r
EIGHTEENTH CONGRESS OF THE 
REPUBLIC OF THE PHILIPPINES
First Regular Session
SENATE 
S. B. NO.
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RECEIVED 0V.
Introduced by SENATOR JOEL VILLANUEVA
AN ACT
INSTITUTING INCLUSIVE EDUCATION AND ESTABLISHING 
INCLUSIVE EDUCATION HUBS FOR CHILDREN AND YOUTH 
WITH SPECIAL NEEDS IN ALL PUBLIC SCHOOLS DIVISIONS, 
PROVIDING FOR STANDARDS AND GUIDELINES, AND 
APPROPRIATING FUNDS THEREFOR
EXPLANATORY NOTE
In a study presented before the 2nd National Convention on Education, 
Business and Management, it was revealed that most parents, educators and 
members of local school boards in Region XI have “low knowledge and 
awareness on learning disabilities. Even their level of knowledge in special 
education is likewise unimpressive... This predicament if not abated is 
continuously detrimental both to the individual with [learning disability]; for 
their self-worth and productivity and to the society for its cost and safety.1
This bill seeks to address this lack of awareness on learning 
disabilities. It ensure that (i) all children and youth with special needs have 
access to a free appropriate public education that emphasizes special 
education and related services designed to meet their unique needs and 
prepare them for further education, employment and independent living, (ii) 
qualified teachers and professionals are available to meet the needs of 
children and youth with special needs, and (iii) the public is aware of learning 
disabilities to facilitate their early detection and ensure that appropriate 
measures are undertaken to provide children and youth with special needs 
with quality and appropriate education.
1 The knowledge and perceptions on learning disabilities in the cities of Region XI of the Philippines and a region in 
New 
York 
City. 
N.Y., 
US A . ,  
Marlyn 
C 
Saludes 
and 
Artenlta 
Dante. 
Availale 
at 
httD://www.ildd.ip/atid/acmr 19/odf/11.odf Date last accessed: January 8, 2017.


In the United States, prior to the enactment of a similar act in 1975, it 
was estimated that over 4 million children with disabilities were denied 
appropriate access to education. Over four decades later, more than 6 million 
school-age children have benefitted from the statute and are recipients of free 
appropriate public education and special education services.
This bill seeks to achieve the same objectives and follow the example 
of countries that have successfully provided a free appropriate public 
education to children and youth with special needs.
The immediate passage of this bill is earnestly sought.
SENATOR JpEL VILLANUEVA


EIGHTEENTH CONGRESS OF THE 
REPUBLIC OF THE PHILIPPINES
First Regular Session
SENATE
S. B. NO. S 4 5
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o( tlip 
Ci Cl n’i»
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JULll 
All 29
RECEIVED OV. 
^
Introduced by SENATOR JOEL VILLANUEVA
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AN ACT
INSTITUTING INCLUSIVE EDUCATION AND ESTABLISHING 
INCLUSIVE EDUCATION HUBS FOR CHILDREN AND YOUTH WITH 
SPECIAL NEEDS IN ALL PUBLIC SCHOOLS DIVISIONS, 
PROVIDING FOR STANDARDS AND GUIDELINES, AND 
APPROPRIATING FUNDS THEREFOR
Be it enacted by the Senate and House of Representatives of the Philippines in 
Congress assembled:
SECTION 1. Title. -  This Act shall be known as the “Inclusive Education for 
Children and Youth with Special Needs Act.”
SEC. 2. Declaration of Policy -  It is hereby declared the policy of the State 
to protect and promote the rights of children and youth with disabilities to 
quality education, and to take appropriate steps to make education accessible 
to them. The State recognizes their vital role in nation building and shall 
include their needs as integral part of national development strategies.
It is also the policy of the State to fully support their welfare and development, 
ensure their full integration in society, as well as facilitate their active 
participation and inclusion in the affairs of the State.
