SIXTEENTH CONGRESS OF THE REPUBLIC ) 
OF THE PHILIPPINES 
) 
First Regular Session 
) 
Introduced by Senator Maria Lourdes Nancy S. Binay 
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EXPLANATORY NOTE 
There are about 4,124,833 persons with disabilities in the Philippines. Around twenty-one 
percent (21%) of whom are children from 0 to 19 years of age. However, only around seven 
percent (7%) of these children have access to educational opportunities.' 
The present educational system provides for limited special education (SPED) centers. Thus, 
access to SPED Centers becomes crucial to the goal of aflording children with special needs 
with their right to education, as enshrined in the 1987 Constitution and international 
conventions on the rights of children. 
The proposed bill seeks to institutionalize an adequate and relevant educational program for 
children and youth with special needs (CYSN) through the establishment of SPED Centers. 
This will provide, all CYSN, irrespective of the degree of sensory, physical or intellectual 
disability or need, the opportunity to be educated in the most enhancing environment 
consistent with the provision of quality education that best meet their needs. 
In view of the foregoing, the timely passage ofthis bill is earnestly recommended. 
Senator 
Country Report by the Department of Social Welfare and Development and Department of Health, 
Republic orihe Philippines for the i h ASEAN and Japan High Level Officials Meeting 011 Caring Societies: 
Towards an Inclusive Society hc1d in Tokyo, Japan, 3 J August 2009 to 03 September 2009. 


SIXTEENTH CONGRESS OF THE REPUBLIC ) 
OF THE PHILIPPINES 
) 
First Regular Session 
) 
SENATE 
S.B. NO. 
.. 
) 
Introdnced by Senator Maria Lourdes Nancy S. Binay 
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AN ACT INCORPORATING A SYSTEM OF SPECIAL EDUCATION IN ALL PUBLIC 
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AND PRIVATE ELEMENTARY AND SECONDARY SCHOOLS NATIONWIDE FOR 
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Cl-IILDREN AND YOUTH WITH SPECIAL NEEDS, INSTITUTIONALIZING THE 
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BUREAU OF SPECIAL EDUCATION, CREATING THE IMPLEMENTING 
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MACHINERY THEREOF, PROVIDING GUIDELINES FOR GOVERNMENT 
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FINANCIAL ASSISTANCE AND OTHER INCENTIVES AND FOR OTHER 
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PURPOSES 
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Be it enacted by the Senate and House 0/ Representatives oj the Philippines in Congress 
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assembled: 
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SECTION 1. Title. - This Act shall be known as "Special Education Act 0/2013." 
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SECTION 2. Declaration a/Policy. - It is hereby declared the policy ofthe State to protect 
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and promote the rights of children and youth with special needs ("CYSN") to quality 
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education; to take appropriate steps to make such education accessible to them; and to give 
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full support for their welfare and development to ensure their full integration in society, as 
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well as, to facilitate their active participation in the affairs ofthc State. 
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The State shall institutionalize an adequate and relevant educational program for every CYSN 
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through the establishment of Special Education (SPED) Centers for their vital support 
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mechanisms. Toward this end, with the objective that all CYSN, irrespective of the degree of 
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sensory, physical or intellectual disability or need, shall have the opportunity to he educated 
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in the most enhancing environment consistent with the provision of quality education that 
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best meet their needs. 
