Republic of the Philippines 
HOUSE OF REPRESENTATIVES 
Quezon City, Metro Manila 
TWENTIETH (20th) CONGRESS 
____ REGULAR SESSION 
House Bill No. 2067 
Introduced by 
Rep. ROBERT NAZAL 
AN ACT  
PROVIDING A COMPREHENSIVE AND AFFORDABLE FRAMEWORK FOR EARLY 
DETECTION AND INTERVENTION SERVICES FOR CHILDREN WITH SPECIAL 
NEEDS 
Be it enacted by the Senate and House of Representatives of the Philippines in 
Congress assembled: 
EXPLANATORY NOTE 
Early childhood is a critical window in human development. During the first five years of 
life, a child’s brain develops more rapidly than at any other time, laying the foundation 
for lifelong learning, behavior, and health. However, for many Filipino children with 
developmental delays, disabilities, or disorders, these early years pass without 
adequate detection, diagnosis, or intervention—leaving them at a lifelong disadvantage 
and contributing to cycles of inequality, exclusion, and poverty. UNICEF reported that an 
estimate of one out of seven children or around five million are living with disabilities 
that range from hearing, visual, and mobility impairment including those who have 
development or learning disabilities.1 
Despite increasing awareness, the Philippines continues to face a severe gap in 
services and systems for early childhood disability identification and intervention. 
Families, particularly those in rural, remote, and marginalized communities, struggle to 
access developmental screening, therapies, and inclusive education. Many public 
health facilities and schools lack the capacity to respond, while the workforce of trained 
professionals remains critically insufficient. 
This proposed measure seeks to address these gaps by establishing a comprehensive 
national policy and program for early childhood disability detection and intervention. It 
institutionalizes 
developmental 
screening 
from 
birth, strengthens inter-agency 
coordination, and ensures that services are made accessible and affordable to all 
Filipino families, regardless of socioeconomic status or geographic location. It further 
1   UNICEF. Anne Curtis’ Color Run earns PHP7.5 million for UNICEF’s children with disabilities program 
(2017). 
https://www.unicef.org/philippines/press-releases/anne-curtis-color-run-earns-php75-million-unicefs-chi
ldren-disabilities-program. 
July 17, 2025
10:56 am


mandates the creation and enhancement of specialized units and centers in public 
hospitals and schools, and invests in the training and education of professionals through 
scholarship grants and capacity-building programs. 
At its core, this bill affirms the right of every Filipino child to be seen, heard, and 
supported, especially those whose development may not follow the typical path. It 
recognizes that early intervention is not merely a medical or educational concern, but a 
matter of equity, dignity, and social justice. 
Enacting this measure is not only an investment in individual lives, but in the country’s 
future. It ensures that no child is left behind during the most critical stage of their 
development and that every child, regardless of ability, is given a fair start in life. 
Complementary to the existing House Bill 9897, this measure envisions a multi-sectoral 
approach involving the Department of Health (DOH), Department of Education (DepEd), 
Department of Social Welfare and Development (DSWD), and local government units 
(LGUs) to deliver timely, equitable, and quality services to every Filipino child in need. 
The approval of this bill is earnestly sought. 
Rep. ROBERT NAZAL 
Bagong Henerasyon Party-List 


Republic of the Philippines 
HOUSE OF REPRESENTATIVES 
Quezon City, Metro Manila 
TWENTIETH (20th) CONGRESS 
FIRST REGULAR SESSION 
House Bill No. 2067 
Introduced by 
Rep. ROBERT NAZAL 
AN ACT  
PROVIDING A COMPREHENSIVE AND AFFORDABLE FRAMEWORK FOR EARLY 
DETECTION AND INTERVENTION SERVICES FOR CHILDREN WITH SPECIAL 
NEEDS AND INSTITUTING SCHOLARSHIP GRANTS TO ESTABLISH A SPECIAL 
NEEDS-RELATED MEDICAL WORKFORCE  
Be it enacted by the Senate and House of Representatives of the Philippines in 
Congress assembled: 
SECTION 1. SHORT TITLE. 
This Act shall be known as the “Early Detection and Intervention Services for Children 
with Special Needs Act of 2025”.  
SECTION 2. DECLARATION OF POLICY. 
It is the policy of the State to protect and promote the rights of children with special 
needs to equal opportunities in education, healthcare, and social integration. The State 
shall establish a comprehensive framework for early detection, assessment, and 
intervention, ensuring that no child is left behind, regardless of geographic, economic, 
and social barriers.  
SECTION 3. OBJECTIVES. 
This Act seeks to promote the rights and developmental potential of all Filipino children, 
particularly those with or at risk of developmental delays and disabilities, by establishing 
a comprehensive and inclusive framework for early detection and intervention. 
Specifically, it aims to: 
A. Establish a unified and integrated national program for the early screening,
identification, diagnosis, and monitoring of developmental delays, disabilities, and
disorders in children;


