SEVENTEENTH CONGRESS OF THE REPUBLIC 
OF THE PHILIPPINES 
First Regular Session
SENATE
S.B. No. 1 4 1 4
of tlif fer;rft.ir^
*17 APR-4 P5 22
RECEIVED faf;
Introduced by: Senator Paolo Benigno "Bam" A. Aquino IV
AN ACT INSTITUTING INCLUSIVE EDUCATION THROUGH THE ESTABLISHMENT OF INCLUSIVE 
EDUCATION LEARNING RESOURCE CENTERS FOR CHILDREN AND YOUTH WITH SPECIAL NEEDS IN 
ALL PUBLIC SCHOOLS DIVISIONS, PROVIDING FOR STANDARDS AND GUIDELINES, AND
APPROPRIATING FUNDS THEREFOR
EXPLANATORY NOTE
Last school year, the Department of Education recorded an estimated 350,000 students with 
special needs. Data cited by Save the Children revealed that only 1 out of 3 Filipino children reported 
to have special needs have the chance to go to school. Moreover, only 1 in 7 of those children 
attending school have access to specialized education that caters to their varied needs.
Sadly, our country's education system is currently under-equipped to cater to the individual 
and unique requirements of students with special needs. Parents find it difficult to provide their 
children the education they need given only a few public schools have SPED centers. The SPED 
program and most of our educators also lack the necessary skills and training to accommodate 
students with exceptionalities.
In line with the mandate of our Constitution, Presidential Decree No. 603, and the Magna 
Carta for Persons with Disability, the State must uphold the right of all its citizens to quality 
education regardless of their circumstance.
Thus, this bill seeks to make education inclusive and accessible to every Filipino child by 
establishing a framework for special needs education implementation nationwide. It also establishes 
inclusive education learning resource centers that will be the source of appropriate instructional 
materials, tools, devices, gadgets, and equipment that educators can use in their classrooms to 
ensure that students with special needs are properly supported and enabled to learn alongside their 
peers.
.It is every Filipino family's dream to give their child the best quality education no matter the 
circumstances they face. It is our duty to become their partners in achieving this goal to provide a 
brighter future for our children and our country.
In view of the foregoing, the passing of this bill is earnestly sought.
'U y  i / \ J ^
Senator Paolo Benigno "Bam " A. Aquino IV


SEVENTEENTH CONGRESS OF THE REPUBLIC 
OF THE PHILIPPINES 
First Regular Session
- i ' ' iSfftrr of tl)f t?fcrftarp
*17 
APR-4  
P5 2 2
SENATl 
S.B. No T il 4
RECEIVED By;
Introduced by: Senator Paolo Benigno "Bam" A. Aquino IV
AN ACT INSTITUTING INCLUSIVE EDUCATION THROUGH THE ESTABLISHMENT OF 
INCLUSIVE EDUCATION LEARNING RESOURCE CENTERS 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 o f Representatives of the Philippines in Congress 
assembled:
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SECTION 1. Title. — This Act shall be known as the "Inclusive Education for Children 
and Youth with Special Needs Act".
SEC. 2. Declaration o f Policy. — It is the policy of the State to protect and promote 
the rights of Children and Youth with Special Needs (CYSNs) to quality education and to take 
appropriate steps to make such education accessible to them. The State recognizes their 
vital role in society and endeavors to include their needs as an 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 in the 
affairs of the State.
This is in accordance with Section 13, Article II and Section 13, Article XIII of the 1987 
Constitution; Articles 3(1), 3(3), 3(6), and 12 of Presidential Decree No. 603 otherwise 
known as the Child and Youth Welfare Code; Section 12 to 14 of Republic Act No. 7277, as 
amended, otherwise known as the Magna Carta for Disabled Persons; UN Convention on the 
Rights of the Child; UNESCO Salamanca Statement; UN Convention on the Rights of Persons 
with Disabilities; Incheon Strategy to Make the Rights Real for Persons with Disability in Asia 
and Pacific, and other relevant laws.
Towards this end, the State shall:
(a) Institutionalize an adequate and relevant educational program for every CYSN;
(b) Adopt the policy of inclusive education;
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(c) Establish Inclusive Education Learning Resource Centers; and
(d) Provide vital support mechanisms required to ensure their effectiveness.
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All CYSNs in any degree of education need shall therefore have the opportunity to be 
developed in the most enhancing environment, consistent with the provision of a quality 
education that best meets their needs.
SEC. 3. Objectives. — This Act shall pursue the following:
(a) Provide CYSNs free and appropriate public education and related services in 
accordance with their needs, and in preparation for adult living and community 
life;
(b) Provide CYSNs access to general education curriculum through the formal 
systems and alternative delivery services in education;
(c) Institute Inclusive Education and establish Inclusive Education Learning Resource 
Centers;
(d) Ensure that CYSNs fully develop their potentials toward self-sufficiency and 
become fully participative members of society;
(e) Identify through a child find system CYSNs ages three (3) to twenty-four (24) and 
infants and toddlers under the age of three (3) in compliance with Republic Act 
No. 10410 otherwise known as the Early Years Act of 2013;
(f) Develop, implement, and review Individualized Education Plans;
(g) 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;
(h) Enable and empower parents and family members by training and equipping 
them with capabilities to identify, prevent, refer, or intervene with regard to 
disorders, disabilities and abilities of their children;
(i) Train 
and 
equip 
special 
education 
teachers, 
regular 
teachers, 
principals/administrators, non-teaching staff of the school, and caregivers, as 
primary sources of care, development, education and advancement of CYSNs;
0) Increase school retention and cohort survival of CYSNs; and
(k) Create significant and positive changes in community attitudes towards disability 
and the need to provide inclusive education and proper care to CYSNs.
SEC. 4. Definition o f Terms. — As used in this Act, the following terms shall mean:


