I 
SENAT 
, ,’ 
I 
Introduced by Senator JlNG 
NATO RY N O f  E 
Every child is entitled to the basic necessities in life: food, shelter, and clothing. 
More than these physiological needs that has to be attended, it is the responsibility of 
the parents, together with the full support and assistance of the State, to provide their 
children with quality education. As expressed in Article 14 Section 1 of the Philippine 
Constitution: 
“The State shall protect and promote the right of all citizens 
to quality education at all levels and shall take appropriate steps to make such 
education accessible at all. ” 
Children and youth with special needs include those who are gifted with advance 
knowledge and skills on one hand, and the physically and mentally impaired and 
handicapped persons on the other. They need education and training different from 
those given to ordinary children. They need special programs that would further 
enhance their unusual mental and physical capacities to make these beneficial to them 
and to their family and community. 
In addressing the situations, committed and dedicated participation from all 
sectors of the society is required. The children need the love, nurture and support of 
their families. They need to feel that they are accepted by and belong to their 
communities. They need the expertise of trained educators and staff. They need the 
support and assistance of the government. 
This bill proposes the establishment of special education centers in strategic 
places to be able to provide accessible services for children with special needs. These 
centers will administer special education that takes into account the distinct needs of 
both disabled and gifted children through a systematic and deliberate process. 
For these reasons, approval of this bill is earnestly sought. 
Senator 


... . 
. 
JntrQduced by Senator JNGGOY EJEWCiT 
DA 
4 
ANACT 
ESTABLISHING AT LEAST ONE (4) SPEC1 
EACH SCHOOL DIVISION A 
UCATION (SPED) 
LEAST THREE (3) 
IONS FOR CHILDREN WITH 
), CREATING THE I ~ ~ L E ~ E N T I N G  
REQF, PROVlDl 
GOVERNMENT FINANCIA 
AND SUPPOR 
Be it enacted by the Senate and House of Representatives of the Philippines in 
Congress assembled: 
SECTION I. 
Title. This Act shall be known as the “Special Education Act of 
2004.” 
eckaration of Poky. It is hereby the policy of the State to protect 
and promote the rights of children with special needs (CSN’s) to quality education and 
to take appropriate steps to make such education accessible to them. The State 
recognizes their vital role in national development and that finding solutions to their 
problems forms an integral part of national development strategies. 
It is also the policy of the State to give full support for their welfare and 
development to ensure their full integration to society as well as to facilitate their active 
participation in the affairs of the State. Towards this end and also pursuant to the 
mandate stated in Section 13 of Article XIV, Art. 3 of P.D. 603 and Sections 12-14 of 
R.A. 7277, the State shall institutionalize an adequate and relevant educational program 
for every child with special needs through the establishment of SPED Centers and of 


. 
their vital support mechanisms. Thus, all CSN’s, irrespective of the degree of sensory, 
physically or intellectual disability or need, will have the opportunity to be educated in 
the most educationally enhancing environment consistent with the provision of a quality 
education that best meets their needs. 
SECTION 3. bjecfives. - The objectives on the Special Education Act of 2004 
are: 
(a) To provide access to basic education among CSN’s namely the 
giftedltalented, the mentally retarded, the visually impaired, the hearing 
impaired, the orthopedicall y/p h ysical I y handicapped, the I earning disabled, 
the speech defective, the children with behavior problems, the autistic 
children and those with the health problems through the formal system and 
other alternative delivery service in education; 
(b) To ensure that CSN’s fully develop their abilities, talents interests and all 
aspects of their development to become more responsible for their lives and 
more effective partners in the all of the affairs and concerns of the country; 
(c) To ensure the CSN’s understand, appreciate and respect differences among 
groups and members in society and also to understand the nature of society 
in which they live; 
(d) To inform the parents about the full continuum of services, possible 
placement options during discussions about their children’s education and 
other relevant information to enable them to make informed decisions and 
choices; 
(e) To equip the parents and other caregivers and the teachers with the 
capabilities to identify, prevent, refer and intervene with the developmental 
disorders and disabilities of children as well as in the relevant individual 
programming planning for the student where such program differs 
significantly for the standard curriculum and other matters that enhance the 
role of parents and other caregivers as the primary educators that 
caregivers of their children from birth onward; 
(f) To involve private groups, local government units and national agencies 
other than the DECS in the education of children with special needs; 


(9) To effectuate significant and positive changes in community attitudes 
towards disability and the need to provide special education, care and other 
needs of children with special needs. 
