FIFTEENTH CONGRESS OF THE REPUBLIC 
OF THE PHILIPPINES 
Second Regular Session 
) 
) 
) 
COMMITTEE REPORT NO, 75 
'11 
!JeT 20 1'3 :44 
Submitted jointly by the Committees on Education, Arts and Culture; Youth, Women 
and Family Relations; Finance; Ways and Means; and Local Government on 
OCT Z 0 zan 
Re: Senate Bill No. 31002 
Recommending its approval in substitution of Senate Bill Nos. 660, 907, 1155, 1157, 
1161,1816,1912,2198,2234,2510, and 2358 taking into consideration Senate Bill 
Nos. 40,235,390,619,810,922,965,1273,1427,1889,1979, and 2081. 
Sponsor: Senator Angara. 
MR. PRESIDENT: 
The Committees on Education, Arts and Culture; Youth, Women and Family 
Relations; Finance; Ways and Means; and Local Government, to which were 
referred Senate Bill No.660, introduced by Senator Ejercito-Estrada, entitled: 
"AN ACT 
TO EXPAND AND REVITALIZE THE SPECIAL EDUCATION 
PROGRAM FOR GIFTED AND HANDICAPPED CHILDREN AND 
YOUTH IN THE PHILIPPINES" 
Senate Bill No.907, introduced by Senator Ejercito-Estrada, entitled: 
"AN ACT 
ESTABLISHING AT LEAST ONE (1) SPECIAL EDUCATION (SPED) 
CENTER FOR EACH SCHOOL DIVISION AND AT LEAST (3) SPED 


CENTERS IN EVERY SCHOOL DIVISIONS FOR CHILDREN WITH 
SPECIAL 
NEEDS 
(CSN), 
CREATING 
THE 
IMPLEMENTING 
MACHINERY 
THEREOF, 
PROVIDING 
GUIDELINES 
FOR 
GOVERNMENT 
FINANCIAL 
ASSISTANCE 
AND 
OTHER 
INCENTIVES AND SUPPORT FOR OTHER PURPOSES" 
Senate Bill No.1155, introduced by Senator Villar, entitled: 
"AN ACT 
ESTABLISHING FREE SPECIAL EDUCATION CLASSES FOR THE 
PHYSICALLY DISABLED PERSONS WHO WILL ENROLL IN ALL 
PUBLIC ELEMENTARY AND SECONDARY SCHOOLS OF THE 
COUNTRY, AND APPROPRIATING FUNDS THEREFOR" 
Senate Bill No.1157, introduced by Senator Villar, entitled: 
"AN ACT 
TO 
EXPAND AND REVITALIZE THE SPECIAL EDUCATION 
PROGRAM FOR GIFTED AND HANDICAPPED CHILDREN AND 
YOUTH IN THE PHILIPPINES" 
Senate Bill No.1161, introduced by Senator Villar, entitled: 
"AN ACT 
PROVIDING FOR THE CREATION OF MUNICIPAL SPECIAL 
EDUCATION CENTERS FOR DEAF-MUTE AND BLIND CHILDREN 
APPROPRIATING 
FUNDS 
THEREFOR, 
AND 
FOR 
OTHER 
PURPOSES" 
Senate Bill NO.1816, introduced by Senators Defensor-Santiago; and Lapid, entitled: 
"AN ACT 
PROVIDING FOR THE CREATION OF MUNICIPAL SPECIAL 
EDUCATION CENTERS FOR THE DEAF-MUTE AND BLIND 
CHILDREN APPROPRIATING FUNDS THEREFOR" 


Senate Bill No.1912, introduced by Senator Defensor-Santiago, entitled: 
"AN ACT 
ESTABLISHING AT LEAST ONE (1) 
SPECIAL EDUCATION 
CENTER FOR EACH SCHOOL DIVISION AND AT LEAST THREE 
(3) SPECIAL EDUCATION CENTERS IN BIG SCHOOL DIVISIONS 
FOR CHILDREN WITH SPECIAL NEEDS, GUIDELINES FOR 
GOVERNMENT 
FINANCIAL 
ASSISTANCE 
AND 
OTHER 
INCENTIVES AND SUPPORT" 
Senate Bill No.2198, introduced by Senator Revilla, entitled: 
"AN ACT 
TO 
EXPAND AND REVITALIZE THE SPECIAL EDUCATION 
PROGRAM FOR GIFTED AND HANDICAPPED CHILDREN AND 
YOUTH IN THE PHILIPPINES" 
Senate Bill No.2234, introduced by Senator Defensor-Santiago, entitled: 
"AN ACT 
PROVIDING FOR THE ESTABLISHMENT OF ONE SCHOOL FOR 
CHILDREN WITH SPECIAL NEEDS IN EVERY MUNICIPALITY 
THROUGHOUT THE COUNTRY" 
Senate Bill No.2510, introduced by Senator Lapid, entitled: 
"AN ACT 
TO EXPAND AND REVITALIZE THE SPECIAL EDUCATION 
PROGRAM FOR GIFTED AND HANDICAPPED CHILDREN AND 
YOUTH IN THE PHILIPPINES" 
and Senate Bill No. 2358 1entitled: 