This is in accordance with Section 13 of both Articles II and XIII of the 
Constitution; Articles 3(1), 3(3), 3(6) and 12 of Presidential Decree No. 603, 
otherwise known as the Child and Youth Welfare Code; Sections 12 to 14 of 
Republic Act No. 7277, as amended, otherwise known as the Magna Carta for 
the Disabled Persons; UN Convention on the Rights of the Child; Incheon 
Strategy to make the Rights Real for Persons with Disabilities in Asia and the 
Pacific, and other relevant laws and international conventions.


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Towards this end, the State shall:
a) Adopt the policy of inclusive education;
b) Establish Inclusive Education Hubs; and
c) Provide 
vital 
support 
mechanisms 
required 
to 
ensure 
their 
effectiveness.
All children and youth with special needs (CYSNs) in any degree of 
educational need shall therefore have the opportunity to be developed in the 
most supportive and encouraging environment, consistent with the provision 
of a quality education that best meets their needs.
SEC. 3. Objectives. -  This Act aims to;
a) Provide CYSNs free, appropriate, and accessible public education and 
related services in preparation for adult living and community life;
b) Provide CYSNs access to quality, regular education curriculum, 
through the formal and alternative delivery systems;
c) Provide access to free basic education and vocational training for all 
children and youth removed from the worst forms of child labor in 
accordance with Article 7 of the United Nations Convention on Child 
Labour;
d) Institute inclusive education and establish inclusive education hubs;
e) Implement a system of no discrimination in the delivery of education 
services;
f) Implement an educational system of no segregation, unless necessary;
g) Facilitate the inclusion of CYSNs into regular education in accordance 
with the United Nations Convention on the Rights of Persons with 
Disabilities, Sustainable Development Goal No. 4, the Incheon Strategy 
to make the Rights Real for Persons with Disabilities in Asia and the 
Pacific, Republic Act No. 11054 or the Organic Law for the 
Bangsamoro Autonomous Region in Muslim Mindanao, and Republic 
Act No. 8371 or the Indigenous Peoples Rights Act of 1997;
h) Establish an adequate and relevant inclusive education support system 
for every CYSNs found to be excluded or marginalized due to a 
disability or other special needs;
i) Ensure that CYSNs fully develop their potentials and become fully 
participative members of society;


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j) 
Recognize cultural diversity and provide members of cultural minorities 
equal access to education, without prejudice to their right to establish 
and control their educational systems and institutions in a manner 
appropriate to their cultural methods of teaching and learning in 
accordance with Section 30 of the Indigenous Peoples Rights Act of 
1997;
k) Allow participation of appropriate indigenous leaders in schools, 
communities and international cooperative undertakings like festivals, 
conferences, seminars and workshops to promote and enhance their 
distinctive heritage and values in accordance with Section 31 of the 
Indigenous Peoples Rights Act of 1997;
l) 
Recognize the right to manifest, practice, develop, and teach their 
spiritual 
and 
religious traditions, 
customs and 
ceremonies in 
accordance with Section 33 of the Indigenous Peoples Rights Act of 
1997;
m) Strengthen the Child Find System of CYSNs ages zero (0) to (18) 
eighteen years old;
n) Empower parents with information on the rights of children and 
inclusive education and provide opportunities to actively participate in 
children’s learning;
o) Enable and empower parents and family members of CYSNs by 
training and equipping them with capabilities to refer or intervene with 
regard to disorders, disabilities and abilities of their children;
p) Increase school retention and cohort survival of CYSNs;
q) Affirm the right of CYSNs to seek, receive and impart information and 
ideas through all means and forms of communication of their choice, 
including spoken language, Filipino Sign Language, braille, tactile 
communication, 
large 
print, 
accessible 
multimedia, 
audio, 
augmentative and 
alternative 
modes, 
means 
and 
formats 
of 
communication as stated in the Convention of the Rights of Persons 
with Disabilities;
r) To closely consult with and actively involve persons with disabilities, 
including 
children with disabilities, through their representative 
organizations;
s) Create significant and positive changes in community attitudes and 
school orientation towards diversity and the need to provide inclusive 
education and proper care of all CYSNs; and
t) Affirm the right of indigenous peoples and Muslim CYSNs to a 
complete, adequate and integrated system of education, relevant to 
their needs.


