Republic of the Philippines
House of Representatives
Quezon City

EIGHTEENTH CONGRESS
First Regular Session

House Bill No, £490

INTRODUCED BY REPRESENTATIVE ALFRED VARGAS

EXPLANATORY NOTE

Inclusive educational service must be made available by the State to children and youth with
special needs (CYSN) or those who require differentiated techniques and facilities for learning,

Presently, however, an educational program for CYSNs has yet to be institutionalized and
supported by the State, Once established, this will benefit all children regardless of the degree of
nsory, Physical or intellectual disability or need. Each will have an opportunity to be educate
anner consistent with quality education. This will also provide them support for their
welfare and development to ensure their full integration to society and facilitate their active
participation in national development goals.

This general framework of inclusive education is sought to be implemented under the proposed
bill by establishing Inclusive Learning Resource Center in Public Schools in all divisions,
nationwide where there is no existing Center.

Support tor the enactment of this measure is earnestly requested.

RE. ALFRED VARGAS,
Fifih District, Quezon City


Republic of the Philippines
House of Representatives
Quezon City

EIGHTEENTH CONGRESS

First Regular Session

House Bill No. 1400

INTRODUCED BY REPRESENTATIVE ALFRED VARGAS

AN ACT
ITUTING INCLUSIVE EDUCATION, — ESTABLISHING — INCLUSIVE
EDUCATION LEARNING RESOURCE CENTERS FOR CHILDREN AND YOUTH
WITH SPECIAL NEEDS (CYSNs) IN ALL PUBLIC SCHOOLS DIVISIONS,
PROVIDING FOR STANDARDS AND GUIDELINES, AND APPROPRIATING
FUNDS THEREFOR

Be it enacted by the Senate and the House of Representatives of the Philippines in Congress

cayyembled:

Youth with Special Needs Act.”

a

Section 1. Title Thiy Act shall be known as the “Inclusive Education for Children and

ARTICLE 1
POLICIES AND OB. VES
See. 2. Declaration of Policy. The following are hereby declared the policies of the
State

Protect and promote the rights of children and youth with special needs to

make quality education accessible to them:

b

Ree

ize the vital role of children and youth with special needs in society,

consider their

needs as integral part of national development strategies, and facilitate their

active participation and integration in public, civie and State affairs;

Give full support for their welfare and development to ensure their full integration to

society

Consider the special requirements of disabled persons in the formulation of inclusive

educational policies and programs:


¢ Encourage learning institutions to take
ino account the special needs of disabled persons +

with respect. to the use of school facilities. class schedules, physical education

requirementsind other pertinent: considerations:
{Support learning institutions. especially higher learning institutions, ine_providing -
auxiliary

servie

that will facilitate the learning process for disabled persons, ensure inclusive

and equitable quality education and promote lifelong learning opportunities for. all;

Recognize the right of the children and youth with special needs to education on the basis

of equal oppe

‘unity, in particular, making primary education compulsory and-accessible

to every children and youth with special need
h. Recognize the righ? of children and youth with special. needs to the highest attainable
standard of health and to facilities for the treatment of illness; and rehabilitation of health:
and ensure that no child is deprived of the right of access to such health care

and rehabilitation services: and

I

ure that children and youth with special needs belonging to ethnic, religious or
linguistic minorities or persons of indigenous origin shall not be denied the right to
education, health treatment. or health renabilitation in community with other members, to
enjoy their own culture. profess and practice their own religion, or to use their own

language

Objectives— This Act shall pursue the following objecti

(a) Provide children and youth with special needs fn
related

and appropriate public edueation and

services in accordance with their needs, and in preparation for adult living and community life;

(b) Provide children and youtn with speci
the

ail needs access to gen

ral education curriculum through

formal systems and alternative delivery services in education:


(c) Favilitate the inclusion and integration of children and youth with special needs into

mainstream
education in accordance with the United Nations Convention on the Rights of Persons

With Disabilities, and the /ncheon Strategy to Make the Rights Real For Persons With

