Republic of the Philippines
HOUSE OF REPRESENTATIVE 8
Quezon City

Fifteenth Congress
Third Regular Session

COMMITTEE REPORT NO. 220)
Submitted hy the Commitee on the Welfare of Children on _ 06 SeP 2012 _

n

Re: House Bill Ne. 354°?

Recommending its approval in substitution of House Bill Nos. 82. 046, 812, 832, LOAM, 1565,
1604, 2129, 2177, 2280, 3268, 3293, 3397, 3582, 4447, 5728, and 6495

Sponsors: Rep
Dy

tnlatives Aurora Ens

Cetilles, Susana A, Yap.and Bernadette R. Herrera

Mr Speaker

Jae Committee on the Welfare of Children ta which wory refereed Mouse Bid No. 82
wed by Reps. Susu A. Vap, Maris Carmen Zainora-Apsuy. Cesar Saimicnio,
hing Nefonique R. acson-Noel. Augusta “Bohoy" Syfitcu, Lan’ Merah villa,
Sean D. Umut, Rachel Marguerite B. Del Mar, Lrico B, Aumenttdon, Velma ALmariy
an Pedro P. Romualdo, entitled:

“AN ACT
ESTABLI ING AV LEAST ONE, (1) SPECIAL EDUCATION CENTER
FOR EACII SCHOOL DIVISION AND AT LEAST THREE. (3) SPECESL
EDUCATION CENTERS IN BIG SCHOOL. DIVISIONS FOR CHILDREN
WITH | SPECI NEEDS, GUIDELINES FOR GOVERNMENT
FINANCIAL ASSISTANCE AND OTHER INCENTIVES AND SUPPORT”

House Bill No. 646 introduced by Reps. juan Edgardo M. Angura, Auguste “Boboy
and Salvador P, Cabaluna II, entitled:

“AN ACT
PROVIDING FREE AND SUITABLE PUBLIC EDUCATION FOR
HANDICAPPE, CHILDREN = AND APPROPRIATING FUNDS.
THEREFOR"

House Bill No. R42 introduced by Reps. Aug

© “Boboy” Syjury and Imelda Ce. C atixtas
Rubiene. entitted.

vAN ACT
CREATING THE NATIONAL PROGRAM FOR FILIPINO GIFTED
CHILDREN AND SCIENCE-ORI D YOLTH, APPROPRIATING
FUNDS THEREFOR AND FOR OTHER PURPOSES"



House Bill No, $32 introduced by Reps. Pedr B. Acharon. Jr
Mitzi L. Cajayon. Emerenciana “Frami
emitted:

Yomas V. Apavible. Mary
A. De Jesus and Mailya [.. Primicias-Ayabas,

“AN ACT

ESTABLISHING AT LEAST ONE (1) SPECIAL EDUCATION (SPED)
CENTER FOR EACH SCHOOL DIVISION AND AT LEAST TAREE (3)
SPED CENTERS IN BIG SCHOOJ. DIVISIONS FOR CHILDREN WITH
SPECIAL NEEDS (CSNs), CREATING (THE IMPLEMENTING
MACHINERY = THEREOF, PROVIDING = GUIDELINES — FOR
GOVERNMENT FINANCIAL ASSISTANCE AND OTHER INCENTIVES,
AND SUPPORT, AND FOR OTHER PURPOSES”

House Bill No, 1080 introduced by Rep, Bemadette R. Nerreea-ly, entitled

“AN ACT

ESTABLISHING AT LEAST (1) SPECIAL EDUCATION (SPED) CENTER
FOR EACH SCHOOL DIVISION AND AT LEAST THREE (3) SPED
CENTERS IN BIG SCHOOL DIVISIONS FOR CHILDREN WITH
SPECIAL NEEDS (CSNs), CREATING THE IMPLEMENTING
MACHINERY = THEREOF, PROVIDING — GUIDELIN: FOR
GOVERNMENT FINANCIAL ASSISTAN AND OTHER INCENTIVES,
AND SUPPORT, AND FOR OTHER PURPOSES”

House Bill No. 1565 introduced by Reps. Eulogio "Amang” R. Magsaysay and Mary Mitzi
L. Cajayon, entitle:
“AN ACT

ESTABLISHING AT LEAST ONE (1) SPECIAL &
CENTER FOR EACH SCHOOL DIVISION AND AT L THREE (3)
SPED CENTERS IN BIG SCHOOL DIVISIONS FOR CHILDREN WITH
SPECIAL NEEDS (C'SNs), CREATING THE IMPLEMENTING
MACHINERY THEREOF, PROVIDING GUIDELINES FOR
GOVERNMENT FINANCIAL ASSISTANCE AND OTHER INCENTIVES
AND SUPPORT, AND FOR OTHER PURPOSE:

DUCATION (SPED)

House Bill No. 1604 introduced by Reps. Danilo Ramon $. Fernandez and Maria Isabelle
Heng’ G. Climaco. entitled:

“AN ACT
ESTABLISHING A CENTER FOR FILIPINO G1 D AND TALENTED
CHILDREN AND APPROPRIATING FUNDS THEREFOR”

Mouse Bill No. 2129 intoduced hy Reps. Winston "Winnie" Castelo and Lani Mercado-
Revilly, entitled:
MAN ACT
ESTABLISHING SPECIAL EDUCATION CENTERS FOR CHILDREN
WITH SPECIAL NEEDS IN EVERY LOCAL GOVERNMENT UNIT AND
FOR OTHER PURPOSES”

House Bill No. 2177 introduced by Reps. Danilo Ramon $. Vernandee. Christopher 8 Co.
Rode! M. Batocabe, Alfredo Garbin, Jr. and Daryl Grace J. Abayon, entitled


“AN ACT
ESTABLISHING AT LEAST ONE (1) SPECIAL EDUCATION (SPED)
CENTER FOR EACH SCHOOL DIVISION AND AT LEAST THREE 13)
SPED CENTERS IN BIG SCHOOL DIVISIONS FOR CHILDREN WIIt
SPECIAL NEEDS {CSN}, CREATING FOR THE PURPOSE THE
BUREAU OF SPECIAL EDUCATION aND APPROPRIATING FUNDS
THEREFOR AND FOR OTHER PURPOSES”

House Bill No. 2280 invoduced by Reps. Rufus B Rodriguez. Maximo RB, Rodri

Florencio T. Miraflores, Tulogio "Amang" R. Magsaysay and Marcelino, Rete
led:

Jr.
dor.

“AN ACT

ESTABLISHING AT LEAST ONE (1) SPECIAL “ATION (SPED)
CENTER CH SCHOOL DIVISION AND. AST THREE 13)
SPED CENTERS IN EVERY BIG SC IOOL DIVISION FOR CHILDREN
WITH § “EDS (CSN), CREATING THE IMPLEMENTING
THRREOE, PROVIDING GUIDELINE FoR
GOVERNMENT FINANCIAL ASSISTANCE AND OTHER INCENTIVES
AND SUPPORT FOR OTHER PURPOSES”

House Bill No. 3268 introduced by Reps. Joseph Vietor Ci. Liercito. Rachel Marguerite 1
Det Mar and Cinchona Cruz-Conzales, entitled:

“AN ACT.
TO EXPAND AND REVITALIZE THE SPECIAL EDUCATION
PROGRAM FOR GIFTED AND HANDICAPPED CHILDREN AND
YOUTILEN THE PHILIPPINES”

House Bill No, 3293 introduced by Reps. Imelda G. Calixto-Rusbiano and Winston " nnie
Castelo, entitled:

“AN ACT.
ESTABLISHING 47 LEAST ONE (yy
CENTER FOR EACH SCHOOL DIVE
SPED CENTERS IN RIG SCHOOL HONS FOR CHILDREN WITH
SPECIAL NEEL {CSNs), CREATING TUE
MACHINERY THEREOF, PROVIDING GUIDELINES FoR
GOVERNMENT FINANCIAL, ASSISTANCE AND OTHER INCEN
AND SUPPORT, AND FOR OTHER PURPOSES”

PECIAL EDUCATION (SPED)
N AND AT LEAST THREE 43)

House Bill No, 3397 introduced by Reps. Raymond V. Patatino, Rachel Mar querite 13. Del
Mar, Luzviminda C. layan, Antonie {. Tinto. Rafael V, Mariano, Carol Jayne B. Lope? and
Emerenciana "Emmi" A. Ie Jesus, entitled:

"AN ACT
PROVIDING FOR FREE AND APPROPRIATE PUBLIC DUCATION
FOR FILIPINO CHILDREN AND YOUTH WITH SPECIAL NEEDS”



Howse Bill No, 3582 introduced by Reps. Rodolto G. Biavon and Angelo B. Palmones.
entities

AN ACT
TO EXPAND AND REVITALIZE THE SPECIAL EDUCATION

PROGRAM FOR GIFTED AND HANDICAPPED CHILDREN AND
YOUTH IN TH HILIPPENES”

House Bill No. 4447 introduced by Reps. Ma. Georgina P De Veneci, Eufranio C. Eriguel,
Mark A. Villar, Carol Jayne B. {oper Bernadette Hererra-Dy, Josephine Veronique Lacson
Noei. and Maria Isabelle Climaco. entitled

“AN ACT
PROVIDING FOR fHE ESTABLISHMENT OF CENTFRS FOR

WIT AUTISM AND THOSE WITH HEARING AND
FECH IMPAIRMENT”

House Bilt No, 5728 introduced by Rep. Linabelle Ruth R. Villarica, entitled:

"AN ACT

INSTITUTIN

INCLUSIVE EDUCATION SPECIAL.
EDUCATION IN ALL PUBLIC AND PRIVATE ELEMENTARY AND
SECONDARY SCHOOLS NATIONWIDE FOR CHILDREN AND YOUTH