SECTION 4. 
~~~~~~~0~ 
of Terms. - For the purposes of this Act, these terms 
are defined as follows: 
(a) Disability shall mean 1) a physical or mental impairment that substantially 
limits one or more psychological or anatomical function of an individual or 
activities of such individual, 2) a record of such an impairment; 3) being 
regarded as having such an impairment; 
(b) Impairment is any loss, diminution or aberration or psychological, 
physiological or anatomical structure or function; 
(c) Handicap refers to a disadvantage for a given individual, resulting from an 
impairment or a disability, that limits or prevents the functions or activity that 
is considered normal given the age and sex of the individual; 
(d) Disabled persons are those suffering from restriction or different abilities, as a 
result of a mental, physical, sensory or neurological impairment, to perform 
an activity in the manner or within the range considered normal for a human 
being; 
(e) Marginalized/disadvantaged disabled persons refer to disabled persons who 
lack access to rehabilitative service and educational opportunities due to 
poverty, abandonment, illness and other form of neglect. For purposes of this 
Act, the word “poor” are those who either have no means of livelihood or 
have incomes below poverty threshold; 
(f) Children and youth with special needs are the gifted and fast learners and 
those who are disabled, impaired and handicapped persons in need of 
special education as well as services for rehabilitation. Hefshe differs from 
the average child in (I) 
mental characteristics; (2) sensory abilities; (3) 
neuromuscular or physical characteristics; (4) social; (5) multiple handicaps; 
and/or (6) has a developmental lag to such an extent that requires modified 
school practices or special education services to develop to his maximum 
capability. They include ages 0-21 years old and may be as follows: 


Gifted children and fast learners are those capable of superior 
performance and these include those with demonstrated achievement or 
potential ability in one or more of the following area general intellectual 
ability, specific aptitude, creative or productive thinking ability, leadership 
ability or those individuals who consistently manifest the following cluster 
of traits: above average ability (including intelligence), high creativity 
(implies the developmental appreciation of innovative ideas) and high task 
commitment (related to a high degree of motivation) and those who by 
reason thereof, require services or activities not or ordinarily provided by 
the school. 
2. The Mentally HandicappedlMentally Retarded are those who have 
substantial limitation in present iunctioning characterized by significant 
su b-ave rage intellectual functioning , existing concurrently with the related 
limitation in two or more of the applicable adaptive skill areas; 
communication, self-direction, home living, social skills, community use, 
self-direction, health and safety, functional academics, leisure and work. 
3. The Visually impaired are those who are blind or having a low vision. A 
person is blind if he has a visual of 20/200 or less in a better eye 
maximum correction. The low vision person retains a relatively low degree 
of vision and can read only enlarged print of regular or regular print under 
special condition. 
4. The Hearing impaired are those who are deaf or hard-of-hearing. The deaf 
person is one whose hearing is non-functional for ordinary purposes in life. 
The hard-of-hearing has a sense of hearing, which although defective is 
functional without a hearing aid. 
5. Studentlchildren with Behavior Problems are those who cannot adjust to 
the socially accepted norms or behavior and, consequently disrupt their 
academic progress, the learning efforts of their classmates and 
interpersonal relations. 
6. The 
Orthopedically 
Handicapped are 
those 
whose 
impairment 
permanently or temporarily interferes with the normal functions of the 
joints, muscles or limbs. 