Disabilities in Asia and the Pacific

(d) Implement inclusive education and establish Inclusive Education Learning Resource Centers
(ELRC)

for inclusion of children and youth with special needs in the educational mainstream in

the least restrictive environment;

(c) Ensure that children and youth with special needs fully develop their .potential toward

self-sullicieney and become fully participative members of society;
(1) Ensure that children and youth with special needs understand, appreciate and respect

differences amongst groups and members of society in which they live;

(g) Identify. through a Child Find System. children and youth with special .needs 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 "

rly Years Act of 2003";

(h) Develop. implement, and review Individualized Education Plan;

(i) Provide parents with information and opportunities to actively participate in the possible
school placement options and educational programs for their children and to enable them-to
make informed . choices and decisions;

(i) 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:

(k) Train and equip special education teachers, regular teachers, prineipals/administrators,..non-

teaching s\

att of the school, and caregivers as primary sources of care, development,

education and advancement of children and youth with special needs:

(J) Inerease school retention and cohort survival of children and youth with special needs;

(m) Create signitivant- and positive changes in community orientation towards disability and the
need to provide inclusive education and proper care of children and youth with special needs;
and

(n) Regularly consult and actively involve persons with disabilities, including children and

youth with special needs, through th

ir tepresentative organizations, in the implementation of

this Act and issues relating 10 it


ARTICLE I
INITION OF TI

RMS

See. 4. Definition of Termy As used in this Act:

(a) Basic education ~ refers 10 a program of instruction intended to meet the basic learning
needs which provide the foundation on which subsequent learning can be based, It
encompasses early childhood, kindergarten, elementary and secondary education as well as
alternative learning systems for out-of school leamers and those with special needs:

(b) Child Find System- reters wo the process of identify
qualified-ehild

ing, locating, and evaluating every

or youth with special needs so that the cone

ed child development teachers/iworkers

who are under the jurisdiction of local government units (LGUs) can notily parents) or
guardians of those who are not receiving public education services of the right of their

children to receive the same and facilitate such children’s integration into the school system;

(c) Children and youth with special needs — refer to children and youth who are gifted-or

talented. or
with intellectual disabilities, learning disabilities, mental, emotional or..behavioral disorders,.
speech and language disorders, sensory impairments. autism, long term physical or
health disabilities, deafblindness and multiple handicapping conditions which in interaction
with various barriers may_
hinder their full and effective participation in society on an equal basis with others and are in

need of <

special education as wer as services for rehabilitation. They differ from the average

children in neuropsychological characteristics, sensory

and cognitive abilities,
neuromuscular or physical
characteristics, and social attributes to such an extent that the use of modified school

practices or special edueation serviees

are required to develop them to maximum capability;

(d) Disability refers to 1) long-term physical, mental, intellectual. or sensory Impairment that
substantially

limit one or more physiological or anatomical function of an individual or activities of such
individual:

2) limitation or difficulty encounte

d by an individual in executing a task or action;

and


3) a participation restriction or problem experienced by an individual in involvement in lile’s

jon between

situations. It does not just entail a health.problem but shall reflect the interact
eatures of a person's
body and features of the sovigty in which he Lives as well as the difficulties the person has

encountered to remove the environment and social barrie

ie) Inclusive education refers Ww a process of addressing and responding to, the diverse
eods of all

learners by inereasing participation in learn

cultural activities and community lite, and
educing

exclusion within and from education, It involves changes and modifications in content,

approaches. structures and strategies, anchored on a common vision for all children of the

appropriate age range and the convietion that it is the responsibility of the State tw educate

ll children, 1 focuses on the achievement of high .quality education for all learners and the
ail encompassing development of more inclusive societies
0) individual Education Program (EP) ~ refers to the systematic, purposive and

developmental educational programming of curricular and instructional priorities and contents

designed to meet a leamer's special needs and aimed at ensuring mastery of urget skills and

behav tors, It specifies the services to be provided and how often; describes the leamer’s present

level of performances and how the learner's disabilities affect academic performances: and

jes agcommodations and modifications to be provided to tile leamer, An IEP must be

ped to meet the unigue educational -needs of a child in the appropriate and least restrictive

2) Leurnmye Resource Comer (Center ~ velers wa teaching learning support system for
students,

teachers. school personnel and other education stakeholders of children

youth with

Special needs. ft ineludes appropriate. accessible. disability. cultural: and) gender- sensitive

iructional learning muterialy, tools, devices. gadyets, equipment to tucilitate and) enhance

Journing:- assessment tools and instruments to evaluate developmental domains and specific areas

of concern necessary in determining appropriate services and placement decisions:-medical,

health and allied professionals tor care, rehabilitation and development of learners.