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SEC. 4. Definition of Terms. -  As used in this Act, the following shall be 
defined as follows:
a) Basic Education - refers to education intended to meet the basic 
learning needs, which provides the foundation on which subsequent 
learning can be based. It encompasses early childhood, kindergarten, 
elementary and secondary education as well as Alternative Learning 
Systems;
b) Child Find System - refers to the system of identifying, locating and 
referring CYSNs with disabilities and special educational needs for 
early intervention or education support services as needed;
c) Disability - is an umbrella term for impairments, activity limitations, and 
participation restrictions referring to the negative aspects of interaction 
between individuals with health conditions and contextual factors;
d) Special educational needs - refer to traits, conditions, backgrounds or 
circumstances requiring extra measures to allow the learner to fully 
participate within the educational system. These special needs may 
include, but are not limited, to their lack of equal access to all levels 
and forms of education based on age, gender, religion, culture and 
inclusion in a particular cultural minority;
e) Inclusive Education -  is a process of addressing and responding to the 
educational needs of all CYSNs, regardless of ethnicity, sex, age, 
disability, religion, sexual orientation, or other protected characteristics. 
It responds to the diverse needs of all CYSNs by increasing 
participation in learning, cultures and communities, and totally reducing 
exclusion within and from education. 
It involves changes and 
modifications in content, approaches, structures and strategies, with a 
common vision, which covers all children and youth of all ages, 
affirming in the process the State’s conviction that it is the 
government’s mandate and responsibility to educate all children and 
youth without discrimination or favor.
It shall also focus on the achievement of high quality, appropriate and 
relevant education for all CYSNs and students, and the development of 
more inclusive and conducive learning environments without focusing 
on marginal issues;
f) 
Inclusive Education Hub - refers to a teaching or learning inclusive 
education support system for students, teachers, school personnel and 
other education stakeholders. The IE Hub provides information, 
materials and know-how on addressing the educational needs of 
various CYSNs including 
indigenous peoples, 
Muslim 
CYSNs, 
gifted/talented CYSNs, children in difficult circumstances and CYSNs. 
It provides students, teachers, school personnel and other education 
stakeholders 
appropriate 
instructional 
learning 
materials, 
tools, 
devices, gadgets, equipment to facilitate and enhance learning as well


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as assessment tools and instruments to evaluate developmental 
domains and specific areas of concern necessary in determining 
appropriate services and placement decisions;
g) Private Sector Participation - refers to all forms of indispensable, 
substantial 
and 
meaningful 
participation 
of private 
individuals, 
partnerships, or groups or entities, disabled people’s organizations, 
community-based organizations, or non-governmental organizations, in 
the delivery of educational and rehabilitative services for CYSNs;
h) Special Education (SPED) - refers to a continuum of services that allo\A/ 
CYSNs to access regular education and/or other specialized education 
services for CYSNs with severe conditions;
i) 
Inclusive, 
Universally-Designed 
Instructional 
Materials - include 
textbooks in braille, large type, audio, digital or any other medium, 
multimedia materials in Filipino Sign Language and other forms, or any 
assistive technology that convey information to a student or otherwise 
contributes to the learning process;
j) 
Individualized Education Program (lEP) - refers to the systematic, 
purposive and developmental educational programming of curricular 
and instructional priorities and contents designed to meet a CYSNs’ 
needs and aimed at ensuring mastery learning of target skills and 
behaviors. It specifies the services to be provided and how often; 
describes the CYSNs’ present level of performances; and how the 
learner’s disabilities affect academic performances; and specifies 
accommodations and modifications to be provided for the learner. An 
lEP must be designed to meet the educational needs of a child in a 
fully inclusive, accessible and appropriate environment;
k) CYSNs - refer to persons with long-term physical, mental, intellectual 
or sensory impairments, which in interaction with various barriers may 
hinder their full and effective participation in society on an equal basis 
with others. This includes indigenous and Muslim children and youth 
with disabilities.
l) 
Universal Design for Learning (UDL) - refers to an educational 
framework that:
1) Provides flexibility in the way information is presented, in the way 
students respond or demonstrate knowledge and skills, and in the 
way students are engaged; and
2) Reduces 
barriers 
in 
instruction, 
provides 
appropriate 
accommodations, 
supports, 
challenges 
and 
maintains 
high 
achievement expectations for all students, including students with 
disabilities and students who have limited English proficiency.