7. Studentkhildren with special health problems are those who have health 
conditions that lend to keep children out-of-school or those with chronic 
and/or illness like cardiac (heart) diseases, asthma, diabetes, tuberculosis 
and other respiratory ailments, carcenonza, epilepsy, malnutrition and 
others. 
8. Student/children with learning disabilities are those who although normal 
in sensory, emotional and intellectual abilities exhibit disorders in 
perception, listening, thinking, reading, writing, spelling or arithmetic. They 
have such condition as perceptual handicap, brain injury, minimal brain 
dysfunction, dyslexia and development aphasia. 
9. The Speech Impaired are those whose speech differs from the average so 
far as to draw unfavorable attention to the manner of speaking rather that 
to that thought conveyed. 
I O .  Persons with Autism are those with developmental disabilities, having 
onset before 30 months of age which is marked by disturbance in 
development, language and relationship with persons, activities and 
objects and which may coexist with intelfectual disability and epilepsy. 
Children afflicted with this disorder have perceptual, cognitive 
communication and social difficulties which change over time. 
(9) Auxiliary aids and services are services that are basically non-education, but 
impinge on the education process of the child with special needs. These 
include: 
1. therapy; 
2. qualified interpreters or other effective methods of delivering materials 
to individuals with hearing impairments; 
3. qualified readers, taped test or other effective methods of delivering 
materials to individuals with visual impairments; 
4. acquisition or modification of equipment or device; 
5. other similar services and actions or all types of aids and services that 
facilitate the learning process of people with mental disability; 
(h) Special instructional materials means a textbook in Braille, large type or any 
other medium or any apparatus that conveys information to student or 
otherwise contributes to the learning process. 


(i) Private sectors participation encompasses all forms of indispensable, 
substantial and meaningful participation of private individuals, partnership, 
groups or entities, community-based organization or non-governmental 
organizations in the delivery of educational and rehabilitative 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 pre-school education. 
(k) Special Education is basic education that takes into account the special 
needs of both disabled children and gifted 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 potential and capacity. It is also 
defined as that 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 student or child to 
become a useful citizen and effective member of the society. 
SECTION 5. 
e. - This Act shall cover student and children with special 
needs nationwide. 
SECTION 6. Cfeafion of the Buf@au of Specid Education. - To attain the 
objectives of this Act, the Bureau of Special Education (BSE), 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 studentslchildren with special needs and ensure their 
integration to society. The Full continuum of educational services shall also be made 
available by the bureau to those CSN’s below school age through regular home visits, 
consultations, day care activities and any other properties medium or program. 
BSE shall function as a regular bureau of the Department of Education, Culture 
and Sports under the direct supervision of the department secretary and to be headed 
by a director and assistant director. 


The divisions chiefs shall serve as heads for the (I) 
Gifted Children Division; (2) 
Children with Disabilities Division (CDD) and (3) Special Services and Auxiliary Aids 
Division (SSAAD), with the staffing needs to be equitably distributed with the 
accordance to 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. 
The Philippine Printing House for the Blind under the Existing organization 
structure of DECS shall become part of the SSAAD. 
SECTION 7. SPED Centers in Regujssr School. - At least one (1) special 
education (SPED) center for each school division and at least three (3) SPED centers in 
big school divisions shall be established in regular schools, where there are no existing 
Sped centers. These SPED centers shall be administered by the principal of the regular 
school. 
The SPED center shall function as the Resource Center for the implementation 
of inclusive education that will accept all kinds of children on regular school. It shall a) 
support children with special needs integrated/included in regular school and b) assist in 
the conduct of school-based training; c) produce appropriate teaching materials, and d) 
conduct assessment of children with special needs. 
