“IS
RECEIVED

Republic of the Philippines
HOUSE OF REPRESENTATIVES
Quezon City, Metro Manila

‘TWENTIETH CONGRESS
First Regular Session

House Bill No. 4469

Introduced by Representative KATRINA REIKO CHUA - TAL
I District, Zamboanga City

EXPLANATORY NOTE

Republic Act No. 11223, also known as the Universal Health Care (UHC) Act, establishes a
framework for an integrated, equitable, and people-centered health system. It emphasizes the
development of local health systems and networks that deliver comprehensive and inclusive care.
Similarly, Republic Act No. 11959, also known as the Regional Specialty Centers Act, aims to
decentralize specialized healthcare services by mandating the establishment of specialty centers
in various regions across the country.

Building on these two landmark laws, this proposed measure recognizes that health and
education are deeply interlinked, especially for children with disabilities or developmental
conditions. Access to early diagnosis, therapeutic interventions, and inclusive education should
not be limited to health facilities alone but must be integrated into the public school system,
which serves as the most accessible institution for Filipino families.

While some local government units (LGUs) and the Department of Education (DepEd) have
begun integrating Special Education (SPED) programs in public schools, there is currently no
institutional mandate or national funding mechanism to ensure that every child with a disability
hhas access to a properly resourced SPED center. Additionally, the shortage of trained SPED
teachers, lack of specialization programs, and inadequate support structures continue to
undermine the inclusive goals of our educational system.

This bill aims to establish Special Education (SPED) Centers in all public schools, with a focus
on priority and underserved areas. It aims to fund the training, specialization, and continuous
professional development of SPED teachers through scholarships and career advancement
opportunities. Furthermore, the measure integrates SPED and developmental services into the
mandate of local health and education networks under the Universal Health Care (UHC) Act and
the Regional Specialty Centers Act. It promotes inter-agency and local government unit (LGU)
collaboration to ensure the delivery of holistic services, including diagnostics, therapy, and
individualized learning plans, within the school setting. Finally, the bill provides additional
compensation, incentives, and benefits to qualified SPED teachers and allied professionals to
recognize and support their vital role in inclusive education.


By combining the mandates of the UHC Act and the Regional Specialty Centers Act with a
focused investment in inclusive education, this measure affirms the right of every Filipino child,
regardless of ability, to access quality, equitable, and appropriate education and care.

Education cannot be truly universal if it excludes those with special needs. Health cannot be truly
comprehensive if it does not support cognitive, emotional, and developmental well-being.
Through this legislation, we move closer to a future where every child is valued, supported, and

given the opportunity to succeed.

IN VIEW OF THE FOREGOING, immediate passage of this bill is earnestly sought.

‘ATRIA REIKO CHUA - TAI


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Republic of the Philippines

HOUSE OF REPRESEN
Quezon City, Metro Manila

IVES

TWENTIETH CONGRESS
First Regular Session

House Bill No. 4469

Introduced by Representative KATRINA REIKO CHUA - TAL
1" District, Zamboanga City

ANACT

INSTITUTIONALIZING SPECIAL EDUCATION (SPED) CENTERS IN PUBLIC
SCHOOLS, PROVIDING FUNDS FOR SPED TEACHER TRAINING,
SPECIALIZATION, AND SUPPORT, AND EXPANDING REPUBLIC ACT NO. 11223

(UNIVERSAL HEALTH CARE ACT) AND REPUBLIC ACT NO. 11959 (REGIONAL

SPECIALTY CENTERS ACT) TO INCLUDE COMPREHENSIVE
DEVELOPMENTAL AND SPECIALIZED EDUCATIONAL SERVICES FOR
CHILDREN WITH DISABILITIES

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

SECTION 1. Title. - This Act shall be known as the “Inclusive Education and
Development A

SECTION 2. Declaration of Policy. - It is hereby declared the policy of the State to
protect and promote the right of every child to quality and inclusive education, health, and
holistic development. In recognition of the interdependence of health and education, and in
fulfillment of its obligations under the United Nations Convention on the Rights of Persons
with Disabilities (UNCRPD), the State shall institutionalize Special Education (SPED) Centers
in public schools and integrate developmental and therapeutic services into the public
education and healthcare systems.

SECTION 3. Definition of Terms. — For purposes of this Act, the following terms are
defined as:

“Child” shall refer to a person below eighteen (18) years of age, or those over eighteen
(18) who are unable to fully take care of themselves or protect themselves from abuse,
neglect, cruelty, exploitation, or discrimination because of a physical or mental
disability or condition, in accordance with Republic Act No. 7610 and other relevant
laws.

“Children with Disabilities” shall refer to children who have long-term physical,
mental, intellectual, developmental, or sensory impairments that may hinder their full
and effective participation in society on an equal basis with others.