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It is also a set of principles that guide the design of inclusive classroom 
instruction and accessible course materials. 
DDL urges the schools to 
provide for:
1) Multiple means of representation in recognition of various ways 
CYSNs may perceive and comprehend information that is 
presented to them;
2) Multiple means of action and expression, which give CYSNs 
opportunities to express what they know; and
3) Multiple means of engagement as some CYSNs may work better 
alone, with a partner, in a small group, or when the whole class is 
engaged.
SEC. 5. Establishment of Inclusive Education Learning Resource Hubs 
for CYSNs in all Public School Divisions. -  An Inclusive Education 
Learning Resource Center for CYSNs shall be established in all public school 
divisions nationwide where there are no existing SPED Centers.
SEC. 6. Functions of the Inclusive Education Learning Resource Hub. -
The Hub shall serve as a teaching support system that shall promote inclusive 
education in all schools. It shall:
a) Integrate and include identified CYSNs in regular classes;
b) Conduct 
assessment 
of CYSNs 
with 
disabilities 
and 
special 
educational needs to evaluate and determine developmental levels, 
goals and appropriate services;
c) Develop early intervention programs for 0-4 years of age, in 
coordination with the Early Childhood Care and Development (ECCD) 
Council and pertinent LGUs;
d) Provide specialized learning programs for CYSNs;
e) Develop disability-specific learning support system;
f) Undertake and monitor case management and coordination services of 
CYSNs within the district or division, as the case may be;
g) Ensure that the CYSNs within the district or division, shall receive the 
appropriate and quality services needed;
h) Provide in-service training to regular and special education teachers, 
administrators, non-teaching personnel and parents on inclusive 
education;
i) Produce appropriate teaching and learning materials for the identified 
CYSNs;


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j) Ensure that schools within the district or division implement 
individualized 
education 
programs, 
and 
appropriate 
transition, 
alternative and early intervention programs;
k) Provide support and access to auxiliary aids and services that facilitate 
the education process for the CYSNs. These may include;
1) Language and speech therapy, occupational therapy, physical and 
physiotherapy, and other modes of therapeutic interventions 
through Mobile Multi-Specialist Inclusive Education Division Support 
Team;
2) Provision of and access to special, inclusive and universally- 
designed instructional materials including assistive technologies;
3) Interpretation in Filipino Sign Language, and other similar services 
and actions that facilitate the learning process of CYSNs;
4) Teacher aides, para-teachers or shadow teachers assisting regular 
education teachers in inclusive classrooms; and
5) Other services relevant to CYSNs.
l) Establish a referral and redress mechanism that shall address the 
challenges and difficulties of the families of CYSNs;
m) To stimulate community resources which shall promote and foster 
systems inclusion within education and healthcare delivery systems 
and other child and youth-serving systems; and
n) Ensure that all schools cultivate inclusive values by implementing 
relevant programs including anti-bullying, parents and community 
education, cultural sensitivity, disability sensitivity and prejudice- 
reduction programs.