DY Least revinetive environment (RE) — relers to the situation where a learner. who has a
disability. is
ncewedledl the amporunity te the ted with nonaisbled peers to the greatest extent



The children and youth with special needs should have access to the general education

curriculum, or any other program that non-disabled peers are able to access. -The children and

youth with

special needs sha

Il be provided with  suppleme

aids and- services -necessury w=

achieve educational

vals if placed in a setting with non-disabled peers, and shall +

eeeive an

appropriate version of educational and social benefits. which non-disabled students routinely

reeeive in school

| Private sector participation ~ reters to all forms of indispensable, substantial and
meaningtul

participation of private individuals. partnerships, groups or entities. disabled _ people's

organizations, community-based organizations. or non-government organizations. and business

nd industry groups in the delivery of educational and rehabilitative services for children and

south with special needs

(i) Special Education (SPED) ~ refers w the cuttomized instructional program/service designed to
meet

the unique needs of individual children and youth with special needs. which may necessitate

the Ue oF supplementary aids and: sereices and teaching strtegies in ¢lassroom: and) non

academic setting

and ineludes instructions on physical and vocational education, social skills

velopment and

travel training, [is geared towards their integration into mainstream education and to
prepare them

as independent and functioning members of society

(Ki Special Inseructional Materials ~ refer to textbooks in Braille, large type. audio, digital or
any other

mediun

or apparatus that convey information to a student or otherwise contributes to the

learning process

(D Cniversal Design for Learning (DL) ~ refers to a scientifically valid framework for guiding
educational

practice established by Department of Education (DepEd) that
(1) Provides Mexibility in the way information is presented. in the way. students
respond or

demonstrate knowledge and skills and in the way students are engaged: and

) Reduces barriers in instruction, provides appropriate accommodations,

supports mental and physical challenges and maintains high achievement

expectations for all: students.


including students with disabilities and students who have limited English
proficiency

It also refers to a set of principles that guides the design of inclusive classroom
instruction and accessible course materials, The three principles of UDL are
(i) Recognition relers to multiple methods of representation that give learners
a variety of ways to acquire information and build knowledge;
(ii) Strategic Learning refers to multiple. means of student action and
expression that provide learners alternative modes for demonstrating what they
have learned: and
(di) Affective Learning— refers to multiple modes of student engagement that
tap into learners’ interests, challenge them appropriately and motivate them to

lea

ARTICLE Il
INCLUSIVE EDUCATION LEARNING RESOURCE CENTER

5. Establishment of Inclusive Education Learning Resource Centers. All public
schools divisions of the DepEd shall establish an Inclusive Education Learning Resource Center,
hereinafter referred to as the Center, for children and youth with special needs, where there are no
existing Centers: Provided. That all Centers shall comply with the Universal Design for Learning
as defined under Section 4, subparagraph (1) of this Act: Provided, further That, all Centers and
facilities for children and youth with special needs shall also be compliant with the requirements
of Batas Pambansa Bilang 344, otherwise known as the "Accessibility Law."