WITH SPECIAL NEEDS AND ABLISHMENT OF B AU OF
SPECIAL EDUCATION CREATING THE = IMPLEMENTING
MACHINERY «THEREOF, = PROVIDING = GUIDELINES FOR
GOVERNM FINANCIAL ASSISTANCE AND OTHER INCENTIVES
AND SUPPORT FOR OTHER PURPOSES”

and House
Macep:

No. 6495. introduced by Reps. Diosdade M. Arroyo, and Gloria M
Arroyo, entitled:

“AN ACT
PROVIDING FOR THE CREATION OF MUNICIPAL SPECIAL
EDUCATION CENTERS FOR DEAF-MUTE AND BLIND CHILDREN
APPROPRIATING FUNDS THEREFOR, AND FOR OTHER PURPOSES”

has considered the same and recommends that the attached House Bill No. 22> *
entitled

N ACT

ESTABLISHING AT LEAST ONE (1) SPECIAL EDUCATION (SPED)
CENTER FOR EACH SCHOOL DIVISION AND AT LEAST THREE @)
SPED CENTERS UN BiG SCHOOL PEVISIONS FOR CINLDREN WITH
SPECTAL, NEEDS (CSNs), PROVIDING GUIDELINES THEREFOR, AND
FOR OTHER PURPOSES”

be approved in substitution of — House Bill Nos. 82, 646, 812, 832, 10RD, 1565, 1604,
2129, 2177, 2280, 3268, 3293, 3397, 4447, 5728, und 6495 with Reps Yap cS.
Angara, Syjuc charon Jr, Hermera-Dy. Magsaysay (1), Vemandez, Castelo.
Redrigues(R.), Rodriguez (M.)Sr.. Ejercito, Calixto-Rubiano, Palatino, Biazon. De Venecia.
Vivlarica, Macapagal Anoye (D0, Macapagal-Areyo (G.), Apacible, | Zamore- Apa
Sacmiento (Co. Lacson-Noel. Co. Batoeabe, Garbin tr. Abuyon, Mercado-Rev ills,



Miraflores, Det Mar, Cruz-Gonzales, Umati (C.), Enerio-Cerilles, Gunigundo
Ferriol, Catamco, Palmones, Hagan, Cajayon, De Jesus, Tinio, Climaco, Matiano. Primicias.

Agabas, Eriguel, Villar, Lopez (C.J.), Cabaluna fll, Aumentado, Almario, Romuatdo, and
Teodoro as authors thereof.

Respectfully submitted,

THE HONORABLE SPEAKER
HOUSE OF REPRESENTATIVES
QUEZON CITY


Republic of the Philippines
HOUSE OF REPRESENTATIVES
‘Quezon City

FIFTEENTH CONGRESS
‘Third Regular Session
S947
(os. R2, 646, 812. 832.1080, 1565,1604, 2129, 2177,

3397. 3582, 4447, 5728, andl 6495

HOUSE BILL NO °

Te substitution of House Bill
2280. 3268,

9.

INTRODUCED BY REPRESFY S YAP (S.), ANGARA. SYIUCO, ACHARON
JR. HERRERA-DY. MAGSAYSAY (E.). FERNANDEZ, CASTE! 0, RODRIGUEZ
RODRIGUEZ (MR, FIERCITO, CALIXTO-RUBIANO. PALATINO, RIAZON,
VENECIA, VILLARICA, MACAPAGAL ARROYO (D.), MACAPAGAL-ARROYO iti 1.
APACIBLE, ZAMORA-APSAY, SARMIENTO (C.), LACSON-NOEL. CO. BATOC ABE
GARBIN JR. ABAYON. MERCADO-REVILLA. MIRATLORES, DEL MAR. CRUZ
GONZALES, UMALI (©), ENERIO-CERILLES, GUNIGUNDO |. AGLIPAY, FERRIC.
CATAMCO, PALMONES, ILAGAN, CAJAYON. DE JESUS. TINO, CLIMACH.
MARIANO. PRIMICIAS-2 S, EL. VILLAR LOPEZ, CABALUNA OL.
AUMENTADO. ALMARIO, ROMUALDO, and TEODORO.

AN ACT
ESTABLISHING AT LEAST ONE (1) SPLCIAL EDUCATION (SPED) CENTER

FOR EACH SCHOOL DIVISION AND AT LEAST VHRE!: (3) SPED CENTERS
IN BIG SCHOOL DIVISIONS FOR CHIT.DREN W ITH SPECIAL NEEDS (C81.
PROVIDING GUIDELINES THEREFOR, AND FOR OTHER PURPOSLS

Be te enacted by the Senate and House of Representatives of the Philippines
Congress assembled:

SECTION |. Title, ‘Vhis Act shall be known as the “Special kducati n
(SPED) Act of 2012"

SFC. 2. Declaration of Policy leis hereby declared the policy of the State‘
Protect and promote the rights of children swith special needs (CSN) to quals
education and to take appropriate steps to make suck education accessible to they