SEC. 7. Powers and Functions of Department of Education. -  The DepEd 
shall be the lead agency in the implementation of the provisions of this Act. As 
such, it shall:
a) Establish an IE Hub in every district or division with goal of establishing 
one in every public school;
b) Supervise all IE Hubs;
c) Develop IE programs;
d) Replication 
of 
successful 
innovative 
approaches 
in 
providing 
educational or related services;


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e) Ensure the inclusion of CYSNs with disabilities and special educational 
needs in regular education and provide disability-specific educational 
services for CYSNs with severe conditions;
f) Enter into cooperative arrangements or contracts with public or private 
nonprofit agencies, institutions, or organizations for the establishment 
or creation of IE Hubs and implementation of inclusive education;
g) Ensure inter-agency coordination, cooperation and integration of 
services among welfare agencies;
h) Train and equip special and regular education teachers, teacher aides, 
para teachers, principals, administrators, non-teaching staff of the 
school, caregivers and parents on inclusive education strategies;
i) Diagnose and conduct educational evaluation of CYSNs;
j) Provide consultative, counseling and training services for the families 
of CYSNs; Provide parents with information and opportunities to 
actively participate in the possible placement options and educational 
programs for their children and to enable them to make informed 
choices and decisions;
k) Provide for equitable distribution of funds and provide for separate 
funding for the education of CYSNs, gifted children and youth, 
indigenous peoples, madrasah, and children in difficult circumstances;
l) 
Implement familiarization programs for the municipality or city being 
served by the IE Hub; and
m) Enter into agreements with medical and allied medical professional 
groups.
SEC. 8. Program Office. -  Inclusive education programs shall be under the 
Student Inclusion Division of the Bureau of Learning Delivery under the Office 
of the Undersecretary for Curriculum and Instruction of the DePEd. The 
Student Inclusion Division shall assist in the formulation, implementation, 
monitoring, and evaluation of policies, programs, and services for. but not 
limited, to CYSNs with disabilities and special educational needs.
SEC. 9. Local Government Unit Participation. -  The LGUs shall enact 
appropriate ordinances to implement the provisions of this Act including the 
establishment of an IE Fund, a portion of which may be allocated for the 
following;
a) Provision of sites and buildings where there are no existing school 
facilities that may be used for the inclusive education of CYSNs, as 
well as the establishment of Child Development Centers (CDCs) 
pursuant to Section 22 hereof;
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b) Identification, coordination and partnership with public or private, local 
or international organizations for Inclusive Education programs and 
provision of equipment to the IE Hubs, among others;
c) Operation of Inclusive Education programs, including the payment of 
salaries, allowances, and other benefits of teaching and non-teaching 
personnel in the IE Hubs, as well as in the conduct of competency 
trainings;
d) Delivery of health and nutrition services and interventions and 
educational assessment programs for CYSNs in their respective 
localities as initiated by DepED;
e) Development 
of 
government 
and 
community 
awareness 
and 
responsiveness to the needs of CYSNs; and
f) Share 
the 
responsibility 
for 
the 
implementation, 
regulation, 
enforcement and monitoring of the provisions of this Act, within their 
territorial jurisdiction.
SEC. 10. Role of Department of Interior and Local Government (DILG). -
The DILG shall ensure the LGUs’ compliance with the provisions of this Act. 
Specifically, it shall ensure that all LGUs work with schools and communities 
towards eliminating exclusion as a consequence of negative attitudes and 
lack of response to diversity in ability, race, economic status, social class, 
ethnicity, language, religion and sex, among others.
SEC. 11. Roles of Department of Health (DOH), National Nutrition 
Council (NNC), and ECCD Council - The DOH, NNC and ECCD Council 
shall provide health care and nutritional services and interventions for CYSNs, 
including, but not limited, to diagnosis of medical conditions and provision of 
rehabilitation services. The DSWD, DepEd and LGUs shall take part in the 
implementation of these health and nutritional services and interventions.
SEC. 12. Role of 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 CYSNs based 
on their assessed needs
SEC. 13. Role of the Department of Public Works and Highways (DPWH).
-  The DPWH shall ensure that the school buildings and other facilities for 
CYSNs are compliant with Batas Pambansa Big. 344, otherwise known as the 
Accessibility Law and other pertinent laws.
SEC. 14. Role of the Commission on Higher Education (CHED). -  The
CHED shall establish a disability support service in state colleges and 
universities and encourage private colleges and universities to do the same.
