 
of a newly adopted instructional material shall provide, not later than the second
26 
working day after the adoption of a textbook title by the DepEd, the digital copy as
27 
specified by the DepEd for the purpose of producing accessible versions of the
28 
textbooks for students with reading disabilities. 
The accessible versions may be
29 
produced by the DepEd or by non-profit accessible book producers which may be
30 
copied and distributed upon request by a Schools Division for instructional purposes.
31 
Copies of these instructional materials shall be furnished without cost either to
32 
the children and youth with special needs or their teachers in charge.
16


1 
Sec. 19. 
Family Members, Guardians, Caregivers and Day Care Workers
2 
Education. -  A formal training and counseling program for family members, guardians,
3 
caregivers, and day care workers of children and youth with special needs shall be
4 
developed jointly by the DepEd, DSWD, LGUs, ECCD Council, disabled people's
5 
organizations, 
parent-support organizations, 
health 
professional 
organizations,
6 
healthcare services, non-governmental organizations, and civil society organizations
7 
to provide them with a working knowledge of special education and an understanding
8 
of the physical and mental needs of children and youth with special needs; and set
9 
their important role as educators, so as to maximize their knowledge and skills to fully
10 
participate in developing the potentials of children and youth with special needs.
11 
ARTICLE IX
12 
PRIVATE SECTOR PARTICIPATION
13 
Sec. 20. Incentives for Private Sector Participation. -  Partnerships between the
14 
government and private institutions catering to the needs of children and youth with
15 
special needs shall be encouraged. Private entities which team up with the DepEd or
16 
provide the necessary educational assistance and service of children and youth with
17 
special needs enrolled in public schools shall be entitled to the benefits and incentives
18 
provided under R.A. No. 8525, otherwise known as the "Adopt-a-School Act" and its
19 
implementing mies and regulations.
20 
ARTICLE X
21 
PUBLIC INFORMATION AND DISSEMINATION
22 
Sec. 21. Public Information, Education and Communication. -  A nationwide
23 
information dissemination campaign on the prevention, early identification and the
24 
strategic intervention programs for children and youth with special needs shall be
25 
intensified. This shall be the joint responsibility of the Philippine Information Agency
26 
(PIA), CWC, NCDA, and the DepEd. Likewise, the DepEd, in collaboration with the
27 
DOH, DOLE, CHED, TESDA, and DILG shall disseminate materials and information
28 
concerning effective practices in working with, training and education of children and
29 
youth with special needs.
30 
ARTICLE X I
31 
FINAL PROVISIONS
17


1 
Sec. 22. Appropriations. -  The Secretaries of the DepEd, DOH, and DSWD shall
2 
immediately include in their respective Departments' programs the implementation of
3 
this Act, the funding of which shall be included in the annual General Appropriations
4 
Act.
5 
Sec. 23. Implementing Rules and Regulations. -  Within one hundred twenty
6 
(120) days from the effectivity of this Act, the Secretaries of the DepEd, the DOH and
7 
the DSWD, in coordination with the heads of other concerned agencies, shall
8 
promulgate and issue the necessary guidelines for the effective implementation of this
9 
Act. The implementing rules and regulations issued pursuant to this section shall take
10 
effect thirty (30) days after its publication in two (2) national newspapers of general
11 
circulation.
12 
Sec. 24. Separability Clause. -  If any provision or part hereof is held invalid or
13 
unconstitutional, the remainder of the law or the provision not otherwise affected shall
14 
remain valid and subsisting.
15 
Sec. 25. Repealing Clause. -  Any laws, presidential decrees, executive orders,
16 
rules and regulations contrary to or inconsistent with the provisions of this Act are
17 
hereby repealed, modified, or amended accordingly.
18 
Sec. 26. 
Effectivity. -  This Act shall take effect fifteen (15) days after its
19 
publication in the Official Gazette or in a newspaper of general circulation.
20
21 
Approved,
18