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(a) Basic Education refers to meeting the basic learning needs which provide the 
foundation on which subsequent learning can be based. It encompasses 
kindergarten, elementary and secondary education as well as alternative learning 
systems for out-of-school learners and those with special needs.
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(b) Child fin d  system refers to the process of locating and coming up with a list of 
CYSNs through the child development teachers/workers who are under the local 
government units (LGUs).
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(c) Children and youth with special needs (CYSNs) are children with exceptionalities, 
this may refer to children and youth who are gifted or talented, or with 
intellectual disabilities, emotional or behavioral disorders, speech and language 
disorders, hearing impairments, visual impairments, autism, physical or health 
disabilities, deaf-blindedness and multiple handicapping conditions and are in 
need of special education as well as services for rehabilitation. They differ from 
the average children in neuropsychological characteristics, sensory abilities, 
neuromuscular or physical characteristics, and social attributes to such an extent 
that the use of modified school practices or special education services are 
required to develop them to maximum capability.
(d) Disability shall mean (1) a physical or mental impairment that substantially limits 
one or more psychological, physiological or anatomical function of an individual 
or activities of such individual; (2) a limitation or difficulty encountered by an 
individual in executing a task or action; and, (3) a participation restriction or a 
problem experienced by an individual in involvement in life's situations.
It does not just entail a health problem but shall reflect the interaction between 
features of a person's body and features of the society in which he lives as well 
as the difficulties he has encountered to remove the environmental and social 
barriers.
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(e) Inclusive education is a process of addressing and responding to the diversity of 
needs of all learners by increasing participation in learning, cultures and 
communities, and 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 of the appropriate age range and 
a conviction that it is the responsibility of the state to educate all children.
It shall also focus on the achievement of high quality education for all learners 
and the development of more inclusive societies and not just on marginal issues.
(f) Learning Resource Center (Center) refers to a source hub that provides students, 
teachers, school personnel and 
other education stakeholders of CYSNs 
appropriate instructional learning materials, tools, devices, gadgets, equipment 
to facilitate and enhance learning; assessment tools and instruments to evaluate 
developmental domains and specific areas of concern necessary in determining 
appropriate services and placement decisions;


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(g) Private sector participation refers to all forms of indispensable, substantial and 
meaningful participation of private individuals, partnerships, groups or entities, 
disabled 
people's organizations, 
community-based 
organizations or non­
governmental organizations, in the delivery of educational and rehabilitative 
services for CYSNs;
(h) Special Education (SPED) refers to the customized instructional program/service 
designed to meet the unique needs of individual CYSNs, which may necessitate 
use of supplementary aids, services and teaching strategies in classroom and 
non-academic settings, and includes instructions on physical and vocational 
education and travel training. Special education addresses significant physical, 
sensory, neuropsychological, cognitive or behavioral characteristics that may 
necessitate the use of specialized materials, equipment, services and/or teaching 
strategies;
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(i) Special instructional materials refer to textbooks in Braille, large type, audio, 
digital or any other medium or apparatus that convey information to a student or 
otherwise contributes to the learning process;
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0) Universal design fo r learning (UDL) is a scientifically valid fram ew ork fo r guiding 
educational practice established by th e  D epartm ent o f Education th a t: (1) 
provides fle x ib ility  in th e  ways in fo rm a tio n  is presented, in th e  ways students 
respond or dem onstrate know ledge and skills, and in th e  ways students are 
engaged; 
(2) 
reduces 
barriers 
in 
instruction, 
provides 
appropriate 
accom m odations, 
supports, 
challenges, 
and 
m aintains 
high 
achievem ent 
expectations fo r all students, including students w ith  disabilities and students 
w ho have lim ited English proficiency.
It is also a set of principles that guide the design of inclusive classroom 
instruction and accessible course materials. UDL's three principles are: (1) 
multiple methods of representation that give learners a variety of ways to 
acquire information and build knowledge; (2) multiple means of student action 
and expression that provide learners alternatives for demonstrating what they 
have learned; and, (3) multiple modes of student engagement that tap into 
learners, interests, challenge them appropriately, and motivate them to learn.
SEC. 5. Establishment o f Inclusive Education Learning Resource Centers fo r CYSNs in 
all Public Schools Divisions. — An Inclusive Education Learning Resource Center, hereinafter 
referred to as Center, for CYSNs shall be established in public schools in all divisions 
nationwide where there is no existing Center.
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All Centers will comply with the Universal Design for Learning as defined under
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Section 4, subparagraph (j).


