EIGHTEENTH CONGRESS OF THE 
) 
REPUBLIC OF THE PHILIPPINES 
)
First Regular Session 
)
S E N A T E
of li r Ji . I ‘•1 • ,l
T9 
JUL 16 A11 M
Senate Bill No.
540
In tro d u ce d  by S enator Juan M iguel F. Zubiri
AN ACT INSTITUTING INCLUSIVE EDUCATION THROUGH THE 
ESTABLISHMENT OF INCLUSIVE EDUCATION LEARNING RESOURCE CENTERS 
FOR CHILDREN AND YOUTH W ITH SPECIAL NEEDS IN  ALL PUBLIC SCHOOLS
D IVISIO NS, PROVIDING FOR STANDARDS AND GUIDELINES, AND 
APPROPRIATING FUNDS THEREFOR
EXPLANATORY NOTE
The 1987 Constitution provides that "the State shall protect and promote the right 
of all citizens to quality education at all levels and shall take appropriate steps to make 
such education accessible at all." Republic Act No. 7277 or the Magna Carta for Disabled 
Persons specifically mandates that "the State shall ensure that disabled persons are 
provided with adequate access to quality education and ample opportunities to develop 
their skills."
To integrate and mainstream learners with special needs into the school system, 
the Department of Education is implementing the Special Education (SPED) Program for 
learners who are mentally, psychologically, physically or socially challenged, and those 
with exceptional abilities. Based on data from the Department of Education, as of 
February 2017, there are only 648 SPED Centers and regular schools offering SPED. 
DepEd estimates some 400,732 learners with special education needs in the previous 
school year.
A 2018 study conducted by the Development Academy of the Philippines also 
shows that one in every five persons with disabilities is a child aged 0-14. The study also 
reveals the lack of inclusive service framework and a strong referral system that 
integrates the different social services for some 26.56 percent poor Filipino children with 
disabilities.
To be able to address these concerns, this bill seeks to establish, maintain and 
support an inclusive, complete, adequate and integrated system of special education for 
children with special needs. It creates learning resource centers in public schools in all 
divisions nationwide. The bill seeks to capacitate parents to actively participate in the 
placement and education of their children, and train and equip teachers and school 
officials as primary sources of care and development of children with special needs, 
among others.
In view of the foregoing, the passage of this bill is earnestly sought.
UEL F. ZU B IR I


EIGHTEENTH CONGRESS OF THE 
) 
REPUBLIC OF THE PHILIPPINES 
)
First Regular Session 
)
; •u'.- ■
of UK- art--.
S E N A T E
Senate Bill No.
5 4 0
•19 JUL 16 All -47
nrcEivi u G
In tro d u ce d  by S enator Juan M iguel F. Z ubiri * 1 1
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 
D IVISIO NS, PROVIDING FOR STANDARDS AND GUIDELINES, AND 
APPROPRIATING FUNDS THEREFOR
Be it enacted by the Senate and House o f Representatives o f the Philippines in 
Congress assembled:
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SECTION 1. Title. -  This Act shall be known as the "Inclusive Education for
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Children and Youth with Special Needs Act of 2019."
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SEC. 2. Declaration o f Policy. -  It is the policy of the State to protect and
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promote the rights of Children and Youth with Special Needs (CYSNs) to quality education
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and to take appropriate steps to make sure education is accessible to them. The State
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recognizes their vital role in society and endeavors to include their needs as an integral
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part of national development strategies.
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It is also the policy of the State to fully support their welfare and development,
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ensure their full integration in society, as well as facilitate their active participation in the
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affairs of the State.
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This is in accordance with Section 13, Article II and Section 13, Article XIII of the
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1987 Constitution; Articles 3(1), 3(3), 3(6), and 12 of Presidential Decree No. 603
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otherwise known as the Child and Youth Welfare Code; Section 12 to 14 of Republic Act
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No. 7277, as amended, otherwise known as the Magna Carta for Disabled Persons; UN
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Convention on the Rights of the Child; UNESCO Salamanca Statement; UN Convention
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on the Rights of Persons with Disabilities; Incheon Strategy to Make the Rights Real for
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Persons with Disability in Asia and Pacific, and other relevant laws.
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Towards this end, the State shall:
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(a) Institutionalize an adequate and relevant educational program for every CYSN;
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(b) Adopt the policy of inclusive education;
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(c) Establish Inclusive Education Learning Resource Centers; and