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SECTION 3. Objectives. - The objectives of the Special Education Act are: 
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(a) 
To provide access to basic education or other alternative educational systems to CYSN, 
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namely the gifted and talented, children with developmental delays, intellectual 
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disability, visual impairment, hearing impairment, orthopedic impairment, physical 
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impairment, learning disability, speech defects,-behavioral problems, or autism; 
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(b) 
To ensure that CYSN fully develop their abilities, talents, interests and all aspects of 
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their development to become more responsible for their lives and more effective 
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partners in all of the affairs and concerns of the country; 
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(c) 
To ensure that CYSN nnderstand, appreciate and respect differences among groups and 
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members of society and also to understand the nature of society in which they live, and 
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vice-versa, to ensurc that the general public understands, appreciates and respects 
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differences between themselves and CYSNs; 
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(d) 
To inform parents about the filII continuum of services, possible placement options and 
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other relevant information, and to provide venues for discussion among parents in 
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relation to their children's education, to enable them to make informed decisions and 
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choices; 
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(e) 
To equip parents, guardians, other caregivers and teachers with the capacity to 
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identify, prevent, refer and intervene with the development disorders and disabilities of 
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children, as well as, the relevant individual programming or planning for the student, 
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where such program differs significantly 
from the standard curriculum and other 
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matters that enhance the role of parents and other caregivers as primary educators of 
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their children from birth onwards; 
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(f) 
To involve private groups, local government units and national agencies other than the 
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Department of Education, in the education of chi Idren with special needs; and 
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(g) 
To effectuate significant and positive changes in community attitudes towards disability 
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and the need to provide special education, care and other needs ofCYSNs. 
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SECTION 4. Definition of Terms. - For purposes of this Act, these terms are defined as 
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follows: 
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(a) 
Disability shall mean: 
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(1) 
A physical or mental impairment that limits one or more psychological, 
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physiological or anatomical function of an individual or activities of such 
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individual; 
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(2) 
A rccord of such impairment; or 
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(3) 
Being regarded as having such an impairment. 
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(b) 
lmpairment is any loss, diminution or aberration of psychological, physiological or 
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anatomical structure or function; 
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( c) 
Handicap refers to a disadvantage of a given individual resulting from an impairment or 
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a disability that lim its or prevents the functions or activity that is considered normal 
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given the age and sex of the individual; 
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(d) 
Persons with disabilities are those suffering from restrictions or different abilities as a 
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result of a mental, physical, sensory or neurological impairment, to perform an activity 
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in thc manner or within the range considered normal for a human being; 
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(e) 
Marginalized or disadvantaged disabled persons refer to disabled persons who lack 
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access to rehabilitation services and educational opportunities due to poverty, 
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abandonment, illness and other forms of neglect. For purposes of this Act, the word 


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(1) 
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"poor" shall refer to those who have no means of livelihood or have incomes below the 
poverty threshold, as determined by the National Statistics Coordinating Board 
("NSCB"); 
Children and youth with special need, are persons aged 0 to 18 years old, who are 
gifted and talented children or fast learners and those who, regardless of age, are 
disabled, impaired, handicapped or in need of special education 
or services for 
rehabilitation, They 
differs ti-om the average child in terms of (I) mental 
characteristics; (2) sensory abilities; (3) neuromuscular or physical characteristics; (4) 
social abilities; (5) mUltiple handicaps; and/or (6) has developmental lag to such an 
extent that requires modified school practices or special education services to develop 
their maximum capability. 
Children and youth with special needs may be classified as follows: 
(I) 
Gifted and Talented Children or Fast Learners are those capable of superior 
performance, including those with demonstrated achievements or potential ability 
in one or more of the following areas: 
a. 
General intellectual ability; 
b. 
Special academic aptitude; 
c. 
Creative or productive thinking ability; 
d. 
Leadership ability; 
e. 
Ability in the visual or performance atis; 
f. 
Psychomotor ability; or 
g. 
i. 
ii. 
Ill. 
h. 
Those individuals who consistently manifest the following cluster of traits: 
Above average ability (including intelligence); 
High 
creativity (implies the developmental 
appreciation of 
innovative ideas); and 
High task commitment (related to a high degree of motivation); and 
Those who, by reason of the foregoing, require services or activities not 
ordinarily provided by regular school districts. 