SEC. 15. Continuing Research to Identify the Needs Of CYSNs. -  The
DepED, by itself or in coordination with organizations or institutions, shall


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undertake continuing research to identify and design programs that shall meet 
the full range of needs of CYSNs: Provided, That such continuing research 
shall also be used to develop instructional techniques and materials for use by 
the IE Hubs towards improving the skills of the CYSNs necessary for their 
transition 
to 
independent 
living, 
vocational 
training 
or 
competitive 
development; Provided, further. That such continuing research shall be used 
by the DepED for its physical education and therapeutic recreation program 
to be used by the IE Hubs in increasing the potential of the CYSNs for 
community participation,
SEC. 16. Student Assistance. -  The DepED, DSWD, DOLE, NCDA and the 
LGUs shall develop programs to support the financial and educational needs 
of the marginalized or disadvantaged CYSNs, as defined under Republic Act 
No. 8425, otherwise known as the Social Reform and Poverty Alleviation Act.
The benefits accorded by Republic Act No. 8545, otherwise known as the 
Government Assistance to Students and Teachers in Private Education 
(GASTPE) Act shall likewise be extended to qualified CYSN students in the 
secondary level, without discrimination on the basis of sex, ethnicity, religion 
and ability or disability.
SEC. 17. Recreational and Artistic Opportunities. 
-  The DepED shall 
develop opportunities for appropriate individual and group recreation, artistic 
and social activities for CYSNs.
SEC. 18. Inclusive Instructional Materials. -  Publishers shall grant the 
DepEd the authority to transcribe and produce adopted or translated 
instructional materials into accessible format, without penalty or payment of 
royalty in accordance with Republic Act No. 8293, otherwise known as the 
Intellectual Property Code of the Philippines; Provided, That publishers of a 
newly adopted instructional material shall provide, not later than the second 
working day after the adoption of a textbook, a digital copy to the DepEd for 
the purpose of producing accessible versions of the textbooks for CYSNs with 
visual impairment, learning disabilities and deaf and hard of hearing students. 
The accessible versions may be produced by the DepEd or by non-profit 
accessible book producers or organizations, which may be copied and 
distributed upon request by a Division School Superintendent for instructional 
purposes.
Copies of these instructional and learner materials shall be furnished without 
cost to either the CYSNs or their teachers.
SEC. 19. 
Hiring of Personnel and Staff. -  In addition to teachers with 
special trainings and licensed social workers who have knowledge and skills 
in delivering quality inclusive education, the DepEd, DOH and DSWD may 
hire the necessary personnel and support staff to operate, administer and 
oversee the IE Hub.
The DepEd shall actively recruit teachers or staff with disabilities and those 
belonging to indigenous peoples and Muslim communities. 
As far as
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practicable, they shall be provided with reasonable accommodation, and shall 
not be required to undergo medical examination when the same is contrary to 
their customs, practice or religion.
SEC. 20. Remuneration, Benefits and Incentives for Inclusive Education 
Personnel and Staff. -  The DepED shall enhance the right of the 
teachers/instructors to professional advancement and ensure that the schools 
shall endeavor to attract the best teaching staff and talents who have the 
knowledge and skills to deliver quality inclusive education. This may be done 
through adequate remuneration, benefits, scholarship and training grants, 
teacher exchange programs, incentives and allowances and other means of 
securing their job satisfaction, fulfillment and job security.
A similar program shall be designed for support personnel to include 
interpreters, 
psychologists, 
social 
workers 
and 
health 
service 
professionals/workers involved in the education and rehabilitation of CYSNs.
SPED teachers and regular teachers teaching CYSNs shall have the same 
salaries and benefits, and the compensation and position classification 
system of the concerned teachers shall be adjusted accordingly
SEC. 
21. 
In-Service Training of Teachers, Administrators, Non- 
Teaching Personnel. -  To enhance the inclusive education program, the 
DepEd shall coordinate with the appropriate national government agencies to 
offer basic and advanced seminars on disability awareness, human rights and 
inclusive education for the concerned education stakeholders.
The appropriate and necessary trainings, seminars and other opportunities for 
upgrading the performance of DepEd teachers implementing the inclusive 
education curriculum shall be conducted and evaluated by the National 
Educators’ Academy of the Philippines (NEAP).