"AN ACT 
ESTABLISHING AT LEAST ONE 
(1) SPECIAL EDUCATION 
CENTER FOR EACH SCHOOL DIVISION AND AT LEAST THREE 
(3) SPECIAL EDUCATION CENTERS IN BIG SCHOOL DIVISIONS 
1 Pel' manifestation as reflected in the Journal of August 16) 2011. 


FOR CHILDREN WITH SPECIAL NEEDS, GUIDELINES FOR 
GOVERNMENT 
FINANCIAL 
ASSISTANCE 
AND 
OTHER 
INCENTIVES AND SUPPORT" 
Taking into consideration Senate Bill No. 40, introduced by Senators Lapid; and 
Recto, entitled: 
"AN ACT 
INSTITUTING A NATIONAL COMPREHENSIVE PROGRAM ON 
AUTISM AND FOR OTHER PURPOSES" 
Senate Bill No. 235, introduced by Senator Trillanes, entitled: 
"AN ACT 
ESTABLISHING A PROGRAM FOR GIFTED AND TALENTED 
PUPILS 
ENROLLED 
IN 
PUBLIC 
ELEMENTARY 
SCHOOLS, 
PROVIDING FUNDS THEREFOR, AND FOR OTHER PURPOSES" 
Senate Bill No.390, introduced by Senator Trillanes, entitled: 
"AN ACT 
STRENGTHENING THE LITERACY PROGRAM FOR BLIND OR 
VISUALL Y IMPAIRED STUDENTS; DETERMINING THE NEED FOR 
BRAILLE INSTRUCTION; PROVIDING FUNDS THEREFOR, AND 
FOR OTHER PURPOSES" 
Senate Bill No.619, introduced by Senator Ejercito-Estrada, entitled: 
"AN ACT 
PROVIDING FREE AND SUITABLE PUBLIC EDUCATION FOR 
HANDICAPPED 
CHILDREN 
AND 
APPROPRIATING 
FUNDS 
THEREFOR" 
Senate Bill No.810, introduced by Senator Ejercito-Estrada, entitled: 
"AN ACT 
ESTABLISHING A CENTER FOR AUTISM AND FOR OTHER 
PURPOSES" 


Senate Bill No.922, introduced by Senator Ejercito-Estrada, entitled: 
"AN ACT 
GIVING INDIGENT BUT GIFTED AND TALENTED STUDENTS THE 
OPPORTUNITY TO DEVELOP THEIR CAPABILITIES" 
Senate Bill No.965, introduced by Senator Lapid, entitled: 
"AN ACT 
PROVIDING INDIGENT BUT GIFTED AND TALENTED STUDENTS 
THE 
HOLISTIC 
OPPORTUNITY 
TO 
DEVELOP 
THEIR 
CAPABILITIES, AND FOR OTHER PURPOSES" 
Senate Bill No.1273, introduced by Senator Villar, entitled: 
"AN ACT 
ESTABLISHING AUTISM REGISTRY" 
Senate Bill No.1427, introduced by Senator Legarda, entitled: 
"AN ACT 
PROVIDING FREE AND SUITABLE PUBLIC EDUCATION FOR 
CHILDREN WITH DISABILITIES AND APPROPRIATING FUNDS 
THEREFOR" 
Senate Bill No.1889, introduced by Senator Defensor-Santiago, entitled: 
"AN ACT 
GRANTING INDIGENT BUT GIFTED AND TALENTED STUDENTS 
THE OPPORTUNITY TO DEVELOP THEIR CAPABILITIES" 
Senate Bill No.1979, introduced by Senator Revilla, entitled: 
"AN ACT 
GIVING INDIGENT BUT GIFTED AND TALENTED STUDENTS THE 
OPPORTUNITY TO DEVELOP THEIR CAPABILITIES, AND FOR 
OTHER PURPOSES" 


Senate Bill No.2081, introduced by Senator Cayetano P., entitled: 
"AN ACT 
ESTABLISHING THE PHILIPPINE SPECIAL CHILDREN CENTER, 
PROVIDING FUNDS THEREFOR, AND FOR OTHER PURPOSES" 
have considered the same and have the honor to report them back to the Senate 
with the recommendation that the attached bill, Senate Bill No. 
:3 0 02 , prepared 
by the Committees, entitled: 
"AN ACT 
INSTITUTING 
INCLUSIVE 
EDUCATION 
THROUGH 
SPECIAL 
. EDUCATION IN ALL PUBLIC AND PRIVATE ELEMENTARY AND 
SECONDARY SCHOOLS NATIONWIDE 
FOR CHILDREN AND 
YOUTH WITH SPECIAL NEEDS AND ESTABLISHMENT OF THE 
BUREAU 
OF 
SPECIAL 
EDUCATION 
CREATING 
THE 
IMPLEMENTING 
MACHINERY 
THEREOF, 
PROVIDING 
GUIDELINES FOR GOVERNMENT FINANCIAL ASSISTANCE AND 
OTHER INCENTIVES AND SUPPORT FOR OTHER PURPOSES" 
be approved in substitution of Senate Bill Nos. 660, 907, 1155, 1157, 1161, 1816, 
1912, 2198, 2234, 2510, and 2358, taking into consideration Senate Bill Nos. 40, 
235, 390, 619, 810, 922, 965, 1273, 1427, 1889, 1979, and 2081 with Senators 
Ejercito-Estrada, Villar, Defensor-Santiago, Revilla, Lapid, Recto, Trillanes, Legarda, 
Cayetano P., Angara, Drilon, Marcos and the Committee on Rules2 as authors. 