(2) 
Intellectually disabled refers to those who have substantial limitations in present 
functioning characterized by significant sub-average intellectual functioning, 
existing concurrently with the related limitation in two or more of the applicable 
adaptive skill areas: communication, self-direction, horne living, social skills, 
community use, self-direction, health and safety, functional academics, leisure and 
work; 


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(g) 
(3) 
Visually impaired are those who are blind or have low vision. A person is blind if 
he has a visual acuity of 20/200 or less in a better eye after maximum correction. 
A low vision person is one wbo retains a relatively low degree of vision and can 
read only enlarged print or regular print under special conditions; 
(4) 
Hearing impaired are those who are deaf or hard-of-bearing. A deq! person is one 
whose hearing is non-functional for ordinary purposes in life. The hard-of-
hearing bas a sense of hearing which although defective is functional witb or 
without a hearing aid; 
(5) 
Children and youth with behavioral problems are those who cannot adjust to the 
socially accepted norms or behavior and consequently disrupt academic progress, 
and the learning efforts oftbeir classmates and interpersonal relations; 
(6) 
Tbe orthopedically handicapped are tbose whose impairment permanently or 
temporarily interferes with tbe normal functions oftbe joints, muscles or limbs; 
(7) 
Children and youth with special health problems are those who bave healtb 
conditions tbat prevent tbem from attending school on a regular basis or tbose 
witb chronic 
illnesses such as cardiac (beart) diseases, asthma, diabetes, 
tuberculosis and other respiratory ailments, carcinoma, epilepsy, malnutrition and 
others; 
(8) 
Children and youth with learning disabilities are those who, although normal in 
sensory, emotional and intellectual abilities, exhihit disorders in perception, 
listening, thinking, reading, writing, spelling or aritbmetic. They bave such 
conditions as perceptual bandicap, brain injury, minimal brain dysfunction, 
dyslexia and developmental asphyxia; 
(9) 
The speech impaired are those wbose speech differs from tbe average so far as to 
draw unfavorable attention to the manner of spcaking ratber tban tbe thought 
conveyed; 
(J 0) Persons with autism are those witb developmental disabilities, having onset 
before tbirty (30) months of age which is marked by disturbance in development, 
language and relationship with persons, activities and objects and which may co-
exist witb intellectual disability and epilepsy. Children afflicted with this disorder 
have perceptual cognitive communication and social difficulties which change 
over time; 
AUXiliary aids and services are those that are non-educational hut support the 
educational process of a child with special needs. These include: 
(I) 
Therapy; 
(2) 
Qualified interpreters or other effective methods of delivering materials to 
individuals witb bearing impairments; 
(3) 
Qualified readers, tape tested or other effective methods of delivering materials to 
individuals with visual impairments; 


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(4) 
Acquisition or modification of equipment or device; and 
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(5) 
Other similar services and actions or all types of aids and services that facilitate 
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the learning process of people with mental disability. 
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(h) 
Augmentative and alternative communication devices are special instructional materials 
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such as, but not limited to, a textbook in Braille, large type or any other medium or any 
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apparatus that conveys information to a student or otherwise contributes to the learning 
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process; 
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(i) 
Private sector participation encompasses all forms of indispensable, substantial and 
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meaningful participation of private individuals, partnerships, groups or entities, 
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community-based organizations or non-governmental organizations in the delivery of 
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educational and rehabilitative services for students and children with special needs; 
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(j) 
Basic education consists of at least - twelve (12) years of basic education, including 
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Kindergarten, six (6) years of elementary education and six (6) years of secondary 
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education; 
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(k) 
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Special education is basic education that takes into account the special needs of both the 
disabled children, the gifted and talented and' fast learners that requires a systematic and 
deliberate process for them to achieve functional literacy and which will bring the 
individual to the highest level of his potential and capacity. It is also defined as the type 
of education tailored to meet the needs of children who cannot profit from the regular 
school system because of disabilities or exceptional abilities; 
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(1) 
Functional literacy refers to the level of literacy necessary for the individual to become 
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a useful citizens and effective members of the society; 
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(m) Learning facilitator refers to the key-learning support person who is responsible for 
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supervising or facilitating the learning process and activities ofthe learner; 
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(n) 
SPED Center shall refer to the physical space which houses learning resources and 
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facilities of a learning program for CYSNs. It is a venue for face-to-face learning 
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activities and other learning opportunities for SPED development and improvement of 
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the CYSNs quality of life. 
