1 
Republic of the Philippines 
HOUSE OF REPRESENTATIVES 
Quezon City, Metro Manila 
TWENTIETH CONGRESS 
First Regular Session 
House Bill No.  3379 
Introduced by: REP. ALFREDO “ALBEE” B. BENITEZ 
Lone District, Bacolod City 
EXPLANATORY NOTE 
The Autism Spectrum Disorder (ASD) is a lifelong development disorder that is 
continuously increasing in the country and even globally. The latest data from the 
Global Burden of Disease Study revealed that one in 127 person globally has autism. 
In the country, the Autism Society of the Philippines (ASP) reported that the prevalence 
of autism accounts for one in every 100 individuals. This translates to approximately 
1.2 million Filipinos living with autism. The same source also revealed that almost 
350,000 Filipino children have ASD. 
Autism is a neurodevelopmental disorder, by nature. It is not a disease, hence 
there is no known cure. Although, it has been proven that early intervention provides 
an opportunity for children on the spectrum to be functional and lead almost normal 
lives (Journal of American Medical Association). Early intervention pertains to 
therapies that should be done at a very young age to give children on the spectrum a 
fighting chance to grow into functional adults. These therapies include occupational 
therapy, speech therapy, and even applied behavioral analysis (ABA) therapy. 
However, there are several deterrents in the provision of early intervention for 
children with ASD. To begin with, there are only a handful of development pediatricians 
in the country, thus making the long wait for an assessment painstaking, both for the 
children and the parents. It is also critical to note that this initial appointment would 
cost around Php 4,000 to 5,000 and bears a significant value for low to middle-income 
families. 
When a diagnosis is confirmed, recommendations for appropriate therapies of 
four to five times per week are made, which would cost around Php 1,000 per session.  
Given the cost of the assessment and therapies, it is unlikely for low and even 
medium-income families to regularly afford these life-changing therapies for their 
children. The United Nations International Children's Emergency Fund (UNICEF) 
revealed that poverty rates are higher 50% higher in households with children with 
August 7, 2025
2:30 pm


2 
disabilities. It is more than crucial that the government make available free or affordable 
services for the diagnosis and therapies of children on the spectrum.  
In addition to the cost of therapies, there seems to be a palpable need for a 
proper implementation of inclusive education in the country, one that would allow 
children with ASD to go to class with the neuro-typical students. 
Despite the enactment of some landmark legislations such as the Republic Act 
No. 7277 or the Magna Carta for Persons with Disabilities (PWDs) and recently, the 
Republic Act No. 11650 or the Inclusive Education Act; current accommodations for 
children on the spectrum indicate that policies need to be enhanced and implemented 
accordingly for the government to be at the forefront of providing for Filipino children 
with special needs. 
This bill seeks to provide an enabling environment for persons with autism 
(POS) to enjoy a better quality of life by promoting acceptance and inclusion, providing 
free or affordable healthcare and therapeutic services and giving them access to 
quality education and employment. 
This proposed measure mandates relevant government agencies to formulate 
programs and mechanisms that will defray the cost of early intervention necessity that 
includes developmental assessment of POS and recommended therapies, shift the 
current education system to inclusive education, establish programs that will train 
teachers and other public servants to help provide care for POS, and extend support 
to the parents and families of POS, among others. 
Every child, regardless of their abilities or differences, should be treated with 
dignity, respect and equal opportunities. It is incumbent upon the government to 
provide necessary support for persons on the spectrum to afford them better 
prospects of a future where they reach their full potentials, and become self-reliant and 
functional members of our society. 
In view of the foregoing, the immediate consideration and approval of this bill is 
earnestly urged. 
ALFREDO “ALBEE” B. BENITEZ 