2 Per manifestation as reflected in the Joumal of August 16,2011. 


Chairs: 
PIA S. J~YET NO 
1J~~.~ 
Committee on outh, Women and Family Relations 
Member, Committees on Education, Arls and Culture; 
Finance; Ways and Means; and Local Government 
~D~A~ 
Committee on Education, Arls and Culture 
Member, Committees on Youth, Women and 
Family Relations; Ways and Means; Finance; 
and Local Government 
W 
l~ ttr! S~ .~. Hcth tJr-h:~LI' f{'rv I 
1'P,LU fWA1t'-f;v~ ~ 
;;.q, w, 
.~ ·t1iP 
t1~ 
Wtl-
r cr'-" 
~ 
~~;W~~-) f 
'VI,. 
W'Tf/Vpt«A.;:U 
" 
FRANKLIN M. DRIL 
Committee on Finan e 
Vice-Chair, Commi ee n Ways and Means 
Member, Committe 
0 Education, Arls and Culture 
, 
~.",;7 ~" 
. 
''#,~' 
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__ RA 
. (3::')!E' 
," ',:-:> 
,-z~ ~ 
CQ mElt (f 0 
ays and Means 
mb r, Committees on Finance; 
nd /tocal Government 
FERDINAN 
R. MARCOS, JR. 
Committee n Local Government 
Member, 
ommittees on Education, Arts and Culture; 
Youth, Women and Family Relations; and Finance 
Vice-Chairs: 
MANNYV~LAR 
Committee on Youth, 
omen and Family Relations 
Member, Committees on Education, Arls and Culture; 
Finance; Ways and Me ns; and Local Govemment 
Committees on Education, Arls and Culture; 
and Youth, Women and Family Relations 
Member, Committees on Finance; and Local 
Government 
1 


Members: 
%~~~-
JOK'- P. ARRayal 
~ 
Committees on Education, Arts and Culture; 
Finance; Ways and Means; and Local Government 
~i'l«Education, Arts and Culture; 
s and Means 
10 B. HONA A 
II 
Commi ees on Education, Arts an Culture; 
Youth, 
omen and Family Relations; Finance; 
Ways and Means; and Local Government 
~~~ 
ANTONIO TRILLANES IV 
Committees on Education, Arts and Culture; 
Youth, Women and Family Relations; 
Ways and Means; and Local Government 
A·~,'~v-
AQUILINO "KOKO" L. PIMENTEL III 
Committees on Education, Arts and Culture; 
Youth, Women and Family Relations; Finance 
and Local Government 
a L. GUINGONA III 
Com 
tees on Education, Arts and Culture; 
Fin 
ce; and Ways and Means 
ON "BONG" REVILLA, JR. 
ommittees on Education, Arts and Culture; 
Finance; Ways and Means; and Local 
Government 
MANUEL "LITO" M. LA~I 
Committees on Educatio , Arts and Culture; 
Youth, Women and Famil 
elations; Finance 
Ways and Means; and Local Government 
2 


FRANCIS G. ESCUDERO 
Committees on Finance; 
{v~ J~~", ~~~ 
MIRIAM DEF NSOR SANTtAGO 
Committees 0 
Finance; and Ways and Means 
Ways and Means; and Local Government 
Hon. JUAN PONCE ENRILE 
Senate President 
Senate of the Philippines 
Pasay City 
Ex-Officio Members: 
• 
Mt~. 
ajority Lead 
ALAN PETER"COMPANERO" S. CAYETANO 
Minority Leader 
3 


., 
FIFTEENTH CONGRESS OF THE 
REPUBLIC OF THE PHILIPPINES 
Second Regular Session 
) 
) 
) 
~ 
~'ti '>1 L:~ 
a;)jf:;r lIf t~lE" >1" \\'bru 
'11 
OCT 20 p 3 :44 
SENATE 
S, No, _=3--=-0-,,-0..:..::2_ 
Prepared by the Committees on Education, Arts and Culture; Youth, Women and 
Family Relations; Finance; Ways and Means; and Local Government with Senators 
Ejercito-Estrada, Villar, Defensor-Santiago, Lapid, Revilla, Recto, Trillanes, Legarda, 
Cayetano P., Angara, Drilon, Marcos and the Committee on Rules1 as authors. 