The State recognizes their vital role in society and endeavors tw inclute their

integra! part of national development strate

{Cis also the policy of the State to give fill suppoct for tieir welfare a d

development. ensure their [utl int

jon in society. ay well as fi

tite their ative,


participation in tke affairs of the State. Towards this end and also pursuant to

mandate stated inthe /98? Constitution »Section 13, Article Ih; Seen 13, Atticle
Nil: and Sections | and 2, paragraphs | and 3, Article XIV). Article 3 of Presidential
Levee No, 603 (The Child And Yourh Welfare Codey and Seczivns 12-14 of Republic
Sct No. 7277 (Magna Carta For The Disabled). the Stace sball instimtionalize an

aciequate and relevant educational program for every CSN thomeh the establishment

SPED Centers and the provision of vital support mechanisms for such. Thus. alt

in any degree of sensory, physical or intellectual disability or needs. shail have

tne opportunity to be developed in the must enhancing environment consistent with

on of a quality education that best meets their needs

C. 3. Objectives. ‘The objectives of the SPED let of 2012 are

a. Ta provide CSN access to basic education through the formal system: and

other alternative delivery services in education;

b, To facilitate integration ef CSN with mainstream education:

Fo ensure that CSN fully develop their potentials wwards self wit

and become more effective partners in the affairs of the cannery:

d. To ensure that CSN understand, appreciate and respect difterences amongst
groups and members in society and also to understand the nature of
society in which they live:

2. To identity gifted and talented childrer: from ages three {3 te sisteen (16)

f To provide the parents with information on the sull cominwum of SPED

servies

and possible placement options for their chiféren chus enable

them t make informed choices and decisions:

g. ‘To enhance the cole of parents, teachers and othvr caregivers as primary

edueators and caregivers of the children by equipping them with


capabilities to identifY. prevent. refer or intervene with the developmental

disorders and disabilities of children;
h. To involve private eroups, local govemment units (LGLis) and nationat

agencies other than the Department of Education (MepEd) in the

education of ©

5 and
i. To create significant and positive changes in community attitudes towards

disubility and the need to provide special education and proper care Sor

CSN.

SEC. 4. Definition of Terms. For purposes of this Act, the following te-ns

are defined:
a. Disahility reters to any of the following
1) a physical or mental impairment that substantially limits one o-

more psychological. physiological or anatomical function of an individna’ or

Ss of such indis idual:
2) a record of such an impairment: oF

3) beiny regarded as having such an impairment,

b. Impairment refers we any tess. diminution or aberration of psychologi:al.
physiologicul or anatomical structure oF function.

&. Handicap refers to a disadvantage of an individual. resulting trom an

impairment or a disability, that limits or prevents the function or acti-ity
that is considered nunmal given the age and gender of the individual

d. Persons wi

h disabilities (PVD; vefer to those suffering from restrictio- or

different abilities, as a resuit of a mental, physical, sensory or neurological

impairment, t0 perform an activizy

in the manner or within the newe

considered normat lor a human being.


1 e. Marginal

disadvantaged persons with disabilities veler to disabled

persons who lack access 10 rehabilitative services and educational

‘opportunities due to poverty. abandooment, illness and other fons of

neglect. For purposes of this Act, te word “poor” refers to persons who

either have no means of livelihood or have incomes below the povercy

6 threshold as determined by the National Statistics Coordinating Board
? (NSCB

8 f. Children with special needy (CSN) refer to those who are gifled or are fast
° learners: and those who are disabled. impaired or handicapped and in need
10 of special education as well as services for rehabilitation. They differ feom
1 the average children in mental characteristics, sensory abilities.
i neuromuscular ot physical characteristics, and social attributes, to such ar
3 extent that requires the use of <nodified school practices or special
4 education services t develop them to maximum capability. They may be
6 classified as follows:

ve 1. Gifted children and fast learners ave those capable of superior
v performance including those with demonstrated achievement or
18 potential abili:y in one or more of the folloviing areas: general
ry intellectual ability, specific academic aplimde, creative or
» productive thinking ability, leadership ability, ability in the
a visual of performing arts and psychomotor ability, or those

” individuals who consistently manifest the following cluster of

traits: above average ability (inctuding intelligence). high

ary creativit

(implies the developmental appreciation of

innovative ideas) and high task commitment (related to a high


degree of motivation) and those who by reason thereof, recuire

ser

€S Of activities not ordinarily pro. icled by the school.

Children with menial retardation? inte! Hectwal disability are
those who have substantial limitation in present tuncticning
characterized by significant’ sni-average intellectual
functioning existing concurrently with related limitations in
two or more of the applicable adaptive skill areas:
communication. self-care, home living. social skills,
community use. self-direction, health and safety. fonctinnal
academics, leisure and work.

Children with visual impairment are those who are blind or
have low vision. Persons are blind if they have visual capacity
of 20/200 or less in the better eve aficr mayimum correction.
The low vision persons retain relatively low degree oF Vision
and can read only enlarged print or reguiar print under special
conditions.