3 
Republic of the Philippines 
HOUSE OF REPRESENTATIVES 
Quezon City, Metro Manila 
TWENTIETH CONGRESS 
First Regular Session 
House Bill No.  3379 
Introduced by: REP. ALFREDO “ALBEE” B. BENITEZ 
Lone District, Bacolod City 
AN ACT INSTITUTING A COMPREHENSIVE NATIONAL AUTISM 
SPECTRUM DISORDER (ASD) PROGRAM 
Be it enacted by the Senate and House of Representatives of the Philippines in 
Congress assembled: 
Sec. 1. Short Title. This Act shall be known as the National Autism Program 
Act. 
Sec. 2. Declaration of Policy. – It is hereby the policy of the State to protect 
and promote the rights of all Filipino citizens diagnosed with Autism Spectrum Disorder 
(ASD) to a better quality of life. As such, the State shall pursue policies and programs 
that will ensure that individuals with Autism have enough opportunities to become self-
reliant and productive members of society. Towards this end, it is mandated that the 
State shall make available and affordable necessary government assistance in terms 
of health, education and social services to empower and support individuals with ASD 
as well as their families. The State shall also endeavor to create an environment that is 
inclusive and non-discriminatory so that individuals with Autism can be well integrated 
in society.  
Sec. 3. Coverage. - This Act shall cover all Filipino citizens diagnosed with a 
developmental disorder under the category of Autism Spectrum Disorder (ASD) and 
their families and carers.  
Sec. 4. Definition of Terms. – For purposes of this Act: 
a) ‘Autism’ or Autism Spectrum Disorder (ASD) – refers to a broad category of
neurodevelopmental disorders characterized by difficulties with social
communication from a young age, as well as unique repetitive behavior patterns
and narrow interests, as defined in the Diagnostic and Statistical Manual of
Mental Disorders, 5th Edition (DSM-5).


4 
 
b) Persons on the Spectrum (POS) – refers to persons who are clinically 
diagnosed with any disorder that falls under the Autism Spectrum Disorder; 
 
 
c) Developmental Assessment – is a systematic evaluation process done by 
Development Pediatricians to identify and monitor a child's growth, 
development, and progress in various domains, including cognitive, motor, 
language, social-emotional, and adaptive skills. It helps in early identification of 
developmental delays or disorders and guides appropriate interventions and 
support, as defined by Yale School of Medicine; 
 
d) Occupational Therapy – refers to a therapy that is a complete method that 
takes a holistic approach in improving the lives of individuals through various 
activities and objective interventions, as defined by the Occupational Therapy 
Practice Framework: Domain and Process—Fourth Edition; 
 
e) Speech Therapy – refers to therapy that addresses challenges with language 
and communication. It can help people with autism improve their verbal, 
nonverbal, and social communication. The overall goal is to help the person 
communicate in more useful and functional ways; 
 
f) ‘Behavioral Therapy’ or Applied Behavioral Analysis (ABA) Therapy – as 
defined by Mayo Clinic, is an evidence-based behavioral treatment to reinforce 
desirable behaviors and decrease undesirable behaviors through assessing 
children in their home environments. It focuses on decreasing behavioral 
problems, enhancing communication and teaching new skills; 
 
g) Early Intervention – Early interventions occur at or before preschool age, as 
early as 2 or 3 years of age. In this period, a young child's brain is still 
forming, meaning it is more "plastic" or changeable than at older ages; and 
because of this plasticity, treatments have a better chance of being effective in 
the longer term as reported by the National Institutes of Health; 
 
h) Early Detection and Screening Program – refers to the program where local 
government units conduct barangay-based screening program where local 
health workers conduct initial assessment to all children in their constituencies 
and refer children exhibiting symptoms of Autism to development pediatricians;  
 
i) Private Therapy Centers – refers to privately-owned centers or clinics offering 
occupational therapy, speech therapy and behavioral therapy to children with 
Autism;  
 
j) Barangay Therapy Centers – refers to centers established by local 
government units to provide free therapeutic services to children with autism in 
their respective Barangays; 
 
k) Inclusive Education – as per Republic Act No. 11560, Inclusive Education 
refers to the process of addressing and responding to the diversity of needs of 


5 
 
all learners by moving towards the end-goal of full participation, presence and 
achievement in learning cultures and communities, which involves 
accommodation, modification, adaptation, and individualization in content, 
approaches, structures, and strategies;  
 
l) Individualized Education Plans (IEPs) –  as per Republic Act No. 11560, IEPs 
refer to the systematic, purposive, and developmental educational programming 
of curricular and instructional priorities and contents designed to meet the 
educational requirements of a learner with disability and ensure mastery 
learning of skills and behaviors. It includes the services to be provided and the 
duration and frequency of such services, describes the learner's present level 
of performance, how the learner's disabilities affect academic performance, and 
specific accommodations and modifications. An IEP shall be designed to meet 
the unique educational needs of a learner with disability who shall receive 
appropriate services, have real opportunities for equality, and fully participate 
in the general education system and the community. It shall likewise aim at 
developing the learner's strengths and talents to achieve the greatest possible 
self-sufficiency and independent living. 
 