"AN ACT 
INSTITUTING INCLUSIVE EDUCATION THROUGH SPECIAL EDUCATION IN 
ALL PUBLIC AND PRIVATE ELEMENTARY AND SECONDARY SCHOOLS 
NATIONWIDE 
FOR CHILDREN AND YOUTH WITH SPECIAL NEEDS AND 
ESTABLISHMENT OF THE BUREAU OF SPECIAL EDUCATION CREATING THE 
IMPLEMENTING 
MACHINERY THEREOF, 
PROVIDING 
GUIDELINES FOR 
GOVERNMENT FINANCIAL ASSISTANCE AND OTHER INCENTIVES AND 
SUPPORT FOR OTHER PURPOSES" 
Be it enacted by the Senate and House of Representatives of the Philippines 
in Congress assembled: 
1 
SECTION 1. Title. This Act shall be known as the "Special Education Act". 
2 
SEC. 2. Declaration of Policy. It is hereby declared the policy of the State 
3 
to protect and promote the rights of children with special needs (CSN) to quality 
4 
education and to take appropriate steps to make such education accessible to them, 
S 
The State recognizes, their vital role in national development and that finding 
6 
solutions to their problems forms an integral part of national development strategies. 
7 
It is also the policy of the State to give full support for their welfare and 
8 
development to ensure their full integration to society as well as to facilitate their 
9 
active participation in the affairs of the State, Towards this end, and also pursuant 
10 
to the mandate stated in Section 13 of Article 2, Sec. 13 of Article 13 of the 1987 
11 
Constitution, Article 3 of P,D. 603, Sections 12-14 of Republic Act No, 7277, Article 
1 Per manifestation as reflected in the Journal of August \6, 201 \. 
, 


1 
24 of the UNCRPD, Convention on the Rights of the Child (CRC), the Salamanca 
2 
Statement and Framework for Action on Special Needs Education, Education for All 
3 
(EFA) the State shall institutionalize an adequate and relevant educational program 
4 
for every child with special needs through the establishment of SPED Centers and of 
5 
their vital support mechanisms. Thus, all CSN, irrespective of the degree of sensory, 
6 
physically or intellectual disability or need, will have the opportunity to be educated in 
7 
the most educationally enhancing environment consistent with the provision of a 
8 
quality education that best meets their needs. 
9 
SEC. 3. Objectives. The objectives of the Special Education Act are: 
10 
(a) 
To provide access to basic education among CYSN namely the gifted 
11 
and talented, children with developmental delays: those with intellectual disability, 
12 
with visual impairment, with hearing impairment, with orthopedic impairment, with 
13 
physical impairment, with learning disability, with speech defects, with behavior 
14 
problems, with autism, and those with health problems through the formal system 
15 
and other alternative delivery service in education; 
16 
(b) 
To ensure that CYSN fully develop their abilities, talents, interests and 
17 
all aspects of their development to become more responsible for their lives and more 
18 
effective partners in all of the affairs and concerns of the country. 
19 
(c) 
To ensure the CYSN understand, appreciate and respect differences 
20 
among groups and members in society and also to understand the nature of society 
21 
in which they live; 
22 
(d) 
To inform the parents about the full continuum of services, possible 
23 
placement options during discussions about their children'S education and other 
24 
relevant information to enable them to make informed deciSions and choices; 
25 
(e) 
To equip the parents and other caregivers and the teachers with the 
26 
capabilities to identify, prevent, refer and intervene with the developmental disorders 
27 
and disabilities of children as well as in the relevant individual programing, planning 
28 
for the student where such program differs significantly for the standard curriculum 
29 
and other matters that enhance the role of parents and other caregivers as the 
30 
primary educators that caregivers of their children from birth onward; 
31 
(f) 
To involve private groups, local government units and national 
32 
agencies other than the Department of Education, in the education of children with 
33 
special needs; 
2 


1 
(g) 
To effectuate significant and positive changes in community attitudes 
2 
towards disability and the need to provide special education, care and other needs of 
3 
children with special needs. 
4 
SEC. 4. Definition of Terms. For the purposes of this Act, these terms are 
5 
defined as follows: 
6 
(a) 
Disability shall mean 
7 
1) a physical or mental impairment that substantially limits one or more 
8 
psychological, physiological or anatomical function of an individual or activities of 
9 
such individual; 
10 
2) a record of such an impairment; 
11 
3) being regarded as having such an impairment. 
12 
(b) 
Impairment is any loss, diminution or aberration or psychological, 
13 
physiological or anatomical structure or function; 
14 
(c) 
Handicap refers to a disadvantage of a given individual, resulting from 
15 
an impairment or a disability that limits or prevents the functions or activity that is 
16 
considered normal· given the age and gender of the individual. 
17 
(d) 
Persons with disabiities are those suffering from restriction or different 
18 
abilities as a result of a mental, physical, sensory or neurological impairment, to 
19 
perform an activity in the manner or within the range considered normal for a human 
20 
being; 
21 
(e) 
Marginalized/disadvantaged disabled persons refer to disabled persons 
22 
who lack access to rehabilitate service and educational opportunities due to poverty, 
23 
abandonment, illness and other form of neglect. For purposes of this Act, the word 
24 
"poor" are those who either have no means of livelihood or have incomes below 
. 25 
poverty threshold; 
26 
(f) 
Children and youth with special needs are the gifted and talented and 
27 
those who are disabled, impaired and handicapped persons in need of special 
28 
education as well as services for rehabilitation. He/she differs from the average child 
29 
in 1) mental characteristics; 2) sensory abilities; 3) neuro-muscular or physical 
30 
characteristics; 4) social; 5) multiple handicaps; and/or 6) has a developmental lag 
31 
to such an extent that requires modified school practices or special education 
32 
services to develop to his maximum capability. They include persons aged 0-21 
33 
years old and may be as follows: 
3 


1 
1. 