See. 6. Functions of the Center — The Center shall function as a leaming resource center
that. shall assist in promoting inclusive education and incapacitating regular schools to effectively

handle the needs of children and youth with special needs. It shall

(a) Assess children and youth with special needs to identity specitic developmental areas of
concern

and determine appropriate services and grade placement options

(b) Support children with disabilities and speciai needs in such a manner that they could be
integrated/included in regular schools in the least restrictive-environment,

(e.) Conduet school-based training of children and youth with special needs

(d) Produce appropriate teaching materials for children and youth with special needs;


(e) Provide training to regular gathers. administrators, non-teaching personnel and parents on

inclusive education:

(Monitor case management of children and youth with special needs. within the divisi

fy) Ensure that the children and youth with special needs within the division shall receive the
appropriate services needed:

(hb) Implement the programs of the Center such as individualized edu

jon. transition program,

alternative educational programs and early intervention program;

(i) Establish a referral system that shall provide and develop multidisciplinary .services such as

healthcare delivery systems and other child and youth support systems to. address,the, challenges and

difficulties of the families of children and youth with special needs and stimulate community resources

which shall promote and foster systems integration within education;

(i) Provide access to auxiliary aids and services that are basically non-educational but which enhat

the education process for children and youth with special needs = These aids and services

include

(1) language and speech therapy. occupational therapy. physical and physiotherapy, among

other modes of therapy, through multi-disciplinary specialist team;

(2) quality reading or other effective methods of delivering reading materials to individuals

with visual impairments:
(3) acquisition or modification of equipment or devices;

(4) appropriate classroom accommodation;

(5) other similar services and action’s or all types of aids and services that facilitate the leaming

process: and

(6) assistance in the transler or admission of qualified children and youth with special

tw postsecondary or tertiary education institutions,



ARTICLE 1V
PARTNERSHIP MECHANISM AND ROLES OF PARTNERS

See. 7. Partnership Mechanism the DepEd and the concerned agencies may coordinate

and enter ito cooperative agreement, arrangement or contract with other-government agencies,

private non-profit igencies. institutions or organizations duly accredited or recognized by the
government agencies, civil ociety. business and industrial sector, and other concerned sectors in
the furtherance of.the provisions of his Act: Provided, Thar the DepEd shall coordinate with the
Department of Health (DOH), Department of ;ocial Welfare and Development (DSWD), Department

of Public Works. and Highways (DPWH), Commission Jn Higher Education (CHED) and the

National Council on Disability Affairs (N.CDA) for the establishment or :reation of Centers on the
implementation of programs such as the following: -
(a) Technical assistance to teachers who are preparing to Serve or are serving in the Centers;
(>) Training of professional or related services personnel, including all regular teachers;
(c) Replication of successful innovative approaches in providing educational or related

services to

CYSNs:

(d) Facilitation of parental involvement in the education of their children and-youth with
special needs

(e) Diagnosis and educational evaluation of children and youth with special needs;

() Consultative. counseling and tr

ing services for the families of children and youth
with special
needs:

(2) Familiarization of the municipality or city being served by an Inclusive Education Learning

Resource Center with the problems and potentials of children and youth; and

(h) Entering into agreements with medical and allied medical professional groups. -
Centers created under this Section shall remain part of the DepEd System.
See. 8. Responsibilities of Agencies. - In conformity with their respective charters and

mandates. government agencies shall define and delineate their respective areas of responsibility

with respect to the implementation of this Act. These areas shall be subject to periodic re-

assessment of the Inter-Agency Coordinating Council on Inclusive Education (IACCIE), as provided

in See. 9 of this Act, whenever necessary


For purposes of this Act, the different agencies shall have the following roles:

(a) Department of Education (DepEd). ~ The DepEd shall be the lead government agency
ponsible

for the implementation of this Act to ensure inter-ager

y coordination and integration of
services among school systems, early intervention programs, mainstreaming of children and

youth with spe

needs in the regular classroom set-up, concerned welfare agencies,

needs availability of access and classification of
children and youth with — special I

developmental domains and establishment’ of arg

val system and redress

mechanism for parents and guardians

Department of Health (DOH)- The DOH shall make available health care services fo children

youth with special healthcare needs, child mental health service providers, health plans, oral

health providers. mily-to-family health information and education, advocacy
organizations and other community organizations serving children and youth with special
needs _ and their families, Due to the importance of integrating primary care with mental
health services, the DOH shall collaborate with the National Nutrition Council (NCC) and the
Early Childhood Care and Development Council (ECCD) in the provision of inclusive health

and nutrition services for the implementation of this-Act.