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SEC. 6. Functions o f the Center. — The Center shall function as a resource center
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that shall assist in promoting inclusive education to capacitate regular schools to effectively
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handle the needs of children and youth with disability.
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It shall:
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(a) Conduct assessment of CYSNs to evaluate developmental domains and specific 
areas of concern and determine appropriate services and placement options;
(b) Provide training to regular teachers, administrators, non-teaching personnel and 
parents on inclusive education;
(c) M onitor case management of CYSNs within the division;
(d) Ensure that the CYSNs within the division shall receive the appropriate services 
needed;
(e) Implement the program of the Center such as individualized education plan, 
transition program, and other alternative educational programs;
(f) Provide access to auxiliary aids that are basically non-educational, but which 
enhance the education process for the CYSNs, these services may include:
(1) Language and speech therapy, occupational therapy, physical and 
physiotherapy, among other modes of therapy, through m ulti­
disciplinary specialist team;
(2) Quality reading, or other effective methods of delivering accessible 
reading materials to individuals with visual impairment;
(3) Appropriate classroom accommodation;
(4) Other similar services and actions or all types of aids and services that
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facilitate the learning process of CYSNs; and
(5) Assistance and/or monitoring the transfer or admission of qualified 
CYSNs to post-secondary or tertiary education institutions.
SEC. 7. Hiring o f Personnel and S taff — In addition to the teachers with special 
trainings in handling CYSNs and to ensure the effective implementation of this Act, the 
DepEd may hire the necessary personnel and support staff to operate, administer, and 
oversee the Center.
SEC. 8. Benefits and Incentives fo r Inclusive Education Learning Personnel and Staff. 
— The DepEd shall promote the right of the teachers/instructors to professional 
advancement and ensure that the Centers shall endeavor to attract the best available 
teaching staff and talents through adequate benefits, remuneration, scholarship, and


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training grants, teacher exchange programs, incentives and allowances and other means of 
securing their job satisfaction and fulfillment as well as their long and stable tenure in their 
respective posts.
SEC. 9. In-Service Training o f 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 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. 10. Authority o f the Secretary o f Education to Give Grants to, or Enter into 
Cooperative Arrangements fo r the Creation o f inclusive Education Resource Centers. — 
The Secretary of Education shall develop programs, or enter into cooperative arrangements 
or contracts with public or private non-profit agencies, institutions or organizations for the 
establishment or creation of Centers or implementation of the inclusive education such as 
the following;
(a) Technical assistance to Center teachers who are preparing to serve or are serving 
CYSNs for inclusion and mainstreaming;
(b) Training of professionals or related services personnel including all regular 
teachers;
(c) Replication of successful innovative approaches to providing educational or 
related services to CYSNs;
(d) Facilitation of parental involvement in the education of their CYSNs;
(e) Diagnosis and education evaluation of CYSNs;
(f) Consultative counseling and training services for the families of CYSNs;
(g) Familiarization of the municipality or city being served by an Inclusive Education 
Learning Resource Center with the problems and potentialities of such children 
and youth; and
(h) Enter into agreements with medical and allied medical professional groups.
Centers created under this Section shall remain part of the DepEd system.
SEC. 11. Program Office. — Inclusive Education Program shall be under the Student 
Inclusion Division of the Bureau of Learning Delivery under the Office of the Undersecretary 
for Curriculum Instruction. The Student Inclusion Division shall assist in the formulation.