 
B.​ Ensure the provision of free or subsidized intervention services, including but not 
limited 
to 
occupational, 
physical, 
speech-language, 
psychological, 
and 
educational therapies, accessible across all regions, including geographically 
isolated and disadvantaged areas; 
 
C.​ Build and sustain a competent and adequately trained workforce in the fields of 
health, education, and social services through continuing professional 
development programs focused on early childhood disability identification and 
intervention; 
 
D.​ Promote public awareness and advocacy to empower parents, caregivers, and 
communities with knowledge on child development, early warning signs, 
available services, and to reduce stigma against children with disabilities; 
 
E.​ Provide scholarship grants to deserving Filipino students pursuing degree 
programs in professions relevant to early childhood development, disability 
identification, and intervention, with a corresponding return service obligation in 
public or accredited facilities; and 
 
F.​ Strengthen inter-agency coordination and governance mechanisms among the 
Department of Health (DOH), Department of Education (DepEd), Department of 
Social Welfare and Development (DSWD), and other relevant entities to ensure 
the effective, inclusive, and rights-based delivery of services to children with 
developmental needs. 
 
SECTION 4. COVERAGE. 
 
All persons shall be entitled to early childhood developmental screening, assessment, 
and intervention services under this Act. Special emphasis shall be given to children 
who are suspected of, or diagnosed with, developmental delays, disabilities, or 
neurodevelopmental disorders including, but not limited to the following: 
 
A.​ Autism Spectrum Disorder (ASD) - A developmental disorder typically appearing 
before age three, characterized by challenges in communication, social 
interaction, and repetitive behaviors, often co-occurring with intellectual disability 
or epilepsy. 
 
B.​ Attention-Deficit/Hyperactivity Disorder (ADHD) - A neurodevelopmental disorder 
marked by persistent patterns of inattention, hyperactivity, and impulsivity 
inappropriate for the child’s age. 
 
C.​ Behavioral Disorders - Emotional or behavioral issues that disrupt learning, social 
functioning, or classroom environments, requiring behavioral support or 
intervention. 
 
 


 
D.​ Cerebral Palsy (CP) - A group of non-progressive neurological disorders affecting 
movement, posture, and coordination, often caused by brain damage before, 
during, or shortly after birth. 
 
E.​ Down Syndrome - A genetic condition caused by the presence of an extra 
chromosome 21, leading to developmental delays, intellectual disability, and 
characteristic physical features. 
 
F.​ Global Developmental Delay (GDD) - A condition diagnosed in children under 
five years old who show significant delays in two or more developmental 
domains: motor skills, speech and language, cognitive development, social 
interaction, or activities of daily living. 
 
G.​ Intellectual Disability - A condition marked by significant limitations in intellectual 
functioning and adaptive behavior, affecting conceptual, social, and practical 
skills. 
 
H.​ Learning Disabilities - Specific developmental disorders that affect the ability to 
read, write, or perform mathematical calculations, such as dyslexia or 
dyscalculia, usually identified during school age but with early warning signs in 
preschool years. 
 
I.​ Visual Impairment - Includes both blindness and low vision. Blindness refers to a 
visual capacity of 20/200 or less in the better eye with maximum correction; low 
vision involves limited vision that allows reading only under special conditions. 
 
J.​ Hearing 
Impairment 
- 
Includes deafness (non-functional hearing) and 
hard-of-hearing conditions (partially functional hearing, possibly with hearing 
aids). 
 
K.​ Orthopedic or Physical Disabilities - Conditions affecting the musculoskeletal 
system that hinder mobility or motor functioning, whether temporary or 
permanent. 
 
L.​ Learning Disabilities - Disorders in processing information, resulting in difficulties 
with listening, speaking, reading, writing, spelling, or mathematics, despite having 
normal intelligence. Includes dyslexia, brain injury, and developmental aphasia. 
 
M.​Speech or Communication Disorders - Conditions that impair the ability to 
communicate, including stuttering, articulation issues, language impairment, or 
voice disorders that negatively impact learning. 
 
N.​ Multiple Disabilities - The presence of two or more disabling conditions (e.g., 
deaf-blindness, autism with intellectual disability) requiring combined support 
services. 
 