Children with hearing impairment arc those who are deat or
hard-of-hearing. Deaf persons are those whose hearing are
non-functional tor ordinary purposes in fife. The hard-at-
hearing have a defective sense of hearing that is functional
with or without a hearing aid.

Children with behavior problems are those whe cannot a just
to the socially accepted nonns of behavior and. consequently
disrupt their academic progress. the ‘curing eiforts of their

classmates and interpersonal relations,



6. Chikiren: with orthapedic‘physical handicap are those whose
impairment permanently or temporarily interleres with the
normal functions of the joints, muscles or limbs,

7. Children with special health problems are ihose who have
health conditions that tend to keep children out-of-school or
those with chronic andor debilitating iltnesses such as. cardiac
(hear) diseases, asthma, diabetes, tuberculosis and other
respiratory ailments. carcenonza, epitepsy. inalnutrition and
others.

8. Children with learning disabilities are those who altho

in sensory, emotional and intelicetual abilities eshi

disorders in perception, listening. thinking, reading. writing.
spelling or arithmetic. They have stich conditions as perceptual

handicap, brain injury, minimal brain lyst

tion, dyslexia ar
developmental aphasia,

9. Children with speech defects ave those whose speech differs
front the average so far as w draw unfivorable attentian to the
manner of speaking rather than to the thought conveyed.

10. Children with autism are those with developmental disabilities,
the onset of which occurs before thirty (20) months of age and
which is marked by disturbance in development. language and
relationship with persons. activities and objects and which may

coexist with imtellectal disabilicy and cpilepsy. Children

afMicted with this disorder have perceptual. cognitive.

communication and social difficulties v.bich change over time.


Children with multi-handicaps are those with more than one
disability such as the deaf-blind or those diagnosed with
autism and intellectual disability.

dinriliary alcs and services refer to services that are basically none
education, but enhance on the education process of the child with special
needs. These include

1. Therapy;

2Qu

tified Interpretations or other effective methods of

delivering materials to ind

iduals with hearing impairments

3. Qualified Reading. taped tests or other ellfective methods of

delivering materials to individuals with visual impairment.

A. Acquisition or medificasion of equipment ar devices; and

5. Other similar services and actions or alt types of aids and
services that facilitate the learning process of people ¥ th
mental disability

bo Special instructional materials refer to texthooks in Braille, laree type or

any other med

Mt OF any apparatus that convey information to a studen: or

otherwise contributes (© the learning process,

1. Private sector purticipation refers to all torms of indispensable, substat

tial
and meaninytil participation of private individuals. partnerships. group: or

entities, community-based organizations ar non-governmen:al

or

ganizations in the delivery of educational and rehal

ilitative services vor

students and (SN

A Basic Rdncation refers to kindergaricn. at least six (6) years of elemer

education and at least four (4) vears of secondary education


Special Education relers to basic education that takes into account the

special needs of both disabled children aad gifted children. Thi

systematic and deliberate process that enables CSN to ac

fiieve functional
literacy and the highest level of their individual potential and capacity. It
is also detined as that (pe of edication tailored to meet the needs of
children who cannot protit because of or exceptional abilities, SPED is
geared towards integration of CSN with mainstream education: and

Functional literacy refers to the level of literacy necessary for the student

or child to become a usetul citizen and effe

ive member of society.
SEC. 5. Coverage. ~ This Act shall cover all students and children with specia’
needs (CSN) nationwide.

SEC. 6. SPED Cemers in Regular Schools. — At least one (1) SPED center for

each school divé

and a: least three (3) SPED centers in hig schoo! divisions shali

e established in regular schools. Where these are no existing SPED centers. These
SPED centers shull be administered by the priccipal of the regular school

The SPED Center shall function as the resource center for the implementation

inclusive education tha: will accept all kinds of children on regular schools. it

shall
a support CSI to he integrated included in regutar schools,
b. conduct school-based training of CSN:
< produce appropriate teaching materials for CSN; and
a conduct essessment of CSN.

It shall also be the responsibility of the SPED Centers to assist, facilitate. and
monitor the transferfadmission of qualitied children with disabilities 10 post-

secondary o tertiary education institutions.


h SPED Center shall have specialized teachers who ean handle children

and youth with special aveds who may inchide but shall not he limited to those with

Sisual impairment, hearing impairment, autism, learning disabilities, beha oral
Problems, multiple disabilities, mental retardation/handicap anc mental giftedness.
Regular teachers currently handling speciai education nf CSN shall henceforth
be classified as SPED teachers.
There shall be an assistant principal for each SPI Center who shall
administer and supervise the alternative educational progcuns; early intervention

Programs; monitoring. supervision. and provision of technical assistance. traini

and enhancement programs to SPET) personnel; ceferral ancl placement procedures:
and oversee the other components of the speciat education program. The assistant
Principal shall also be responsible for the formation and supervision of placetnem

committee as well

's in the resolution of disagreements on placement and services

SEC. 7. Other Personnel of SPED Centers, — The administrative core and

placement committee uf the SPED unit shall consist of:

2. One (1) educational psychologist or psychomettici

bh. One (1) physical therapist;
¢. One (1) occupational therapist:
4. One (1) speech and language therapist’speech correction teacher: and
One (1) education supervisor,
They shall also be jointly tasked to develop and maintain a data bank in
Special education in their respective jurisdictions. The placenient committee shal. in

consultation with and active participation of parents among others, ensure tut

students with di

‘abilities are educated as close as possih'c to their homes and


alongside their age-appropriate peer groups. and that these students attend their local

schools or travel the shortest distance t0 avail of educational survive:
SLC. 8. deinerant SPED Teachers. — Minerant SPEL) teuchers shall alse be
appointed whenever necessary, They shall assist isolated or remote schools with

specialized cquipment, individual programs. curriculum adjustment, ieaching aids and

dng modifications,

ans to, or Enter

SEC. 9. authority of the Secretary of Education ta Give Gi
!to Couperative Arrangements for the Creation of SPED Centers. = The Secretary oF
Education is hereby authorized to give grants io. or enter into cooperative

Scrangements or contracts with public or private non-pro“it auenci

instituiions or

tg

nizations far the establishment or creation of SPEND centers for CSN or for

srograms such as the following:

s

‘technical as

lance to SPED centers;

b. ‘Training of professionals or related services persinnel who are prepa

to serve or are serving CSN
€, Replication of successful innovative approaches in providing educational
or related services to CSN;

d. Facilitation of parental involvement in the education of their CSN:

€. Diagnosis and educational evaluation of CSN:

£ Consultative, counseling and taining services for the families of ©

Nr or

Familiarization of the municipality or city being served by a SPED center

with the problems and potentialities of such children
SEC. 10. Continuing Research to Identify: Needs of CSN. - Vhe DepEd bs

itself or in association with organizations or institutions shill undertake continuin;

sesearch to idemily and design programs that shall moet the full range uf needs oF the

10


10

CSN: Provided, That such continuing research shall also be used to develop

instructional techniques for use by the SPED Centers towards improving CSN

acquisition of

stills necessary for their transition to independent living, vocational

training or competitive development: Provided, further, That such continuing research

shall further be used to design ph

al education and therapeutic recreation program

tor use by the Centers to increase the potential of CS

‘ for community participation.

SEC. U1. Stucdent Assistance. ~ The DepEd shail provide financial assistaice

10 economically marginalized bat deserving students with special needs at soe

elementary and secondary levels which may come in the form of scholarship grau:s:

allowances for tra

portation. fod. lodging, and books; sttdent loan prograzs:
artisti¢ and cultural tours: trainieg programs: subsidies; and other incentives
Marginalized or disadvantaged persons with disabilities and those coming frm
indigenous commanities shall be the priority in the grant of the aforesaid assistance.
Special equipment like wheelchair, erutches, special toilet and hiygiene
Fequirements, hearing aids, eyeglasses, and such other assistive deviees required 5y

the students to optimize education and participation in the educational process stall

also be provided for free or at disco:

nied rates t deserving students and at wry
affordable rates in general through a reasonable funding scheme that shall he desivited
by the Depkd.

SEC. 12. Medical dyvistence. - The Depkd shall prepare a scheme that «iil

ensure adequate and free medical assistance und intervention peogeums, including

those essential to the student or childs rehabilitation |

¢ therapy, psychome:

assessments, medical examinations and the like with government clinics, hospi a!s

and other health facilities, In case the medical service ii

not oficred by the neares” or

accessible government health facility, or cunnor be obtained by reason of erit’val


mediacy, of needs a more specialized or advanced treatment, CSN shall be

ented 19 Twenty percent (20%) discount from the services of any private hospital
er clinic: Provided, hat these private hospitals and clinics may claim the cost as tax
credit.

SEC. 13. Nuiritionat Programs. — The nutritional programs for CSN shall be

supervised by the National Nutrition Council CVNC) and the Department of Health

(DOR) in coordination with the LGU health u:ficer.

SEC. 14. Lstablivhnent of Specie

sd Day Cure Centers. ~ Day care centers
specially designed for pre-school children and their parents, where early identitication

wf disabilities and special aceds and introductory educational and intervention

grams will be administered, shall also be established near or within existing SPED
centers or those that wil! be ereated by the DepFd with the support of the Department

oF Social Welfare and Development (DSWD) and LGU in the area.

far as

practicable, the use of ¢:

isting day care centers and facilities shall be maximized.