Gifted and 
Talented children 
are those capable of superior 
2 
performance and these include those with demonstrated achievements or potential 
3 
ability in one or more of the following areas: general intellectual ability, special 
4 
aptitude, creative or productive thinking ability, leadership ability or those individuals 
5 
who consistently manifest the following cluster of traits: 
above average ability 
6 
(including intelligence), high creativity (implies the developmental appreciation of 
7 
innovative ideas) and high task commitment (related to a high degree of motivation) 
8 
and those who by reason thereof, require services or activities not or ordinarily 
9 
provided by the school 
10 
2. The Intellectually Disabled are those who have substantial limitation in 
11 
present functioning characterized by significant sub-average intellectual functioning, 
12 
existing concurrently with the related limitation in two or more of the applicable 
13 
adaptive skill areas; communication, self-direction, home living, social skills, 
14 
community use, self-direction, health and safety, functional academics, leisure and 
15 
work; 
16 
3. The Visually impaired are those who are blind or having a low vision. A 
17 
person is blind if he has a visual acuity of 20/200 or less in a better eye after 
18 
maximum correction. The low vision person retains a relatively low degree of vision 
19 
and can read only enlarged print of regular or regular or regular print under special 
20 
condition; 
21 
4. The Hearing Impaired are those who are deaf or hard-of-hearing. The 
22 
deaf person is one whose hearing ;s functional for ordinary purpose in life. The hard-
23 
of-hearing has a sense of hearing which although defective is functional without a 
24 
hearing aid; 
25 
5. Children 
and youth with behavior problems are those who cannot 
26 
adjust to the socially accepted norms or behavior and consequently disrupt their 
27 
academic progress, the learning efforts of their classmates and interpersonal 
28 
relations; 
29 
6. The Orthopedically Handicapped are those whose impairment 
30 
permanently or temporarily interferes with the normal functions of the joints, muscles 
31 
or limbs; 
32 
7. Children and youth with special health problems are those who have 
33 
health conditions that tend to keep children out-of -school or those with chronic 
4 


1 
and/or illness like cardiac (heart) diseases, asthma, diabetes, tuberculosis and other 
2 
respiratory ailments, carcenonza, epilepsy, malnutrition and others; 
3 
8. Children and youth with learning disabilities are those whose although 
4 
normal in sensory, emotional and intellectual abilities exhibit disorders in perception, 
5 
listening, thinking, reading, writing, spelling or arithmetic. They have such condition 
6 
as perceptual handicap, brain injury, minimal brain dysfunction, dyslexia and 
7 
developmental aphasia; 
8 
9. The Speech impaired are those whose speech differs from the average 
9 
so far as to draw unfavorable attention to the manner of speaking rather than the 
10 
thought conveyed; 
11 
10. Persons with Autism are those with developmental disabilities, having 
12 
onset before 30 months of age which is marked by disturbance in development, 
13 
language and relationship with persons, activities and objects and which may co-
14 
exist with intellectual disability and epilepsy. 
Children afflicted with this disorder 
15 
have perceptual, cognitive communication and social difficulties which change over 
16 
time. 
17 
(g) Auxilliary aids and services are services that are basically non-
18 
education but impinge on the education process of the child with special needs. 
19 
These include: 
20 
1. therapy; 
21 
2. qualified interpreters or other effective methods of delivering materials 
22 
to individuals with hearing impairments; 
23 
3. qualified readers, taped test or other effective methods of delivering 
24 
materials to individuals with visual impairments; 
25 
4. acquisition or modification of equipment or device; 
26 
5. other similar services and actions or all types of aids and services that 
27 
facilitate the learning process of people with mental disability; 
28 
(h) 
Augmentative and alternative communication devices 
are special 
29 
instructional materials like a textbook in Braille, large type or any other medium or 
30 
any apparatus that conveys information to student or otherwise contributes to the 
31 
learning process. 
32 
(i) 
Private sectors participation encompasses all forms of indispensable, 
33 
substantial and meaningful participation of private individuals, partnership, groups or 
34 
entities, community-based organization or non-governmental organizations in the 
5 


1 
2 
3 
4 
5 
6 
7 
8 
9 
10 
11 
12 
13 
14 
15 
16 
17 
18 
19 
20 
21 
22 
23 
24 
25 
26 
27 
28 
29 
30 
31 
32 
33 
34 
delivery of educational and rehabillitative services for students and children with 
special needs. 
(j) 
Basic Education consists of at least six (6) years of elementary 
education and at least four (4) of secondary education including early years of 
education. 