 


 
O.​ Specific Learning Disability - A disorder in one or more of the basic psychological 
processes related to understanding or using language, manifesting as difficulties 
in listening, thinking, speaking, reading, writing, or mathematical calculations. 
 
P.​ Traumatic Brain Injury (TBI) - An acquired brain injury caused by external 
physical force, resulting in cognitive, behavioral, or physical impairments that 
adversely affect learning and functioning. Excludes congenital or degenerative 
brain conditions and birth-related trauma. 
 
Coverage shall include services rendered by accredited government and private 
facilities, in partnership with qualified professionals, and shall extend to underserved, 
remote, and disadvantaged communities to ensure equitable access. 
 
SECTION 5. NATIONAL PROGRAM FOR EARLY DETECTION AND INTERVENTION. 
 
The Department of Education (DepEd) and the Department of Health (DOH), in 
coordination with the Department of Social Welfare and Development (DSWD) and 
other 
relevant 
agencies, shall jointly develop, establish, and implement a 
comprehensive and integrated National Program for Early Detection and Intervention. 
The Program shall aim to identify, support, and monitor Filipino children with 
developmental concerns. It shall ensure the following key components: 
 
A.​
Early and Accessible Screening, Diagnosis, and Intervention Services. 
 
A standardized system shall be developed and deployed nationwide to provide 
routine developmental screening at barangay health centers, daycare centers, and 
other community-based settings, with appropriate referral pathways for diagnostic 
and intervention services. Services shall be culturally sensitive, family-centered, 
and financially accessible. 
 
B.​
Trained and Competent Workforce in Early Intervention and Child 
Development. 
 
The Program shall support the capacity building of healthcare and education 
professionals, 
including 
but 
not limited to special education teachers, 
developmental pediatricians, therapists, social workers, and allied health 
personnel. Training shall focus on early childhood development, disability 
inclusion, and evidence-based intervention strategies. 
 
C.​
Public Awareness and Advocacy Campaign. 
 
A nationwide information and advocacy campaign shall be implemented to 
educate parents, caregivers, and communities on early childhood development, 
the importance of timely screening and intervention, and to reduce stigma and 
discrimination against children with disabilities. 
 
 


 
D.​
Monitoring, Evaluation, and Data Management. 
 
A robust monitoring and evaluation framework shall be established to track the 
implementation and outcomes of the Program. This shall include the collection and 
analysis of age-disaggregated and disability-specific data, establishment of 
benchmarks, and the use of performance indicators to assess impact and inform 
policy adjustments. 
 
The implementing agencies shall issue joint guidelines within ninety (90) days from the 
effectivity of this Act to operationalize the National Program and ensure its 
harmonization with existing government initiatives on child development, disability 
rights, and inclusive education. 
 
SECTION 6. MANDATORY PHILHEALTH COVERAGE. 
 
The Philippine Health Insurance Corporation (PhilHealth) shall provide mandatory 
coverage for medically necessary occupational therapy, physical therapy, speech 
therapy, and other related therapeutic interventions for children with special needs. 
Such coverage shall include, but not be limited to, assessment, diagnosis, treatment, 
and rehabilitation services rendered by duly licensed and accredited professionals. 
PhilHealth is hereby directed to formulate and implement appropriate benefit packages 
and reimbursement schemes to ensure accessible, affordable, and quality therapeutic 
care for children with special needs. The Department of Health (DOH), in coordination 
with PhilHealth and other relevant agencies, shall promulgate the necessary rules and 
regulations to effectively implement this provision. 
 
SECTION 7. SCHOLARSHIP GRANTS IN EARLY CHILDHOOD DISABILITY 
IDENTIFICATION AND INTERVENTION. 
 
To ensure the sustained availability of qualified professionals in the field of early 
childhood disability identification and intervention, scholarship grants shall hereby be 
provided to deserving Filipino students who wish to pursue degree programs in 
medicine, psychology, occupational therapy, physical therapy, speech-language 
pathology, special education, social work, and other allied health or social science 
disciplines relevant to the early detection and management of childhood disabilities, 
subject to guidelines to be issued by the Commission on Higher Education (CHED), in 
coordination with the Department of Health (DOH), the Department of Education 
(DepEd), and other concerned agencies. 
 
Scholars shall be required to render return service in government institutions or 
accredited facilities providing services to children with special needs, for a period 
equivalent to the number of years they benefited from the scholarship, under terms to 
be defined in the implementing rules and regulations of this Act. 
 
 


 
SECTION 
8. 
ESTABLISHMENT 
OF 
EARLY 
CHILDHOOD 
DISABILITY 
IDENTIFICATION AND INTERVENTION SERVICE FACILITIES IN GOVERNMENT 
HOSPITALS. 
 