m) Level 1 Autism - refers to the level of Autism that “requires support”. This level 
is formerly known as high-functioning autism. Without supports in place, deficits 
in social communication cause noticeable impairments. Difficulty initiating 
social interactions, and clear examples of atypical or unsuccessful responses to 
social overtures of others. May appear to have decreased interest in social 
interactions. 
 
n) Level 2 Autism - refers to the level of Autism that “requires substantial support”. 
Individuals diagnosed with Level 2 autism face marked deficits in verbal and 
nonverbal social communication skills; social impairments apparent even with 
supports in place; limited initiation of social interactions; and reduced or 
abnormal responses to social overtures from others. 
 
o) Level 3 Autism - refers to the level of Autism that “requires very substantial 
support”. Those diagnosed with Level 3 Autism experience severe deficits in 
verbal and nonverbal social communication skills cause severe impairments in 
functioning, very limited initiation of social interactions, and minimal response 
to social overtures from others. They also show inflexibility of behavior, extreme 
difficulty coping with change, or other restricted/repetitive behaviors 
 
Sec. 5. National Autism Spectrum Disorder (ASD) Plan. – The DOH shall 
convene the relevant government agencies to formulate the National ASD Plan that will 
outline the national government’s plans and programs to support Filipinos on the 
spectrum as well as their families. The ASD Plan shall be updated every three (3) years. 
The formulation of the National ASD Plan shall also ensure the representation of the 
stakeholders such as the Persons of the Spectrum, parents, and practitioners.  


6 
 
 
Sec. 6. National Autism Center (NAC). – There shall be established a National 
Autism Center under the Department of Health (DOH), which shall perform the 
following functions: 
a) To conduct annual epidemiological surveillance programs and constantly 
update the data on the prevalence of Autism in the country to provide 
data for government agencies delivering services to POS; 
b) to launch necessary researches on the latest and most effective 
interventions on Autism Spectrum Disorders; 
c) to conduct an inventory of current national and local government 
programs available for POS and how those are being accessed by the 
target clients; 
d) to develop modules for interventions for POS, capacity building of health 
workers and other government service providers, trainings for teachers, 
and home empowerment programs; 
e) and to identify policy gaps and provide necessary data to government 
agencies developing programs under this Act. 
 
 
Sec. 7. Epidemiological Surveillance Program. – The NAC shall conduct 
annual survey to determine the prevalence of Autism in the country. The survey shall 
include the number of individuals diagnosed with Autism as well as other pertinent data 
such as the therapies being availed by POS, economic status, among others. Results 
of the survey shall serve as the basis for the programs that government agencies will 
develop for the sector. 
 
 
Sec. 8. Information Awareness Campaign – The DOH shall launch a 
nationwide information awareness campaign, which objective is to increase knowledge 
of parents on the red flags for detection of Autism on their children and to promote a 
more inclusive environment for Filipinos on the spectrum.  
 
 
Sec. 9. Autism Support Allowance Program. – There shall be established an 
Autism Support Allowance Program under the Department of Social Welfare and 
Development (DSWD) which will provide regular stipend to families with POS. The 
allowance program seeks to support families with POS on their daily expenses. An 
amount of Four Thousand Pesos (Php 4,000.00) a month per POS is set for the 
allowance program, which will be indexed to inflation to preserve its positive impact on 
the standards of living of POS and their families.  
 
Sec. 10. Mandatory Philhealth Coverage. – As provided by Republic Act No. 
11228 or An Act Providing for the Mandatory Philhealth Coverage For All 
Persons with Disability (PWDs), all persons diagnosed with Autism shall automatically 
be enrolled to Philhealth as sponsored members. Their Philhealth membership shall 
include, among others, coverage of early detection, assessment by Developmental 
Pediatricians and occupational, speech and behavioral therapies.   
 
 
Sec. 11. Early Detection and Screening. – The DOH, in coordination with the 
LGUS, shall develop and implement a program that will allow early detection and 


7 
 
screening of Autism in Filipino children. Children exhibiting symptoms of Autism shall 
be referred to Development Pediatricians for the official diagnosis. The screening 
program should be done at least once a year and should be Barangay-based to ensure 
accessibility. The DOH shall also ensure proper training of municipal and barangay 
health workers to identify early signs of Autism in children.   
 
Sec. 12. Free Developmental Assessment. – All Filipino children may avail of 
one (1) free developmental assessment until the age of 5; Provided, That those who 
were clinically diagnosed with Autism Spectrum Disorder shall have access to at least 
one (1) free developmental assessment per year: Provided, That all assessments shall 
be fully covered by Philhealth.  
 