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SECTION 5. Coverage. - This Act shall cover all students, children and youth with special 
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needs. 
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SECTION 6. Creation of the Bureau of Special Education. - To attain the objectives of this 
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Act, the Bureau of Special Education ("BSPED"), hereinafter referred to as the Bureau, is 
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hereby created to institutionalize and govern special education in the Philippines. The Bureau 
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is primarily tasked in the formulation and administration of an appropriate curriculum and 
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developmentally suited programs to primarily achieve functional literacy of the CYSNs and 
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ensure their assimilation to society. The full continuum of educational services shall also be 
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made available by the Bureau to the CYSNs below school age through regular bome visits, 
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consultations, day-care activities and any other medium or program. 
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The Bureau shall function as a regular bureau of the Department of Education, under the 
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direct supervision of the Secretary of Education and to be headed by a director and assistant 
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director. 
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There shall be three (3) divisions within the Bureau, to be headed by its respective division 
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chiefs and whose staffing needs are to be equally distributed in accordance with the current 
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needs and concerns of their respective divisions, namely: 
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(I) 
(2) 
(3) 
Gifted and Talented Children and Youth Division ("GCYD"); 
Children and Youth with Disabilities Division ("CYDD"); and 
Special Services and Auxiliary Aids Division ("SSAAD"). 
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The division chiefs shall assist the director in the formulation, implementation and 
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improvement of the framework and components ofthe special education program. 
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The Philippine Printing House for the Blind under the existing organizational structure of the 
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Department of Education shall become part of the SSAAD and shall take charge of the 
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production of materials that convey information to a student or otherwise contribute to the 
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learning process of CYSNs. 
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SECTION 7. Creation of Special Children Wellness Board - To aid the Bureau in its 
mandate and to ensure that the national policy of providing services to the CYSNs are 
channeled to the grassroots, local government units are hereby made partners in the 
implementation of the provisions of this Act. For this purpose, a Special Children Wellness 
Board shall be created in every province and highly urbanized city, which shall act as partner 
agency of the 8U1'eau, and entrusted with the following powers and functions: 
(1) 
Account for all special children in their respective communities; 
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(2) 
Formulate lifelong policies, in coordination with the Bureau, and oversee the 
entire operation of the program; 
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(3) 
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(4) 
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(5) 
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(6) 
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Hire and employ adequate number of technically skilled teachers, trained 
personnel or teacher-volunteers, who shall aid the employees of the Bureau in 
implementing the provisions of this Act. Personnel hired and employed by the 
Special Children Wellness Board shall only be auxiliary and shall be 
proportionate to the total number of CYSN in a given local government unit; 
Provide easy access to educational and rehabilitation services to CYSNs and 
their families; 
Conduct seminars and trainings on the proper management and education of 
CYSNs and their parents; 
Motivate family members to actively participate in the rehabilitation programs 
oftheirCYSNs; 


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(8) 
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(9) 
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Provide opportunities to wellness day-care workers to enhance their 
knowledge and skills in assisting persons with disabilities to organize a formal 
group; 
Develop associations for parents of CYSNs in their respective local 
government units; and 
Generate public awareness and support in mainstreaming CYSNs into the 
community through various advocacies and networking activities. 
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SECTION 8. S1' ED Centers in Regular Schools. -
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(A) 
At least one (I) SPED Center for each school division and at least three (3) SPED 
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Centers in big school divisions shall be established in regular public schools, where 
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there are no existing SPED Centers. These SPED Centers shall be administered by the 
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principal of the regular school. 