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(d) Provide vital support mechanisms required to ensure their effectiveness.
All CYSNs shall therefore have the opportunity to be developed in the most 
enhancing environment, consistent with the provision of a quality education that best 
meet 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. 
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:
(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 find system refers to the process of locating and coming up with a list of 
CYSNs through child development teachers/workers who are under local 
government units (LGUs);
(c) Chiidren and youth with special needs (CYSNs) refer to children with 
exceptionalities, this may refer to children and youth who are gifted or talented, 
with intellectual disabilities, emotion or behavioral disorders, speech and 
language disorders, hearing impairments, visual impairments, autism, physical 
or health disabilities, deaf, blindness, or multiple disabilities, 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 
to (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 where he lives as well 
as the difficulties he encounters to remove the environmental and social 
barriers;
(e) Inclusive education refers to 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 that 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
government organizations in the delivery of educational and rehabilitative 
services for CYSNs;
(h) Speciai Education (SPED) refers to the customized instructional program or 
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;
(i) Speciai 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; and
(j) Universal design for learning (UDL) is a scientifically valid framework for guiding 
educational practice estabiished by the Department of Education that (1) 
provides flexibility in the ways information is presented, in the ways students 
respond or demonstrate knowledge and skills, and in the ways students are 
engaged; 
(2) 
reduces 
barriers 
in 
instruction, 
provides 
appropriate 
accommodations, supports, challenges, and maintains high achievement 
expectations for all students, including students with disabiiities and students 
who have limited English proficiency. It is also a set of principles that guide 
the design of inclusive classroom instruction and accessible course materials. 
DDL's three principles are: (1) multiple methods of representation that gives 
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 a ll 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 
Section 4, subparagraph (j).
SEC. 6. Functions o f the Center. -  The Center shall function as a resource 
center that shall assist in promoting inclusive education to capacitate regular schools to 
effectively handle the needs of children and youth with disability. It shall:
(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) Monitor case management of CYSNs within the division;
(d) Ensure that CYSNs within the division receive appropriate needed services;
(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 
multi­
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 
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 Staff. -  In addition to teachers with special 
trainings in handling CYSNs, 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 and 
instructors to professional advancement and ensure that the Centers shall endeavor to 
attract the best available teaching staff and talents through adequate benefits, 
renumeration, scholarship, and 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.


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SEC. 9. In-Service Training o f Teachers, Administrators, Non-Teaching
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Personnel. -  To enhance the inclusive education program, the DepEd shall coordinate
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with the appropriate national government agencies to offer basic and advanced seminars
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on disability awareness and inclusive education for the concerned education stakeholders.
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The appropriate and necessary trainings, seminars, and other opportunities for
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upgrading the performance of DepEd teachers implementing the inclusive education
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curriculum shall be conducted and evaluated by the National Educators' Academy of the
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Philippines (NEAP).
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SEC. 10. A uthority o f the Secretary o f Education to Give Grants to, or
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Enter into Cooperative Arrangements fo r the Creation o f Inclusive Education
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Resource Centers. -T h e  Secretary of Education shall develop programs, or enter into
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cooperative arrangements or contracts with public or private non-profit agencies,
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institutions or organizations for the establishment or creation of Centers or
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implementation of the inclusive education such as the following:
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(a) Technical assistance to Center teachers who are preparing to serve or are
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serving CYSNs for inclusion and mainstreaming;
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(b)Training of professionals or related services personnel including all regular
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teachers;
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(c) Replication of successful innovative approaches in providing educational or
20 
related services to CYSNs;
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(d) Facilitation of parental involvement in the education of CYSNs;
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(e) Diagnosis and education evaluation of CYSNs;
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(f) Consultative counselling and training services for the families of CYSNs;
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(g) Familiarization of the municipality or city being served by a Center with the
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problems and potentialities of such children and youth; and
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(h) Agreements with medical and allied medical professional groups.
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Centers created under this Section shall remain part of the DepEd system.
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SEC. 11. Program Office. -T h e  Inclusive Education Program shall be under the
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Student Inclusion Division of the Bureau of Learning Delivery under the Office of the
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Undersecretary for Curriculum Instruction. The Student Inclusion Division shall assist in
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the formulation, implementation, monitoring, and evaluation of policies, programs, and
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services for, but not limited to, CYSNs.
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SEC. 12. Continuing Research to Id e n tify Needs o f CYSNs. -T h e  DepEd,
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by itself or in coordination with organizations or institutions, shall undertake continuing
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research to identify and design programs that shall meet the full range of needs of CYSNs:
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Provided, That, such continuing research shall also be used to develop instructional


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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. -T h e  DepEd, the Department of Social Welfare 
and Development (DSWD), the National Council on Disability Affairs, and the local 
government units (LGUs) 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 > 4 shall likewise 
be extended to qualified CYSNs students in the secondary levels.
SEC. 14. Recreational and A rtistic Opportunities. -  
The DepEd shall 
establish opportunities to advance physical, mental, social, and cultural development of 
CYSNs through individual or interactive recreational and social activities.
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 o f 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 - S c h o o iA c tits  implementing rules and regulations.
SEC. 17. Inclusion o f Children w ith Special Needs in Child Developmental 
Centers. -Child Development Centers (CDCs) specially designed for pre-school children 
and their parents, where early identification of disabilities and special needs and 
introductory educational and intervention programs will be administered, shall be


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established near or within existing Inclusive Education Learning Centers. As far as 
practicable, the use of existing CDCs and facilities shall be maximized.
The DepEd shall coordinate and provide support programs for CDCs for children 
with special needs under five years old.
SEC. 18. Health and Nutrition Services and Interventions. -  The
Department of Health (DOH), the National Nutrition Council (NNC) and the Early Child 
Care and Development (ECCD) Council shall provide inclusive health and nutrition services 
and interventions for implementation by the DSWD, DepEd, and LGUs.
SEC. 19. Parent, Sibling and Caregiver Education. -  A formal training and 
counselling shall be developed jointly by the DepEd, DSWD, LGUs, 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. -T h e  LGUs 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 programs of CYSNs in their respective localities 
that would be initiated by the DepEd.
SEC. 21. Public Inform ation, 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


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