SEC. 15. Recreational and Artistic Opportunities,

he DepEd shall institute
4 program tor CSN that will afford them full oppormnities for sate and wholesome
ecreation and activities, individual as well as social, for optimal use of their leisure

Sours and for the udvancement of their physical, mental, social and culturat

development.
SEC. 16. Remuneration and Benefits, - The SPEI) teachers and schoo!
administrators managing SPED centers and special schools shal! be assigned a salary

rade that is three (3) salary grades higher than. that of a regular teacher and school

administrator, respectively.
‘The Depa shall enhance the cight of the teachers‘instructors to professional

advancement and ensure that the teaching staff will attract the best available talents


through adequate cemuneration, scholarship and training grants. teacher exchange
programs, incentives and allowances and other means of securing job satistaction and
fulfillment as well as their long and stable tenure in their respective posts. A similar

program shall be designed tor support personnel like inwrpreters. psychologists,

sucial workers and others also involved in the education anc rebabilitation of the

child,

‘The DepEd shall identify at least one (1) feading institution or university in

Luzon, Visayas and Mindanao whose fac

y is consideret) or regarded as hivtly
competent in the area of special education and where a uniform or standardized
curriculum tor any post-graduate education program shall be designed tw bensfit
SPED teachers and other personnel of SPED centers. The manner of selection of sch
institution shall be provided under the Implementing Rules and Regulations of “ais

Act

SLC. 17. Parent, Sibling and Caregiver Education ~ ‘VWere shall be a foral

uaining and counseling program tor parents. siblings. and caregivers of CSN tor

them to acquire a working knowledge of special education, gain an understanding of

the psychology of CSN. and be aware of their crucial role sis educators so that 122)

maximize their knowledge and skills tor optimum development of the potentials of
the child.

SFC. 18. Special instructional Materials. - Publishers shall grant the Desks
the authority to (ranscribe adopted instructional matcrials into Braille, large type =e

audio-tape without penalty or payment of royalty. Furthenore. an or before :be

second (2) working after the adoption of textbook tides by the Deplid. each

publisher of newly adopted instructional materials shall provide consputerized fie as


specified by the DepLid which may be copied and distributed upon request. 10 a school

division for instructional purposes,

Copies of these instructional materials shall he furnishes! without cost to either
the student or teacher who is blind or visually impaired, The materials are to be
Joaned to the public school district and are to be rermrned when no longer needed.

SEC.19, Incentives ty Private Sector Participation, ~ Yarinership between the
government and private institutions catering to the needs of CSN shall be encouraged.
Al. protits and income generated by the SPED Center derived from its fundamental

Function as an educational institution shall be exempt from income tax. Any donation.

coruribution, bequest and grant which may be made to the center shall he exempt
trem donor's tax and the same shall be considered as allowable deduction from the

uhess income in the computation of the income lax of the donor in accordance with

the provisions of the National Internal Revenue Code of 1997, «5 amended: Provided.
thar such donations shall not be disposed of, transferred or sold, Eeonomie, technical
ars cultural hooks and/or publications shall be imported duty-free upon certifieation
by the Depkd that such imported books and/or publications are ter economic,
technical. vocational, scientific, philasophical. histoneal or cultural purposes. in
accordance with the provisions of the tariff and customs code, a amended.

SEC. 20. Local Government Unit Participation — The LGUs shall be
responsible tor the following:

a. Provision of buildings or centers which are CSN-friendly and sites where

there are no existing school facilities that may be used for the special

education of CSN, as well as the estabtishment of day care pursuant to

See. 15 hereol;



9

b. Organizati

n of one (1) parent-teacher association for CSN in every

school offering special education in their respective jurisdictions;

¢. Identification, courdination ane the tapping oF public of private volunteers
and private organizations, national or international, for information
dissemination campaigns. funding programs and other projects 10 a
the funding for SPFD programs and equipment, among others; and

d

Provision of counterpart funds for the training and seminars of parems and
teachers, and nutritionat prograins tor the CSN in their respective localities

te be devermined by the Depke.

it coordination with the Department ot
Budget and Management (DBM) and the Deparment of Finance (DOV).

SEC. 2), Public Informution, Education and Communication. - A nationwide

intormation dissemination campaign on the prevention, carly identification ane

imtervention programs for CSN shall be intensified, ‘This sbutl be the join

responsibility of the Philippine Information Agency (PIA), Council for the Welfare 0

Children (CWC) and the Depkd. The DepEd. in collaboration with the DOH and

Department af Labor and Employment (DOLE), shall also disseminate materia!

anil

inzormation conceming effective practices in Working with. uaining and educati

CSN

SEC, 22. Appropriations. . The Secretary of the Depkd shall immediately

include in the Department's programs the implementation of this Act, the funding

which shatl be included in the .benal General {ppropriations Act

SEC. 23. Implementing Rulex and Regulations. — The DepEd, in coordinatiun
with the DSWD. DILG. DOH, DOF. BIR, CWC and National Council on Disabil
Affairs (NCDA\, shall promulgate and issue the necessary guidelines tor the erearicn

and operation of SPED Centers within sixty (60) days after the effectivity of this Act


6

SEC. 2. Separability Clause - If for any reason, 2 provision or part hereot is

deel:

d invalid, other provisions not affected thereby shall remain in full force and
effect

SEC. 25. Repeating Clanvse. All laws, decrees. executive orders. rules and
regu’ations contrary or inconsistent with the provisions of this Act are hereby repealed
or m-diiied accordingly

SEC. 26, Eyfectivity, - This Act shall take effect fifteen (15) days after its
publisation in two (2) newspapers of general circulation.