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(B) 
The SPED Center shall function as the Resource Center for the implementation of 
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inclusive education that will accept all kinds of children not in regular schools. It shall: 
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( I) 
(2) 
(3) 
(4) 
Support CYSNs already integrated and included in regular schools; 
Assist in the conduct of school-based training; 
Produce appropriate teaching materials; and 
Conduct an assessment ofCYSNs. 
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It shall also be the responsibility of the SPED Centers to assist and facilitate the transfer or 
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admission of qualified CYSNs to post-secondary or tertiary educational institutions and 
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monitor the same. 
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Each SPED Center shall have at least the following staff, whose qualifications are compliant 
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with the prevailing standards ofthc Department of Education: 
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(I) 
(2) 
(3) 
(4) 
(5) 
(6) 
(7) 
One (1) SPED teacher for the gifted and talented; 
One (I) SPED teacher for the intellectually disabled; 
One (1) SPED teacher for the visually impaired; 
One (1) SPED teacher for the hearing impaired; 
One (1) SPED teacher for those with autism; 
One (1) SPED teacher for those with learning disabilities; and 
One (1) SPED teacher for those with behavioral problems. 


SPED teachers shall receive a starting salary classification of three (3) grades higher than 
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regular teachers. 
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Regular teachers currently handling special education classes may be classified as SPED 
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teacher, entitled to the same salary gradc classification, as mentioned in the preceding 
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paragraph, upon compliance with qualifications set by the Bureau. They shall also be entitled 
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to all other compensations awarded to SPED teachers. 
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(C) 
There shall be an assistant principal for each SPED Center. He/she shall administer and 
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supervise the alternative education program, early intervention programs, monitoring, 
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supervision and technical assistance and human resource training, SPED personnel 
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enhancement programs, referral and placement procedures, advisory services and other 
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components of the SPED program in his/her jurisdiction. He/she shall also be 
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responsible for the formation and supervision of the placement committee under his/her 
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jurisdiction, as well as, in the resolution of disagreements on placement and services. 
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SECTION 9. Other Personnel of SPED Centers. - One (I) educational psychologist or 
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psychometrician, one (I) social worker, one (1) education supervisor, one (1) physical 
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therapist, one (1) occupational therapist, one (1) speech and language therapist or speech 
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correction teacher and one (1) medical health officer for each city and province shall be 
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appointed who, among other responsibilities, shall comprise the administrative core and 
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placement committed of the SPED Center in the area. They shall also be jointly tasked to 
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develop and maintain a database of special education in their respective jurisdictions. The 
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placement committee shall, among others, ensure that students with disabilities are educated 
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as close as possible to their homes and alongside their age-appropriate peer groups, and that 
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these students attend their local schools or travel the shortest distance possible in the 
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availment of educational services, in consultation with, and active participation of parents. 
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SECTION 10. Itinerant or Mobile SPED Teachers. - Itinerant or mobile SPED teachers 
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shall also be appointed whenever necessary, subject to the hiring and employment 
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assignments of the Special Children Wellness Board. He/she shaH assist isolated or remote 
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schools with specialized equipment, individual programs, curriculum adjustment, teaching 
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aids and building medications. 
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All appointments Ot: assignments of itinerant or mobile SPED teachers sball be subject to the 
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approval of the Special Children Well ness Board. 
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SECTION 11. Authority of the Secretary of Education to Give Grants to, or Enter Into 
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Cooperative Arrangements fiJr the Creation of SPED Centers. - The Secretary of Education 
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is hereby authorized to give grants to, or enter into cooperative arrangements or contracts 
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with public or private non-profit agencies, institutions or organizations for the establishment 
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or creation of SPED Centers Provided, That a grant made pursuant to this Section may be 
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made only for the following or similar purposes: 
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(I) 
Technical assistance of SPED Centers providing educational assistance for 
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CYSNs; 
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(2) 
Pre-service or in-service training of professional or related services personnel 
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preparing to serve or serving CYSN; 
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(3) 
Replication of successful innovative approaches to providing educational or 
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related services to CYSNs; 
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(4) 
Facilitation of parental involvement in the education of their CYSNs; 
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(5) 
Diagnosis and educational evaluation ofCYSN at risk of being certified CYSN; 
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(6) 
Consultative, counseling and training services for families ofCYSN; and 
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(7) 
Familiarization of the municipality or city to be served by a SPED Center with 
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the problems and potentialities of such children. 