Sec. 13. Establishment of Barangay Therapy Centers. – Local government 
units shall be encouraged to create Therapy Centers in their respective Barangays to 
make early intervention and therapies more accessible to their constituents diagnosed 
with Autism. The LGUs shall also grant necessary therapy resources and equipment in 
the therapy centers. 
 
Sec. 14. Plantilla positions for Therapists. – The LGUs shall create at least 3 
plantilla positions for occupational or speech therapists in their respective cities and 
municipalities who will train prospective therapists in the Barangay Therapy Centers 
and Barangay Health workers who will conduct early detection and screening.  
 
 
Sec. 15. Free Occupational, Speech and Behavioral therapies. – The 
Department of Health shall make available free occupational and speech therapies in 
DOH hospitals and specialized hospitals.  Plantilla positions for the therapists 
necessary for the therapy centers in the public hospitals shall be proposed by the DOH 
to be included in their annual budget. 
 
Philhealth shall develop a voucher system for the full coverage of the 
occupational, speech and behavioral therapies for both public health institutions and 
private therapy centers; Provided, That the full coverage shall be available for POS 
coming from low to middle income households.  
 
 
Sec. 16. Accreditation of Private Therapy Centers. – The DOH and Philhealth 
shall create mechanisms for the accreditation of private therapy centers offering 
occupational, speech and behavior therapies to allow their clients, coming from low to 
middle income households, to avail of full coverage from Philhealth. The mechanisms 
should be simple enough to encourage more private therapy centers to apply for 
accreditation. In addition, tax incentives should be offered to private therapy centers 
who would participate in the Philhealth program.  
 
 
Sec. 17. Free Medications for POS. – The DOH shall provide free medications 
for POS diagnosed with Level 3 Autism. The medicines shall be made available in all 
the Centers for Health Development (CHDs) and further distribute the same to the 
Barangay health centers.  
 


8 
 
 
Sec. 18. Tax Incentives and Refunds for Health Practitioners. – The DOH, 
DOF and BIR shall come up with a package of tax incentives and tax refunds for health 
practitioners and therapists catering to children on the spectrum; Provided, That the 
development of the said packages shall be consulted with the Association of 
Development Pediatricians, Occupational Therapists and Speech Pathologists.  
 
 
Sec. 19. Inclusive Education. – As mandated in Republic Act No. 11650, the 
policy of inclusion is hereby instituted in all early and basic education schools, both 
public and private. All schools, whether public or private, shall ensure equitable access 
to quality education to every learner with Autism: Provided, That learners diagnosed 
with Level 3 ASD may be referred to Special Needs Education (SNED) classes: 
Provided, further, That those children on the spectrum who will be referred or 
transferred to SNED classes shall be fairly assessed by the school with written 
permission of the Parents. 
 
The Department of Education (DepEd) shall provide incentives to schools that 
are providing additional therapy facilities for their students with Autism.  
 
 
Sec. 20. Mandatory Training of Teachers for Inclusive Education. – The 
DepEd and CHED shall require annual seminars or trainings on inclusive education for 
teachers in both public and private schools. These capacity building activities shall 
include the development of Individualized Education Plans (IEPs) and management of 
students with Autism in the classrooms, among others. The DepED shall also create a 
Plantilla position for at least two (2) Therapists per Schools Division, who will lead the 
training of teachers for inclusive education. 
 
 
Sec. 21. Inclusion of Special Education in the Curriculum of Education 
Courses in Tertiary Schools. - As provided in RA 11650, teacher educations 
institutions offering Bachelor of Education shall include inclusive education in the 
curriculum courses.  
 
 
Sec. 22. Scholarships Programs and Service Obligation. – The DOH and 
CHED shall collaborate to create scholarship programs for students taking up courses 
on Occupational Therapy, Speech Pathology and other related courses. The scholars 
shall, in turn, be required to serve at least 3 years of employment in any public hospitals 
offering therapies and services for persons with Autism. 
 
Sec. 23. Mandatory Orientation for Public Service Providers. – The Civil 
Service Commission shall conduct annual orientation seminars for public service 
providers, particularly, those who are in the frontline agencies. The objective of the 
orientation seminars is to educate service providers on how to properly serve clients 
with Autism. The modules for these seminars shall be developed by the National 
Autism Center. 
 