Approved


_— HOUSE OF REPRESENTATIVES
COMMITTEE AFFAIRS DEPARTMENT

FACT SHEET

House Bill No. _U
(As Reponed Ou!

AN ACT
ESTABLISHING AT LEAST ONE (1) SPECIAL EDUCATION (SPED)
CENTER FOR EACH SCHOOL DIVISION AND AT LEAST THREE (3)
SPED CENTERS IN BIG SCHOOL DIVISIONS FOR CHILDREN WITH

SPECIAL NEEDS (CSNs), PROVIDING GUIDELINES THERFOR, AND
FOR OTHER PURPOSES

introduced By: REPS. SUSAN A. YAP, JUAN EDGARDO M. ANGARA, AUGUSTO
‘BOBOY” SYJUCO, PEORG B. ACHARON, JR., BERNADETTE R. HERRERA-DY.
EULOGIO “AMANG” R. MAGSAYSAY , DANILO RAMON S. FERNANDEZ, WINSTON
“WINNIE” CASTELO, RUFUS 8. RODRIGUEZ, MAXIMO B. RODRIGUEZ, JR., JOSEPH
VICTOR G. EJERCITO, IMELDA G. CALIXTO-RUBIANO, RAYMOND V. PALATINO,
RODOLFO G. BIAZON, MA. GEORGINA P. DE VENECIA, LINABELLE RUTH R.
VILLARICA, DIOSDADO MACAPAGAL ARROYO, GLORIA M. MACAPAGAL-ARROYO
TOMAS V. APACIBLE, MA. CARMEN ZAMORA-APSAY, CESAR V.SARMIENTO,
JOSEPHINE VERONIQUE R, LACSON-NOEL, CHRISTOPHER S. CO, RODEL M.
BATOCABE, ALFREDO GARBIN, JR., DARYL GRACE J. ABAYON, LAN! MERCADO-
REVILLA, FLORENCIO T. MIRAFLORES, RACHEL MARGUERITE B. DEL MAR,
CINCHONA CRUZ-GONZALES, CZARINA D. UMALI, AURORA ENERIO-CERILLES,
MAGTANGGOL T. GUNIGUNDO |, EMMELINE Y. AGLIPAY, ABIGAIL C. FAYE FERRIOL,
NANCY A, CATAMCO, ANGELO B. PALMONES, LUZVIMINDA C, ILAGAN, MARY MITZI
L.CAJAYON, EMERENCIANA A. DE JESUS, ANTONIO L. TINIO, MARIA ISABELLE G
CLIMACO, RAFAEL V. MARIANO, MARLYN L. PRIMICIAS-AGABAS, EUFRANIO C
ERIGUEL, MARK A. VILLAR, CAROL JAYNE B. LOPEZ, SALVADOR P. CABALUNE III,
ERICO B. AUMENTADO, THELMA Z. ALMARIO, PEDRO P. ROMUALDO,
and MARCELINO R. TEODORO

Committee Referral: COMMITTEE ON THE WELFARE OF CHILDREN
Committee Chairperson: HON. AURORA ENERIO-CERILLES

OBJECTIVES:
* To provide children with special needs (CSN) access to basic education:
+ To ensure that CSN fully develop their abilities. talents interests and all aspect

of their development to become more responsible for their lives and more
effective partners in all the affairs of the state;


To inform and equip parents, caregivers and teachers with the capabilities to
identify, prevent, refer and intervene with the disabilities of children and their
developmental disorders; and

* To involve private groups, local government units and national agencies in the
education of CSN

KEY PROVISIONS:
+ Defines CSN as those who are gifted and those who are ‘handicapped:

+ Establishes at least one special education (SPED) center for each schoo! division
and at least three (3) SPED centers in big school divisions where there are no
existing SPED centers;

* Mandates full continuurn of educationat services by DepEd to those CSN below
schoo! age through regular home visits, consultations, day care activities and any
other proper medium or program:

Enhances the right of teachers and support personnel to professional

advancement through adequate remuneration scholarship and training grants
and other incentives;

* Provides financial assistance to economically marginalized but deserving CSN
at the elementary and secondary tevels;

+ Ensures adequate and free medical assistance and intervention pragrams for
CSN;

* Grants incentives to private institutions catering to the needs of CSN: and
* Mandates local government units to be responsibte for the provision of CSN-

fnendly sites and counterpart funds for training and seminars of parents and
teachers in their respective localities.

RELATED LAWS:

+ R.A. No. 7277 — Magna Carta for Disabled Persons
* P.D. 603 - Child and Youth Welfare Code
+ Sec. 13, Article It, Article XIIt and Article XIV- 1987 Philinpine Constitution