(c) Deparment of Social Welfare and Development (DSWD) — The DSWD shall be responsible for
the - °

elective management and provision of social and welfare services for poor-and deserving
children and youth with special needs based on their assessed needs, subject to guidelines it

shall prescribe.

(d) Department of Public Works anci Highway

(DPWH)— the DPWH shall prescribe the proper
physical set-up of the Centers and shall build and maintain roads that shall ensure accessibility
to children and. youth with special needs,

(©) Department of Interior and Local Government (DILL) — the DILG, shall- promulgate the
policies and
guidelines relevant to the implementation of this Act by the local government units.

() Local Government Units (LGUs) The LGUs shall allocate a portion of their Special

Education
Fund (SEF) tor the following:
(1) Provision of sites, buildings or centers where there are no existing school facilities that

maybe used for the special education of children and youth with special needs as well as

the establishment of Child Development Centers (CDCs) pursuant to See. 11 thereof’


(2) Identification, coordination and partnership with public or private volunteers and
private organizations. national or international, duly recognized and accredited by
appropriate government office, for information dissemination campaigns and funding support to

augment the funding for Inclusive Education programs and activities;

(3) Provide assistive devices, instructional materials and teacher's training provisions;

(4) Provision of funds for the- delivery of health and nutrition services and interventions,
educational

assessment program for children and youth with special needs in their respective
localities that would be initiated by the DOH and Depkd, respectively,
(5) Participate in all efforts concerning integration of children and youth with special needs
to regular schools, health services, transport services and other social and welfare services;

(6) Develop government and community awareness and responsiveness to the needs of

children and youth with special needs;

(7) Provide a means for redress in case parents are not amenable to educational

program for children and youth with special needs under the jurisdiction of the Local

School Boar

(8) Coordinate with other agencies in ensuring the proper implementation of the
provisions of this Act’ within their territorial jurisdiction, ingluding the child find and
referral system: and

(9) Enact appropriate ordinances to implement the LGUs role in this Act.

ARTICLE V
INTER-AGENCY COORDINATING COUNCIL ON INCLUSIVE EDUCATION

See. 9. Inter-Agency Coordinating Council on Inclusive Education (1ACCIE).—.. For,purposes
OF policy integration. harmonization and coordination of functions, there is hereby
created an Inter-Agency Coordinating Council on Inclusive Education (IACCIE), which
shall be attached to the DepEd and which shall be composed of the following officials or
their duly authorized representatives, .up to the level of Assistant Secretary or its equivalent:
+ Secretary of the DepEd, as Chairperson:
+ Secretary of DOH as Cos Chairperson:

+ Secretary of DSWD as Co-Chairperson

+ Secretary of Department of Finance (DOF)


Secretary of DPWH

+ Secretary of DILG

Secretary of Department of Labor and Employment (DOLE;

+ Director General of ‘Technical Education and Skills Development: Administration
(TESDA)

+ Commissioner of Commi

ion on Higher Education (CHED)
Vhe IACCIE shall perform the following functions:

(a) Develop and set criteria on Individual Educ:

ional Programs. It shall evaluate
fundamental changes both in educational practice and in the design of educational
services for inclusion of children and youth with special needs in regular schools.
Inclusive Education involves changes in philosophy, curriculum, teaching strategy and
structural organization;

(b) Implement appropriate and coordinated programs in health and_ related

physiological and psychological health services, multidisciplinary domains,

transportation and accessibility for children and youth with special needs:

(c) Acts as catalyst of change and source of information for the benefit of both regular
students and children and youth with special needs;

(d) Constitute and authorize a multidisciplinary body to conduct an annual audit to
determine the compliance of the Centers on its operations;
(ec) Document, monitor and assess the performances of the Centers and their personnel:

(r) Coordinate and disseminate information with partner agencies or local government units

Sec. 10. The JACCIE Technical Working Committee. — The 1ACCIE shall be supported by a
lechnical Working Committee (TWC) which shall be composed of representatives. from the

following agencies and.. nstituti ons:

(a) Bureau of Curriculum Development of the DepEd

tarly Childhood Care and Development Council (E

(c) National Council on Disability Affairs (NCDA)
(d) Council for the Welfare of Children (CWO)

(e) National Nutrition Council (NNC) of the DOH

(1) Local Government Units —Leagues of Provinces, Cities or Municipalities
(g) Health organizations such as Philhealth and other healthcare services of the DOH
(h) Civil society organizations on persons with disability and indigenous peoples’ concerns

(i) Academe


The TW shall provide groundwork technieal support te the TIACCHE an its: activities

nd needs, mainstream programs, and reach grassroots levels.