Sec. 24.  Technological and Skills Trainings for Persons with ASD. – The 
Technological Education and Skills Development Authority (TESDA) shall include 
persons with Autism as part of its special clients. TESDA shall develop technical, 


9 
 
vocational education and training programs that are designed to meet to the special 
skills and needs of their clients with Autism.  
 
Sec. 25. Counselling and Education for Parents and Carers. – The DOH shall 
make available counselling services for families and carers of individuals with ASD to 
also protect the mental health of the carers, parents and family members. 
 
Sec. 26. Home Empowerment Programs. – To ensure follow-through of 
therapies in the homes of the individuals with ASD, the DOH shall develop programs 
to educate parents and carers on how to properly support and care for their family 
members with Autism at home. The DOH shall coordinate with the LGUs to ensure that 
the Home Empowerment Programs shall be accessible up to the Barangay Levels.  
 
Sec. 27. Shelters for POS. – The DSWD shall establish shelters for children, 
adults and elderly POS. The shelters shall serve as temporary and even permanent 
shelters for abandoned children and neglected adults and elderly POS. There shall 
also be an inventory of non-profit private centers providing shelters for POS to be 
conducted by the DSWD and develop mechanisms for government support to such 
shelters.  
 
Sec. 28. Additional Leave for Parents and Carers. – In addition to the leave 
privileges under existing laws, parental leave of not more than seven (7) working days 
every year shall be granted to parents and main carers of persons with Autism. 
 
Sec. 29. Tax Incentives for Employers. – The Department of Finance (DOF), 
in coordination with the DOH, NCDA and DOLE, shall develop a scorecard that will 
correspond to specific tax incentives for employers hiring individuals with ASD. 
 
Sec. 30. Prohibited Acts. – The following acts are prohibited: 
 
(a) Any learning institution, whether public or private, or educators who shall: 
1) Deny admission in regular classes to any learner just on the basis of their 
Autism diagnosis; Provided, That those POS who are non-verbal and 
diagnosed with Level 3 Autism may be referred to Special Needs 
Education classes: Provided, further, That the latter shall be fairly 
assessed by the school with written consent of the parents. 
2) Require Developmental Pediatrician’s Assessment Reports from the POS 
applicants prior to admission in any schools; 
3) Cause physical and verbal abuse to any persons on the spectrum; 
4) Favoring a non-disabled employee over a qualified disabled employee 
with respect to promotion, training opportunities, study and scholarship 
grants, solely on account of the latter’s disability; 
 
 
 
(b) Any entity, whether public or private, that shall: 
1) Discriminate against hiring and promotion of an employee with Autism, 
solely on account of the latter’s disability. 


10 
 
(c) Any establishment, whether public or private, that shall: 
1) Deny entry or request any POS to leave any premises solely because of 
their diagnosis. 
 
Sec. 31. Penalties. - Any person who violates any provision of this Act shall 
suffer the penalties stated in Republic Act No. 7277 or the Magna Carta for Disabled 
Persons.  
 
Sec. 32. Appropriations. – The amount necessary to carry out the provisions 
of this Act shall be included and incorporated in the annual general appropriations of 
the government agencies responsible for each program. 
 
Sec 33. Implementing Rules and Regulations (IRR) – Within sixty (60) days 
from the effectivity of this Act, the DOH Secretary or his/her designated representative 
as Chairperson, the authorized representative/s of DSWD, NCDA, DILG, DOLE, TESDA, 
Philhealth, DepEd, CHED, Associations of Occupational Therapists, Speech 
Pathologists sand Behavioral and Development Pediatricians, shall jointly promulgate 
the rules and regulations for the effective implementation of this Act. At least four (4) 
members of the IRR drafting committee, to be selected by the DOH Secretary, shall 
come from NGOs advocating for the rights of POS. 
 
Sec. 34. Report to Congress. - The DOH, as the lead implementing agency, 
shall submit an annual report to Congress on the implementation of this Act. 
 
Sec. 35. Separability Clause. – If any provision of this Act is declared invalid 
or unconstitutional, the provisions not affected thereby shall continue to be in full force 
and effect. 
 
Sec. 36. Repealing Clause. – All laws, executive orders, presidential decrees, 
presidential proclamations, letters of instructions, rules and regulations or parts thereof 
inconsistent with the provisions of this Act are hereby repealed or modified 
accordingly. 
 
Sec. 37. Effectivity. – This Act shall take effect fifteen (15) days after its 
publication in the Official Gazette or in a newspaper of general circulation. 
Approved,