Each SPED Center shall have the following staff who shall have a starting salary 
classification of Grade 13: 
a) 1 SPED teacher for the Mentally Gifted; 
b) 1 SPED teacher for the Mentally Retarded/Handicapped; 
c) 1 SPED teacher for the Visually Impaired; 
d) 1 SPED teacher for the Hearing Impaired; 
e) 1 SPED teacher for Autistic Children; 
f} I 
SPED teacher for the Learning Disabled; 
g) 1 SPED teacher for children with behavior problems. 
Regular teachers currently handling special education of children with special 
needs shall henceforth be classified as SPED teachers with the same salary grade 
classification as mentioned in the preceding paragraph. 


There shall be an assistant principal for each SPED Center. He/she shall 
administer and supervised the alternative educational program, early intervention 
programs, monitoring, supervision and technical assistance and human resource 
training/SPED personnel enhancement programs, referral and placement procedures, 
advisory services and other components of the special education program in hislher 
jurisdiction. He/she shall also be responsible for the formation and supervision of 
placement committee under hidher jurisdiction as well as in the resolution of 
disagreement on placement and services. 
SECTION 8. Ofher Personnel of SPED Centers. - One educational 
psychologist or psychometrician, one social worker, one, education supervisor and one 
medical health officer for each city province shall be appointed who, among other 
responsibilities, shall comprise the administrative core and placement committee of the 
SPED unit in the area. They shall also be jointly tasked to develop and maintain a data 
bank in special education in their respective jurisdiction. The placement committee 
shall, among others, ensure that students with disabilities are educated as closed as 
possible to their homes and alongside their age-appropriate peer groups, and that these 
students attend their local schools or travel the distance possible in the availment of 
educational services, in consultation with, and active participation of, parents. 
SECTION 9. ~ ~ i n e r a n ~  
SP€Q Teachers. - Itinerant SPED teachers shall also be 
appointed whenever necessary and on a needs basis. He/she shall assist isolated or 
remote schools with specialized equipment, individual programs, curriculum adjustment, 
teaching aids and building modifications. 
SECTION I O .  Aufhorify of the Secrefary of 
cation, Culfure and Sports to 
Give Grants to, or En fer info Cooperative Arraffg@~ent 
for the Creafion of SPED 
Centers. - The Secretary of Education, Culture and Sports is hereby authorized to give 
grants to, or enter into cooperative arrangement or contracts with public or private non- 
profit agencies, institutions or organization for the establishment of creation of SPED 
centers for children with special needs: Provided, That a grant made pursuant to this 
Section may be made only for the following or similar programs: 
(a) Technical assistance of SPED centers providing educational assistance for 
children with special needs (CSN’s); 


(b) Pre-service or in-service training of professionals or related services 
personnel preparing to serve or serving CSN’s; 
(c) Replication of successful innovative approaches to providing educational or 
related services to CSN’s; 
(d) Facilities of parental involvement in the education of their CSN’s; 
(e) Diagnosis and educational evaluation of CSN’s at risk of being certified 
CSN’s; 
(f) Consultative, counseling and training services for the families of CSN’s; 
(9) Familiarization of the municipality or city to be served by a SPED center with 
the problems and potentialities of such children. 
SECTION 11. Provision for Continuing Research io Identify Special Needs 
of CSN’s. - The Bureau of Special Education (BSE), by itself or in associate with such 
organization or institutions as are determined by the BECS Secretary to be appropriate, 
shall undertake continuing research to identify and design programs that meet the full 
range of children with special needs: Provided, That such continuing research shall also 
be used to develop instructional techniques for used by the SPED Centers that will 
improve the CSN’s acquisition of the skills necessary for transition to independent living, 
vocational training or competitive development. Provided, finally, That such continuing 
research shall further be used to design physical education and therapeutic recreation 
program for use by the Center to increase the potential of CSN’s for community 
participation. 