Mure varied chentele scope
Representatives of civil society organizations and the academe shall be nominated through a

process designed by the IACCIE

ARTICLE VI
OTHER EDUCATION AND HEALTH INTE

VENTIONS.

See. 11. Inclusion of Children with Special Needs in Child Development Cemers Child

Development Centers (CDCs) specially designed for pre-school children and their parents where

carly identification of disabilities andor special needs and introductory. educational and
intervention programs will be administered. and development of future multi-disciplinary
child development gemters shall be established near all schools or within existing Inclusive

Iducation Learning Resource Centers. As fir as practicable, the use of CDCs and facilities: shall be

imived
he ECCD Couneil shail coordinate with the Depkd.-DSWD. DOH. LGUs and other agencies to

provide the necessary programs and support for children with special needs under five (3) years

ski

ARTICLE VI
ADMINISTRATIVE PROCEDURES

chers and licensed social workers

See. 12. Hiring of Personnel and Staff ~ In addition w tea

ho have knowledge. skills and special taining in handling cases of children and youth with

peer! needs and teimsure the effective implementation of this Act the Depld. DOH. and
DSWD may hire the necessary personnel and support stall tw operate, administer and oversee
he Center

See 13. Remmeration Benefit, and Incentives for Inclusive Education Learning Personnel
p

wut Saft + the salary grades of Special Education (SPED) teachers and) Program Directors

ny the Centers shall-be in accordance with the Revised Compensation and Position

man,

Classification System and other civil service rules and regulations
The Depkd shall enhance the access of teachers instructors to specialized and. continuing

traning and education and ensure that the Centers shall endeavor to attract the best available

aching stat! and talents through adequate remuneration, benefits. scholarship and. taining,



grants, teacher exchange programs, incentives and allowances and other means of securing
their job satisfaction and tenure in their respective posts.

A similar program shall be designed for support personnel to include interpreters, psychologists,
social workers and health service professionals/workers involved in the education, health and
rehabilitation of children with special needs.

The DepEd shall identify at least one (1) leading institution or University in Luzon, Visayas,

Mindanao and in Metro Manila, Metro Cebu and Metro Davao whose faculty is considered or

regarded as highly competent in the area of special education and where a uniform or

standardized curriculum) for any post-graduate education program shall be designed and

benefit, SPED teachers and other personnel of the centers. ‘The manner of selection of such

institution shall be provided under the rules and regu

lations tobe formulated to implement the
provisions of this Act

See. 14. 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 and

inclusive education for the concerned education stakeholders
Hit, appropriate and necessary trainings, seminars and other opportunities for upgrading the

Ps

formance DepEd teachers implementing the inclusive education curriculum shall be conducted

and evaluated by the National Educators! Academy of the Philippines

ARTICLE VUL
SCHOLARSHIPS AND OTHER SUPPORT MECHANISMS:

EARCH,

See. 15. Continuing Research to Identify the Needs of Children And Youth With Special
Needs .- the DepEd. by itself’ or in coordination with organizations or institutions, shall undertake.
continuing research to identily and design programs that shall meet the full range of needs of
children and youth with special needs: Provided That such continuing research shalt also be used
to, develop instructional techniques for use by the Centers towards improving the acquisition of
skills by the children and youth with special .needs necessary for their transition to independent
living, vocational training or competitive skill development: Provided, further, That such
continuing research shall be used by the DepEd in designing holistic programs for all schools and
all Inclusive Education Resource Leaning Centers to enhance the potential of the children and youth

to participate and be integrated into community life.