SEC. 22. Inclusion of Children with Disabilities and other Special Needs 
in Child Development Centers. -  Child Development Centers (CDCs) 
specially designed for pre-school children and their parents, where early 
identification of disabilities and/or special needs and introductory educational 
and intervention programs will be administered, shall be established near or 
within existing CDCs or in other CDCs. The CDCs shall also take part in 
capacity-building and awareness campaigns for parents and communities.
The ECCD Council shall coordinate with DepEd, DSWD, DOH, LCDs and 
other agencies to provide the necessary support and programs for children 
with disabilities under five (5) years old.
SEC. 23. Incentives for Private Sector Participation. 
-  Partnership 
between the government and private institutions catering to the needs of 
CYSNs shall be encouraged. Private entities who or which team up with 
DepED or provide the necessary educational assistance and service to 
CYSNs enrolled in public schools shall be entitled to the benefits and
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incentives provided under Republic Act No. 8525, otherwise known as the 
Adopt-a-School Act of 1998 and its implementing rules and regulations.
SEC. 24. Family Members, Guardians, Caregivers and Day Care Workers 
Education. -  A formal training and counseling program shall be developed 
jointly by LGUs, in coordination with DepEd, DSWD, ECCD Council, DOH, 
disabled people’s organizations (DPOs), parent-support organizations, health 
professional 
organizations, 
healthcare 
services, 
non-government 
organizations (NGOs), and civil society organizations (CSOs) to equip family 
members, guardians, caregivers of, and day care center workers handling, 
CYSNs with working knowledge of inclusive education and understanding of 
the psychology of CYSNs, and awareness of their crucial role in the education 
and development of CYSNs. Parents shall also be apprised of procedural 
safeguards to protect the educational rights of children and their parents and 
processes to resolve disputes and complaints relating to the education of 
CYSNs.
SEC. 25. Public Information, Education and Communication. 
-  A 
nationwide information dissemination campaign on the early identification and 
the strategic intervention programs for CYSNs shall be intensified. This shall 
be the joint responsibility of the Philippine Information Agency (PIA), Council 
for the Welfare of Children (CWC), NCDA and the DepED. The DepED, in 
collaboration with the DOH, DOLE, CHED, TESDA and DILG, shall also 
disseminate materials and information concerning effective practices in 
working with and training and education of CYSNs.
Private media outlets and organizations are encouraged to participate in the 
dissemination of relevant materials and information regarding effective 
practices in working with and training and educating CYNs.
The 
responsible 
agencies 
shall 
also 
collect 
and 
analyze 
relevant 
disaggregated data on CYSNs, with due regard to the provisions of Republic 
Act No. 10173, otherwise known as the Data Privacy Act of 2012.
SEC. 26. Appropriations. -  The secretaries of DepEd, DOH, DILG, DPWH 
DSWD, and heads of ECCD Council and NCC shall include a separate line 
item in their respective budgets in the General Appropriation Act funds for 
CYSNs and for the proper implementation of this Act.
SEC. 27. Implementing Rules and Regulations. -  Within ninety (90) days 
from the effectivity of this Act, the DepED, in coordination with the DSWD, 
Department of Interior and Local Government (DILG), DOH, Department of 
Finance (DOF), Bureau of Internal Revenue (BIR), CWC, ECCD Council, and 
NCDA, and in consultation with the DPOs, para-support organizations, health 
professional organizations, and NGOs and CSOs that are working with 
CYSNs, shall promulgate and issue the necessary guidelines for the effective 
implementation of this Act.
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SEC. 28. Separability Clause. -  If any provision or part hereof is held invalid 
or unconstitutional, other provisions not affected thereby shall remain in full 
force and effect.
SEC. 29. 
Repealing Clause. -  All lav\/s, presidential decrees, executive 
orders, rules and regulations contrary to or inconsistent with the provisions of 
this Act are hereby repealed, modified, or amended accordingly.
SEC. 30. Effectivity Clause. -  This Act shall take effect fifteen (15) days 
after its publication in the Official Gazette or in a newspaper of general 
circulation.
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Approved,
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