(k) 
Special Education is basic education that takes into account the special 
needs of both the disabled children and the gifted and talented that requires a 
systematic and deliberate process for them to achieve functional literacy and which 
will bring the individual to the highest level of his (1 )potential and capacity. It is also 
defined as the type of education tailored to meet the needs of children who cannot 
profit because of disabilities or exceptional abilities. 
(I) 
Functional literacy is the level of literacy necessary for the children and 
youth to become useful citizens and effective members of the society. 
SEC. 5. Coverage. - This Act shall cover student and children and youth 
with special needs nationwide. 
SEC. 6. Creation of the Bureau of Special Education - To attain the 
objectives of this Act, the Bureau of Special Education (BSPED), hereinafter referred 
to as the Bureau, is hereby created to institutionalize and govern special education 
in the Philippines. 
The Bureau is primarily tasked in the formulation and 
administration of an appropriate curriculum and developmentally-suited programs to 
primarily achieve functional literacy of the children and youth with special needs and 
ensure their inclusion to society. The full continuum of educational services shall 
also be made available by the bureau to those CSN below school age through 
regular home visits, consultations, day care activities and any other properties 
medium or program. 
BSPED shall function as a regular bureau of the Departnment of 
Education, under the direct supervision of the Departmnent Secretary and to be 
headed by a director and assistant director. 
The divisions chiefs shall serve as heads for the (1) Gifted and Talented 
Children and Youth Division (GCYD); and (2) Children and Youth with Disabilities 
Division (CYDD) with the staffing needs to be equitably distributed in 
accordance 
with the current needs and concerns of their respective divisions. They shall assist 
the director in the formulation, implementation and improvement of the framework 
and components of the special education program. 
6 


1 
The Philippine Printing House for the Blind under the existing organization 
2 
structure of DepED shall become part of the CYDD. 
3 
SEC. 7. SPED Centers in Regular Schools. - At least one (1) special 
4 
education (SPED) center for each school division and at least three (3) SPED 
5 
Centers in big school divisions shall be established in regular schools, where there 
6 
are no existing SPED Centers. These SPED Centers shall be administered by the 
7 
principal of the regular school. 
8 
The SPED Center shall function as the Resource Center for the 
9 
implementation of inclusive education that will accept all kinds of children in regular 
10 
schools. 
It shall support children and youth with special needs integrated and 
11 
included in regular schools and b) assist in the conduct of school-based training; c) 
12 
produce appropriate teaching materials, and d) conduct of assessment of children 
13 
and youth with special needs. 
14 
Each SPED Center shall have at least the following staff who shall have 
15 
qualifications as to DepEd standards. They will have a starting salary classification of 
16 
Grade 13: 
17 
a) 1 SPED teacher for the gifted and talented; 
18 
b) 1 SPED teacher for children and youth with intellectually disabled; 
19 
c) 1 SPED teacher for children and youth with visual impairment; 
20 
d) 1 SPED teacher for children and youth with hearing impairment; 
21 
e) 1 SPED teacher for children and youth with autism; 
22 
f) 
1 SPED teacher for children and youth with learning disability; 
23 
g) 1 SPED teacher for children and youth with behavior problems. 
24 
SPED teachers should work cooperatively with regular teachers. 
25 
There shall be an assistant principal for each SPED Center. He/she shall 
26 
administer and supervise the alternative educational program, early intervention 
27 
programs, monitoring, supervision and technical assistance and human resource 
28 
training/SPED 
personnel 
enhancement 
programs, 
referral 
and 
placement 
29 
procedures, advisory services and other components of the special education 
30 
program in his/her jurisdiction. He/she shall also be responsible for the formation 
31 
and supervision of placement committee under his/her jurisdiction as well as in the 
32 
resolution of disagreement on placement and services. 
33 
SEC. 8. 
Other Personnel of SPED Centers. -
One educational 
34 
psychologist or psychometrician, one social worker, one education supervisor and 
7 


lone medical health officer for each city, and province shall be appointed, among 
2 
other responsibilities, shall comprise the administrative core and placement 
3 
committee of the SPED unit in the area. They shall also be jOintly tasked to develop 
4 
and maintain a database in special education in their respective jurisdiction. The 
5 
placement committee shall, among others, ensure that students with disabilities are 
6 
educated as close as possible to their homes and alongside their age-appropriate 
7 
peer groups, and that these students attend their local schools or travel the distance 
8 
possible in the availment of educational services, in consultation with, and active 
9 
participation of parents. 
10 
SEC. 9. 
Itinerant/Mobile SPED teachers. -
Itinerant! Mobile SPED 
11 
teachers shall also be appointed whenever necessary and on a needs basis. He/she 
12 
shall assist isolated or remote schools with specialized equipment, individual 
13 
programs, curriculum adjustment, teaching aids and building modifications. 