SECTION 12. Sfudent Assisfanee. - The Bureau shall provide financial 
assistance to economically marginalized but deserving students with special needs at 
the elementary and secondary levels including any post-secondary levels, including any 
post-secondary or tertiary education which may come in the form of scholarship grants, 
transportation allowance, food allowance, board and lodging allowance, book 
allowance, student loan programs, artistic and cultural tours, training and programs, 
subsidies and other incentives. Marginalized disabled persons and those coming from 
indigenous communities shall be the priority in the grant of the aforesaid assistance. 
Special equipment like wheelchair, crutches, special toilet and hygiene 
requirements, hearing aids, eyeglasses, and the like required by the students to 
optimized education and participation in the educational process shall also be provided 
for free and at discounted rates to deserving students and at very affordable rates in 
general through a reasonable funding scheme that shall be designated by the Bureau. 


SECTION 13. 
. - The Bureau shall prepare a scheme that 
will ensure adequate and free medical assistance and intervention programs, including 
those essential to the student or child’s rehabilitation like therapy, psychometric 
assessments, medical examinations and the like with government clinics, hospitals and 
other health facilities. In case medical needs are not offered by the nearest or 
accessible government clinics, hospitals and other health facilities or cannot be 
obtained by reason of critical immediacy or the need to obtain a more specialized or 
advance treatment, they can avail of the services of private clinics, hospitals and other 
specialized agencies through tax incentives. For this purpose, as far as practicable or 
on a case-to-case basis, as may be determined by the Bureau, health care insurance 
programs may be instituted. 
SECTION 14. Nutritional Programs. - The nutritional programs for CSN’s shall 
be supervised by the National Nutrition Council and the Department of Health in 
coordination with the local government unit health officer. 
SECTION 15. Esfablishmenf of $ ~ e c i a / i ~ ~ ~  
Day Care Centers. - Day care 
centers specially designed for pre-school children and their parents, where early 
identification of disabilities and special needs and introductory educational and 
intervention will be administered, shall also be established near or within SPED centers 
or those that will be created by the bureau with the support of the Department of Social 
Welfare and Development and local government unit in the area. As far as practicable, 
existing day care centers and facilities shall be maximized. 
SECTION 16. Recreafional and 
rtisfic ~ ~ ~ o ~ u n i ~ i ~ s =  
- The Bureau shall 
institute a program for the student or children with special needs to afford them full 
opportunities for safe and wholesome recreation and activities, individual as well as 
social, for the wholesome use of his leisure hours and for the advancement of their 
physical, mental, social, and cultural development. 
SECTION 1 7. Confinuing ~ ~ u c a f i o n  
and Assistance to Teacherdlnsfrucfors 
of Sfudenfs with Special 
.: - The Bureau shall enhance the gift of the 
teachers/instructors to professional advancement and ensure that the teaching staff 
attract the best available talents through adequate remuneration, scholarship and 


training grants, teacher exchange programs, incentives and allowance and other means 
of securing 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 like 
interpreters, psychologist, social workers and others also involved in the education and 
rehabilitation of the child. 
SECTION 18 Parent, 
ikling and Caregiver 
cation. - There shall be a 
formal training and counseling program for parents, sibling and caregivers for them to 
acquire a working knowledge of special education, gain an understanding of the 
psychology of children with special needs, be aware of their crucial role as educators 
and gain knowledge and skills on how each parent, sibling or caregiver could maximize 
his/her services for the optimum development of the potential of the child. 
SECTION 19. Special lnsfrucfional Materials. - Publishers shall grant to the 
DECS through the Special Services and Auxiliary Aids Division (SSAAD) the authority 
to transcribe adopted instructional materials into braille, large type and audio-tape 
without penalty or royalty, Furthermore, on before the second working day after the 
adoption of textbook titles by the DECS, each publisher of newly adopted instructional 
materials shall provide computerized files as specified by the DECS which may be 
copied and distributed to a school division, upon request, for instructional purposes. 