To ensure the accessibility and availability of early childhood disability identification and 
intervention services across all regions of the country, the following shall be mandated: 
 
A.​ Level 3 Government Hospitals. 
 
All Level 3 government hospitals under the supervision of the Department of 
Health (DOH) shall establish, operate, and maintain an Early Childhood 
Development and Inclusion Center dedicated to the comprehensive evaluation, 
diagnosis, and intervention of developmental delays, disabilities, and disorders in 
children. These Centers shall be multidisciplinary in nature and staffed by 
qualified professionals, including but not limited to developmental pediatricians, 
psychologists, speech-language pathologists, occupational therapists, physical 
therapists, and social workers. Services shall include developmental screening, 
comprehensive assessments, individualized therapy programs, caregiver 
support, and coordination with community-based services. 
 
B.​ Level 1 and Level 2 Government Hospitals. 
 
All Level 1 and Level 2 government hospitals shall establish at least a Special 
Needs Unit or Office within their premises to provide initial developmental 
screening and referral services for children suspected of having developmental 
delays or disabilities. These Units or Offices shall be manned by appropriately 
trained healthcare personnel and equipped to conduct preliminary assessments 
and facilitate timely referrals to higher-level hospitals or specialized centers, as 
may be necessary. 
 
The DOH shall issue the necessary standards, protocols, and capacity-building 
programs to ensure the effective implementation of this provision and shall prioritize the 
allocation of resources to geographically isolated, disadvantaged, and remote areas. 
 
SECTION 9. ENHANCEMENT AND IMPROVEMENT OF EXISTING SPECIAL 
EDUCATION (SPED) CENTERS. 
 
The Department of Education (DepEd) shall ensure the enhancement, upgrading, and 
continuous improvement of all existing Special Education (SPED) Centers in public 
schools and institutions. This shall include, but not be limited to, the following: 
 
A.​
Upgrading of facilities and learning environments to meet inclusive and 
child-friendly standards, with appropriate assistive technologies, instructional 
materials, and accessible infrastructure; 
 
 


 
B.​
Provision of adequate and qualified SPED teachers, para-teachers, and allied 
professionals through targeted recruitment, training, and capacity-building 
programs; 
 
C.​
Allocation of sufficient budget and resources for the maintenance and operational 
requirements of SPED Centers, including the procurement of developmental tools, 
therapy aids, and learning equipment tailored for children with disabilities; 
 
D.​
Integration of inclusive and culturally responsive pedagogical approaches and 
individualized education programs (IEPs) in SPED curricula; and 
 
E.​
Strengthening of partnerships with local government units, non-governmental 
organizations, and the private sector to support the delivery of specialized services 
and community-based interventions. 
 
DepEd shall conduct an annual assessment of all public SPED Centers to monitor 
compliance, identify resource gaps, and ensure the effective implementation of this 
provision. The necessary funding for the enhancement and improvement of SPED 
Centers shall be included in the annual General Appropriations Act. 
 
SECTION 10. LEAD IMPLEMENTING AGENCIES.  
 
The Department of Health (DOH), in collaboration with the Department of Education 
(DepEd), the Department of Social Welfare and Development (DSWD), and the National 
Council on Disability Affairs (NCDA), shall jointly implement this program through 
Regional and Local Health Units and Special Education (SPED) Centers. 
 
SECTION 11. LOCAL GOVERNMENT INVOLVEMENT.   
 
The LGUs shall integrate the program into their health and social welfare services, 
ensuring barangay-level implementation, and designate focal persons for monitoring 
and reporting.  
 
SECTION 12. FUNDING. 
 
The amount deemed necessary for the implementation of this Act shall be charged 
against appropriations of the concerned agencies under the current General 
Appropriations Act (GAA). Thereafter, such amounts as may be necessary shall be 
included in the annual GAA. 
 
SECTION 13. IMPLEMENTING RULES AND REGULATIONS.  
 
Within ninety (90) days from the effectivity of this Act, the DOH, DepEd, and DSWD, in 
consultation with relevant stakeholders, shall promulgate the necessary IRR. 
 
 
 


 
SECTION 14. SEPARABILITY CLAUSE.  
​
All laws, decrees, executive orders, and rules inconsistent with this Act are hereby 
repealed or modified accordingly. 
 
SECTION 15. EFFECTIVITY.  
 
This Act shall take effect fifteen (15) days after its publication in the Official Gazette or at 
least two national newspapers of general circulation 
 
Approved,