Pa

¢. 16. Student Assistance. - The DepEd, DSWD, DOL

NCDA and the LGUs shall develop
programs to support the financial and educational needs of the marginalized or disadvantaged
children and youth with special needs, as defined in Republic Act No. 8425, known as the Social
Reform and Poverty Alleviation Act Vhe benetits accorded by Republic Act No, 8545, otherwise
known as the "Governmentdssistance to Students and Teachers in Private Education (GASTPE)
Act" shall likewise be extended to qualified children and youth with special needs in the

secondary levels

17. Recreational and Artistic Opportunities. - ‘The Depkd shall establish opportunities
or the safe, wholesome, interactive individual as well as group recreation and social activities of

children and youth with special needs, optimal use of their leisure hours and advancement of

their physical, mental, social and cultural development

See.18. 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 "Iuellectual Property
Code of the Philippines": Provided That, publishers of a newly adopted instructional material
shall provide. not later than the second working
Jay after the adoption of a textbook title by the DepEd, the digital copy as specified by the
DepEd for the purpose 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 De copied and distributed upon  reque:

by a
Schools Division for instructional purposes.
iopies of these instructional materials shall be furnished without cost either to the children and
youth with special needs or their teachers in charge.

See. 19. Family Members. Guardians, Caregivers and Day Care Workers Education. — A
formal training and counseling program for family members. guardians, caregivers and day care
workers of children and youth with special needs shall be developed jointly by the DepEd,
DSWD. LG

Js. ECCD Couneil, disabled people's organizations, parent-support organizations,

health professional organizations. healtheare services, non-government organizations, and_ civil

society organizations 10 provide them with a working knowledge of special education and an

understanding of the physical and mental needs of chidren and youth with spei

aal_needs;


and set their important role as educators, so as to maximize their knowledge and skills to

fully participate in developing the potentials of children and youth with special needs

ARTICLE 1X
PRIVATE SECTOR PARTICIPATION

See 20. Incemives for Private Sector Participation Partnerships between the
government and private institutions catering to the needs of children and youth+ with «special
needs shall be encouraged, Private entities which team up with the DpEd or provide the necessary
educational assistance and service of children and youth with special needs enrolled in public
schools shall be entitled to the benefits and incentives provided under R.A. No. 8525, otherwise

known as the Adopr-a-School Act and its implementing rules and regulations.

ARTICLE X
PUBLIC INFORMATION AND DISSEMINATION

See. 21, Public Information, Education and Communication. —A- nationwide information
dissemination campaign on the prevention, early identification and. the. strategic intervention
programs for children and youth with special needs shall be intensified. This shall be the joint
responsibility. of the Philippine Information Ayeney (PIA), CWC. NCDA and the DepEd. Likewise,
the DepEd. in collaboration with the DOH, DOLE, CHED,TESDA and DILG shall disseminate

raining and education of children

materials and information concerning effective practices in- working

and youth with special needs.

ARTICLE XI
FINAL PROVISIONS

See, 22. Appropriations The Secretaries of the DepEd, DOH, and DSWD shall
immediately include in their respective Departments’ programs the implementation of this Act,

the funding of which shall be included in the annual General Appropriations: Act


See. 23. Implementing Rules and Regulations, ~ Within one hundred twenty (120) days

trorm:the, effectivity of this Act. the Secretaries of the DepEd. the DOH and the DSWD, in

coordination with the heads + of other concerned agencies, shall promulgate and. issue the

necessary guidelines for the efliective :
implementation of this Act. The implementing rules and regulations issued pursuant to this section
shall take effect thirty (30) days afier its publication in two (2) national newspapers of general

circulation.

ee. 24. Sepurability Clause. — Mf 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

Sec. 25, Repealing Clause. — All laws, presidential decrees, executive orders, rules and
regulations contrary tw or inconsistent with the provisions of this Act are hereby repealed,

modified. or amended aceordi

ly

See. 26. Effectivity This Act shall wke effect fifteen (15) days after its publication in

the Official Gazette or in a newspaper of general circulation.

Approved,