Copies of these instructional materials shall be furnished without cost to either 
the student or teacher who is blind or visually impaired. The materials are to be loaned 
to the public school districts as long as needed and are to be returned to SSAAD when 
no longer needed. 
SECTION 20. Inc nfives to Private 
between the government and private institutions catering to the needs of 
students/children with special needs shall be encouraged. In this regard, the 
Department of Education, Culture and Sports, in coordination with the Department of 
Finance, Department of Interior and Local Government, Department of Science and 
Technology, Department of Trade and Industry, shall draw up a scheme to provide 
incentives that will include tax deductions, loan assistance and technological or 
scientific assistance, to encourage private participation in the education and 
rehabilitation of CSN’s. 


SECTION 21. h e a l  
v ~ r n ~ ~ f f t  
Unit 
units shall be responsible for the: 
A. 
B. 
C. 
D. 
Provision of building or centers and sites where there are no existing school 
facilities that will house the special education of childrenlstudents with special 
needs, as well as the establishment of day care centers as mentioned in Sec. 
15; 
Organization of one (1) parent-teacher association in every school in their 
respective jurisdictions offering special education to studentskhildren with 
special needs; 
Identification, coordination and the tapping of public or private volunteers and 
private organizations, national or international, for information dissemination 
campaigns, funding programs and other projects to augment the funding of 
and equipment for SPED programs and equipment, among others; 
Provision of counterpart funds for the training and seminars of parents and 
teachers nutritional programs for the studentskhildren with special needs in 
their respective localities to be determined by the Bureau, in coordination with 
the Department of Budget and Management and the Department of Finance. 
SECTION 22. Public lnformafion, Education and Communication. - A 
nationwide information dissemination campaign on the prevention, early identification 
and intervention programs for children with special needs shall be intensified. This shall 
be the joint responsibility of the Philippines Information Agency (PIA), Council for the 
Welfare of Children (CWC) and the Department of Education, Culture and Sports 
(DECS). The (DECS), in collaboration with her the Department of Health (DOH) and 
Department of Labor and Employment (DOLE), shall also disseminate material and 
information concerning effective practices in working with, training and educating 
CSN’s. 
SECTION 23. Appropriations. - For the implementation of this Act, the amount 
of six hundred million pesos (P600, OOO,OO.OO) per year for five (5) consecutive years is 
hereby appropriated for the SPED program to be included in the General, Appropriate 
Act. 


A supplementary appropriation in the amount of twenty million pesos 
(P20,000,000.00) to be sourced from the President Social Fund, and the Philippine 
Gaming Corporation shall be provided to BSE as a reserve fund for every year of 
operation immediately upon approval of this Act. This shall be used exclusively to 
augment funding for auxiliary aids and services. 
Government incentives and support provided by the DECS, DOF, DOH, DILG, 
the Council for the Welfare of Children and the NATIONAL Commission for the Welfare 
of Disabled Personnel shall also be included in their respective annual budget in the 
General Appropriations Act. 
SECTION 24. /
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- The Department of Education, Culture and 
Sports through the Bureau of Special Education, in coordination with the Department of 
the Interior and Local Government, Department of Health, Department of Finance, 
Council for the Welfare of Children and National Council for the Welfare of Disabled 
Persons, shall promulgate and issue the necessary guidelines for the creation and 
operation of SPED Centers within six (6) days after the effectivity of this Act. 
SECTION 25. Separability Clause. - IC any provision or part hereof is held 
invalid or unconstitutional, the remainder of the law or the provision not otherwise 
affected shall remain valid and subsisting. 
SECTION 26. 
use. - Any law, presidential decree or issuance, 
executive order, letter of instruction, administrative order, rule and regulation contrary to 
or consistent with the provision of this Act are hereby repealed, modified or amended 
according I y . 
SECTION 27: 
. - This Act shall take fifteen (15) days after its 
publication in at least two (2) newspapers of general circulation. 
Approved,