14 
SEC. 10. Authority of the Secretary of Education to Give Grants to, 
15 
or Enter into Cooperative Arrangement for the Creation of SPED Centers. -
16 
The Secretary of Education is hereby authorized to give grants to, or enter into 
17 
cooperative arrangement or contracts with public or private non-profit agencies, 
18 
institutions or organization for the establishment or creation of SPED Centers for 
19 
children and youth with special needs: Provided, That a grant made pursuant to this 
20 
Section may be made only for the following or similar programs: 
21 
(a) Technical 
assistance of SPED 
Centers 
providing 
educational 
22 
assistance for children with special needs (CSN); 
23 
(b) Pre-service or in-service training of professionals or related services 
24 
personnel preparing to serve or serving CSN; 
25 
(c) Replication 
of 
successful 
innovative 
approaches 
to 
providing 
26 
educational or related services to CSN; 
27 
(d) Facilities of parental involvement in the education of their CSN; 
28 
(e) Diagnosis and educational evaluation of CSN at risk of being certified 
29 
CSN; 
30 
(f) Consultative, counseling and training services for the families of CSN; 
31 
(g) Familiarization of the municipality or city to be served by a SPED 
32 
Center with the problems and potentialities of such children. 
33 
SEC. 11. Provision for Continuing Research to Identify Special Needs 
34 
of CYSN. - The Bureau of Special Education (BSPED) by itself or in associate with 
8 


1 
such organizations or institutions as are determined by the DepEd Secretary to be 
2 
appropriate, shall undertake continuing research to identify and design programs that 
3 
meet the full range of children with special needs: Provided, That such continuing 
4 
research shall also be used to develop instructional techniques for used by the 
5 
SPED Centers that will improve the CSN's acquisition of skills necessary for 
6 
transition to independent living, vocational training or competitive development. 
7 
Provided, Finally, That such continuing research shall further be used to design 
8 
physical education and therapeutic recreation program for use by the Center to 
9 
increase the potential of CSN for community participation. 
10 
SEC. 12. 
Student Assistance. 
The Bureau shall provide financial 
11 
assistance to economically marginalized but deserving students with special needs 
12 
at the elementary and secondary levels, including any post-secondary or tertiary 
13 
education which may come in the form of scholarship grants, transportation 
14 
allowance, food allowance, board and lodging allowance, book allowance, student 
15 
loan programs, artistic and cultural tours, training and programs, subsidies and other 
16 
incentives. 
Marginalized disabled persons and those coming from indigenous 
17 
communities shall be the priority in the grant of the aforesaid assistance. 
18 
Social equipment like wheelchair, crutches, special toilet and hygiene 
19 
requirements, hearing aids, eyeglasses and the like required by the children and 
20 
youth to optimize education and participation in the educational process shall also be 
21 
provided for free and at discounted rates to deserving students and at very 
22 
affordable rates in general through a reasonable funding scheme that shall be 
23 
designated by the Bureau. 
24 
SEC. 13. Medical Assistance. The Bureau shall prepare a scheme that 
25 
will ensure adequate and free medical assistance and intervention programs, 
26 
including those essential to the student or child's rehabilitation like therapy, 
27 
psychometric assessments, medical examinations and the like with government 
28 
clinics, hospitals and other health facilities. In case medical needs are not offered by 
29 
the nearest or accessible government clinics, hospitals and other health facilities or 
30 
cannot be obtained by reason of critical immediacy or the need to obtain a more 
31 
specialized or advance treatment, they can avail of the services of the private clinics, 
32 
hospitals and other specialized agencies through tax incentives. For this purpose, 
33 
as far as practicable or on a case-to-case basis, as may be determined by the 
34 
Bureau, health care insurance programs may be instituted. 
9 


1 
SEC. 14. Nutritional Programs. The nutritional programs of CSN shall 
2 
be supervised by the National Nutrition Council and the Department of Health in 
3 
coordination with the local government unit health officer. 
4 
SEC. 15. 
Establishment of Child Development Center. 
Child 
5 
Development Care Centers especially designed for pre-school children and their 
6 
parents, where early identification of disabilities and special needs and 
early 
7 
learning intervention will be administered, shall also be established near or within 
8 
SPED centers or those that will be created by the bureau with support of the local 
9 
government units in the area. As far as practicable, existing day care centers and 
10 
facilities shall be maximized. 
11 
SEC. 16. Recreational and Artistic Opportunities. 
The Bureau shall 
12 
institute and include a program for children and youth with special needs to provide 
13 
them full opportunities for safe and wholesome recreation and activities, individual as 
14 
well as social, for the wholesome use of his leisure hours and for the advancement 
15 
of their physical, mental, social and cultural development. 
16 
SEC. 17. 
Continuing Education and Assistance to Teachers or 
17 
Instructors of Children and Youth 
with Special Needs. - The Bureau shall 
18 
enhance the gift of the teacherslinstructors to professional advancement and ensure 
19 
that the teaching staff attract the best available talents through adequate 
20 
remuneration, scholarship and training grants; teacher exchange programs, 
21 
incentives and allowance and other means of securing job satisfaction and fulfillment 
22 
as well as their lone and stable tenure in their respective posts. A similar program 
23 
shall be designed for support personnel like interpreters, psychologist, social workers 
24 
and other also involved in the education and rehabilitation of the children and youth. 
25 
SEC. 18. Parent, Sibling, and Caregiver Education. There shall be a 
26 
formal training and counseling program for parents, sibling and caregivers for them 
27 
to acquire a working knowledge of special education, gain an understanding of the 
28 
psychology of children with special needs, be aware of their crucial role as educators 
29 
and gain knowledge and skills on how each parent, sibling or caregiver could 
30 
maximize his/her services for the optimum development of the potential of the 
31 
children and youth. 