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“Private Entities” Includes corporations, partnerships, cooperatives, and sole
proprietors engaged in business or non-profit operations in the Philippines.

“SPED Center” shall refer to a facility within a public school that provides special
education services, individualized instruction, developmental assessments, therapeutic
interventions, and other related services for children with dis: ies.

“Allied Professionals” shall refer to but is not limited to speech and language
pathologists, occupational therapists, physical therapists, developmental pediatricians,
behavioral therapists, psychologists, and guidance counselors.

“Inclusive Education” shall refer to a system of education that accommodates all
children, regardless of their physical, intellectual, social, emotional, linguistic, or other
conditions.

SECTION 4. Establishment of SPED Centers in Public Schools. - DepEd, in
coordination with LGUs and barangays, shall establish at least one (1) SPED Center in every
public elementary and secondary school, prioritizing schools in underserved and marginalized
areas. SPED Centers shall have infrastructure design appropriate for SPED students, adequate
facilities, learning materials, diagnostic tools, and assistive technologies. Each SPED Center
shall be staffed with at least one qualified SPED teacher per ten (10) children with disabilities,
and supported by a pool of allied professionals. Schools may also serve as satellite hubs for
therapy and diagnostic services in partnership with DOH Regional Specialty Centers and local
health offices.

SECTION 5. Integration into UHC and Regional Specialty Centers. - The
Department of Health (DOH) shall ensure that developmental and therapeutic services for
children with disabilities are included in the service packages under the UHC Act and the
Regional Specialty Centers Act. The Regional Specialty Centers shall establish partnerships
with DepEd SPED Centers to deliver early diagnosis, medical referrals, therapy, and
developmental monitoring within the school setting. It shall integrate health and educational
services at the community level through coordination between school health units and barangay
health centers.

SECTION 6. Training, Specialization, and Professional Development. - The DepEd,
in collaboration with the Commission on Higher Education (CHED), Technical Education and
Skills Development Authority (TESDA), and accredited academic institutions, shall develop
and implement SPED training and specialization programs for teachers and allied
professionals. Scholarships, grants, and continuing education incentives shall be provided to
individuals pursuing SPED-related courses or professional certifications. The Department of
Education (DepEd) shall establish Centers for SPED Excellence to serve as national and
regional hubs for research, innovation, training, and technical assistance.

SECTION 7. Compensation and Incentives for SPED Personnel. - Qualified SPED
teachers and allied professionals shall receive additional compensation equivalent to at least
fifteen percent (15%) of their salary. SPED personnel shall be entitled to hazard pay,
continuing education allowances, and access to mental health support services. Importantly,
career advancement pathways specific to SPED teachers shall be established under the DepEd
Human Resource framework.

SECTION 8. Role of Barangays and Local Government Units (LGUs). - Each
barangay shall designate a SPED Focal Person to coordinate with the school and local health
center for the identification, monitoring, and support of children with disabilities. LGUs shall
allocate local funds to support SPED Centers, including infrastructure improvements,
transportation for learners, and honoraria for allied professionals. Barangay Development
Councils shall include SPED and inclusive education as key components of their annual
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SECTION 9. Inter-Agency Council on Inclusive Education and Development
(IACIED). - An Inter-Agency Council on Inclusive Education and Development ([ACIED)
shall be created to oversee the implementation of this Act, composed of the following:

*+ Secretary of Education (Chair)

+ Secretary of Health (Co-Chair)

+ Secretary of Social Welfare and Development (Member)

* Chairperson of the Commission on Human Rights (Member)Representative from the
National Council on Disability Affairs (NCDA)

+ Representative from the League of Provinees/Cities/Municipalities

+ Three (3) representatives from SPED professional organizations and parent groups

The IACIED shall convene quarterly and report annually to Congress on the
implementation and impact of this Act.

SECTION 10. Appropriations. — The amount necessary to carry out the provisions of
this Act shall be charged against the current year’s appropriations of the DepEd and DOH.
Thereafter, such sums as may be necessary shall be included in the annual General
Appropriations Act (GAA).

SECTION 11. Implementing Rules and Regulations (IRR). ~ Within ninety (90) days
from the effectivity of this Act, the DepEd, in coordination with the DOH, DSWD, and LGUs,

shall promulgate the necessary rules and regulations for the effective implementation of this
Act.

SECTION 12. Separability Clause. — If any of the sections or provisions of this Act is
held invalid, all other provisions not affected thereby shall remain valid.

SECTION 13. Repealing Clause. — All laws, decrees, issuances, rules and regulations
inconsistent with the provisions of this Act are hereby repealed or modified accordingly.

SECTION 14. Effectivity Clause. ~ This Act shall take effect fifteen (15) days after its
complete publication in at least two (2) newspapers of general circulation.

Approved,

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