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implementation, monitoring, and evaluation of policies, programs, and services for but not
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limited to CYSNs.
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SEC. 12. Continuing Research to identify Needs o f CYSNs. — The DepEd, by itself or 
in coordination with organizations or institutions, shall 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 for use 
by the Centers towards improving the acquisition of skills by 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 in designing physical 
education and therapeutic recreation program for use by the Centers to increase the 
potential of the children and youth for community participation.
SEC. 13. Student Assistance. — The DepEd, the Department of Social Welfare and 
Development (DSWD), the National Council on Disability Affairs, and the local government 
units (LCDs) shall develop programs to support the financial and educational needs of the 
marginalized or disadvantaged CYSNs, as defined in 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 Act shall likewise be 
extended to qualified CYSNs students in the secondary levels.
SEC. 14. Recreational and Artistic Opportunities. — The DepEd shall establish 
opportunities for safe and wholesome individual as well as interactive group recreation and 
social activities for CYSNs, optimal use of their leisure hours and advancement of their 
physical, mental, social, and cultural development.
SEC. 15. Special Instructional Materials. — Publishers shall grant the DepEd the 
authority to transcribe adopted 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 newly 
adopted materials shall provide, not later than the second working day after the adoption of 
textbook titles by the DepEd, the digital copy as specified by the DepEd for the purposes of 
producing accessible versions of the textbooks for students with reading disabilities. The 
accessible versions may be produced by the DepEd or by non-profit accessible book 
producers, which may be copied and distributed upon request by a School Division for 
instructional purposes.
SEC. 16. Incentives fo r 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 of CYSNs enrolled in public schools shall be entitled to the benefits 
and incentives provided under R.A. No. 8525, otherwise known as the Adopt-a-School Act 
and its implementing rules and regulations.
SEC. 17. Inclusion o f Children with Special Needs in Child Development Centers. — 
Child Development Centers (CDCs) specially designed for pre-school children and their


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parents, where early identification of disabilities and special needs and introductory 
educational and intervention programs will be administered, shall be established near or 
within existing Inclusive Education Learning Centers. As far as practicable, the use of existing 
CDCs and facilities shall be maximized.
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The DepEd shall coordinate and provide support programs for CDCs for children with
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special needs under five years old.
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SEC. 18. Health and Nutrition Services and Interventions. — The Department of
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Health (DOH), the National Nutrition Council (NNC) and the Early Child Care and
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Development (ECCD) Council shall provide inclusive health and nutrition services and
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interventions for implementation by the DSWD, DepEd, and LCDs.
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SEC. 19. Parent, Sibling and Caregiver Education. — A formal training and 
counseling shall be developed jointly by the DepEd, DSWD, LCDs, ECCD Council, disabled 
people's 
organizations 
(DPOs), 
parent-support 
organizations, 
health 
professional 
organizations, non-government organizations (NGOs), and civil society organizations (CSOs) 
to facilitate a working knowledge of special education, and understanding of the psychology 
of CYSNs and their important role as educators, so as to maximize their knowledge and skills 
to fully participate in developing the potentials of CYSNs.
Parents should likewise be appraised of procedural safeguards to protect the 
educational rights of children and their parents, and processes to resolve disputes and 
complaints related to the education of CYSNs.
SEC. 20. Local Government Unit Participation. — The LG Us shall allocate a portion of 
their Special Education Fund (SEF) for the following:
(a) Provision of sites, buildings or centers where there are no existing school 
facilities that may be used for the special education of the CYSNs, as well as the 
establishment of CDCs pursuant to Section 18 hereof;
(b) Identification, coordination, and the tapping of public and private volunteers and 
private organizations, national or international, for information dissemination 
campaigns, funding programs and other projects to augment the funding of 
Inclusive Education programs and equipment, among others;
Provision for funds for the delivery of health and nutrition services and 
interventions, educational assessment program of CYSNs in their respective localities that 
would be initiated by the DepEd.
SEC. 21. Public Information, Education and Communication. — A nationwide 
information dissemination campaign on the prevention, 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), the NCDA and the DepEd. Likewise, the DepEd, in collaboration with the DOH, the 
Department of Labor and Employment (DOLE) and the local government units (LGUs) shall


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disseminate materials and information concerning effective practices in working with,
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training, and education of CYSNs.
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SEC, 22. Implementing Rules and Regulations. — Within sixty (60) days from the
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effectivity of this Act, the DepEd, in coordination with the DSWD, the Department of the
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Interior and Local Government, the DOH, the Department of Finance, the Bureau of Internal
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Revenue, the CWC, the ECCD Council, and the NCDA, and other relevant government
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agencies, shall promulgate the necessary rules and regulations for the effective
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implementation of this Act.
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SEC. 23. Appropriations. — The funds needed to implement this Act shall be
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included in the Annual General Appropriations Act. A separate line item budget for CYSNs
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shall be incorporated in the budget of the DepEd.
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SEC. 24. Separability Clause. 
— Should 
any provision 
herein 
be declared
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unconstitutional, the same shall not affect the validity of the other provisions of this Act.
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SEC. 25. Repealing Clause. — All laws, decrees, orders, rules, and regulations or
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other issuances or parts inconsistent with the provisions of this Act are hereby repealed or
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modified accordingly.
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SEC. 26. Effectivity. — This Act shall take effect fifteen (15) days after its publication
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in the Official Gazette or in any two (2) newspapers of general circulation in the Philippines.
Approved,
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