32 
SEC. 19. Special Instructional Materials. Publishers shall grant to the 
33 
DepEd BSPED the authority to transcribe adopted instructional materials into Braille, 
34 
large type and audio tape without penalty or royalty. Furthermore, on or before the 
10 


1 
second working day after the adoption of textbook titles by the DepEd, each 
2 
publisher of newly adopted instructional materials shall provide computerized files as 
3 
specified by the DepEd which may be copied and distributed to a school division, 
4 
upon request, for instructional purposes. 
5 
Copies of these instructional materials shall be furnished without cost to 
6 
either the student or teacher who is blind or visually impaired. The materials are to 
7 
be loaned to the public school districts as long as needed and are to be returned to 
8 
BSPED when no longer needed. 
9 
SEC. 20. 
Incentives to Private Sector Participation. 
Partnership 
10 
between the government and private institutions catering to the needs of children 
11 
and youth with special needs shall be encouraged. In this regard, the Department of 
12 
Education, in coordination with the Department of Finance, Department of Interior 
13 
and Local Government, Department of Science and Technology, Department of 
14 
Trade and Industry, shall draw up a scheme to provide incentives that will include tax 
15 
deductions, loan assistance and technological or scientific assistance to encourage 
16 
private participation in the education and rehabilitation of CYSN. 
17 
SEC. 21. Local Government Unit Participation. - The local government 
18 
units shall be responsible for the: 
19 
a) Provision of building or centers and sites where there are no existing 
20 
school facilities that will house the special education of children/students with special 
21 
needs a well as the establishment of day care centers as mentioned in Section 15; 
22 
b) Organization of one (1) parent-teacher association in every school in 
23 
their respective jurisdictions offering special education to children and youth with 
24 
special needs; 
25 
c) Identification, coordination and the tapping of public and private 
26 
volunteers and private organizations, national or international, for information 
27 
dissemination campaigns, funding programs and other projects to augment the 
28 
funding of equipment for SPED programs, among others; 
29 
d) Provisions of counterpart funds for the training and seminars of parents 
30 
and teachers and nutritional programs for the children and youth with special needs 
31 
in their respective localities to be determined by the Bureau, in coordination with the 
32 
Department of Budget and Management and the Department of Finance. 
33 
SEC. 22. 
Public Information, Education and Communication. - A 
34 
nationwide information dissemination campaign on prevention, early identification 
11 


1 
and intervention programs for children with special needs shall be intensified. This 
2 
shall be the joint responsibility of the Philippine Information Agency (PIA), Council 
3 
for the Welfare of Children (CWC) and the Department of Education (DepEd). The 
4 
DepEd, in collaboration with the Department of Health, Department of Labor and 
5 
Employment (DOLE) and the Local Government Unit shall also disseminate 
6 
materials and information concerning effective practices in working with, training and 
7 
education of CYSN. 
8 
SEC. 23. 
Appropriations. -
For the implementation of this Act, the 
9 
amount of Six Hundred Million Pesos (P600,OOO,OOO.OO) per year for five (5) 
10 
consecutive years is hereby appropriated for the SPED program to be included in the 
11 
General Appropriations Act. 
12 
A supplementary appropriation in the amount of Twenty Million Pesos 
13 
(P20,OOO,OOO.OO) to be sourced from the President's Social Fund and the Philippine 
14 
Amusement and Gaming Corporation (PAGCOR) shall be provided to BSPED as a 
15 
reserve fund for every year of operation immediately upon approval of this Act. This 
16 
shall be used exclusively to augment funding for auxilliary aids and services. 
17 
Government incentives and support provided by the DepEd, DOF, DOH, 
18 
DILG, LGU,CWC and the National Council for Disability Affairs shall also be included 
19 
in their respective annual budget in the General Appropriations Act. 
20 
SEC. 24. Implementation. - The Department of Education through the 
21 
Bureau of Special Education, in coordination with the Department of Interior and 
22 
Local Government, Local Government Unit, Department of Health, Department of 
23 
Finance, Council for the Welfare of Children, Early Childhood Care and Development 
24 
Council, and the National Council for Disability Affairs shall promulgate and issue the 
25 
necessary implementing guidelines for the creation and operation of the SPED 
26 
Centers within sixty (60) days after the effectivity of this Act. 
27 
SEC. 25. Separability Clause. 
If any provision or part hereof is held 
28 
invalid or unconstitutional, the remainder of the law or the provision not otherwise 
29 
affected shall remain valid and subsisting. 
30 
SEC. 26. Repealing Clause. Any law, presidential decree or issuance, 
31 
executive order, letter of instruction, administrative order, rules and regulations 
32 
contrary to or inconsistent with the provisions of this Act is hereby repealed, modified 
33 
or amended accordingly. 
12 


1 
SEC. 27. Effectivity Clause. - This Act shall take effect fifteen (15) days 
2 
after its publication in at least two (2) newspapers of general circulation. 
Approved, 
13