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SECTION 12. Provisionjor Continuing Research to Identify Special Needs ojCYSN - The 
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Bureau, by itself, or in association with such organizations or institutions as 
may be 
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determined by the Secretary of Education, shall undertake continuing research to identify 
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and design programs that meet the full range of children with special needs; Provided, That 
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such continuing research shall also be used to develop instructional techniques for use by the 
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SPED Centers that will improve the CYSN's acquisition of skills necessary for transition to 
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independent living, vocational training or competitive development; Provided, Finally, That 
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such continuing research shall further be used to design physical education and therapeutic 
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recreation program for use by the SPED Center to increase the potential of CYSN for 
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community participation. 
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SECT[ON 13. Student Assistance. -
The Bureau shall provide financial assistance to 
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economically marginalized but deserving students with special needs at the elementary and 
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secondary levels, including any post-secondary or tertiary education which may come in the 
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form of scholarship grants, transportation allowance, food allowance, board and lodging 
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allowance, book allowance, student loan programs, artistic and cultural tours, training 
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programs, subsidies and other incentives. Marginalized disabled persons and those coming 
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from indigenous cultural communities shall be the priority in the grant of the aforesaid 
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assistance. 
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Social equipment like wheelchair, crutches, special toilet and hygiene requirements, hearing 
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aids, eyeglasses and the like, required by the chiidren and youth to optimize education and 
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participation in the educational process shall also be provided for free or at discounted rates 
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to deserving students and at very affordable rates in general through a reasonable funding 
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scheme that shall be designed by the Bureau. 
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SECTION 14. Medical Assistance. - The Bureau shall prepare a scheme that will ensure 
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adequate and 
affordable medical assistance and intervention programs, including those 
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essential to the student's or child's rehabilitation such as therapy, psychometric assessments, 
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medical examinations and the like, with government clinics, hospitals and other health 
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facilities. In case medical needs are not offered by the government clinics, hospitals and other 
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health facilities or cannot be obtained by reason of critical immediacy or the need to obtain a 
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more specialized or advance treatment, CYSNs may avail of the services of private clinics, 
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hospitals and other specialized agencies as may be identified by the Bureau through a grant of 
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at least twenty percent (20%) discount; Provided, That private clinics, hospitals and other 
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specialized agencies may claim such discount as tax credit. 
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SECTION 15. Recreational and Arli~lic Opportunities. - The Bureau shall institute and 
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include a program for CYSN to afford them full opportunities for safe and wholesome 
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recreation and activities, individual, as well as, social, for the wholesome use of their leisure 
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hours and for the advancement oftheir physical, mental, social and cultural development. 
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SECTION 16. Continuing Education and Assistance to Teachers or instructors ofCYSNs. -
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The Bureau shall enhance the gin of teachers or instructors to professional advancement and 
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ensure that the teaching staff attract the best available talents through adequate remuneration, 
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scholarship and training grants; teacher exchange programs, incentives and allowances and 
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other means of securing job satisfaction and fulfillment, as well as, their long and stable 
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tenure in their respective posts. A similar program shall be designed for support personnel 
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like interpreters, psychologists, social workers and others involved in the education and 
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rehabilitation of the children and youth. 
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The Bureau shall identity at least one (I) leading institution or University in Luzon, Visayas 
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and Mindanao, whose faculty is considered or regarded as highly competent in the area of 
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special education, and where a uniform or standardized curriculum for any post-graduate 
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studies in special_education program shall be designed to benefit SPED teachers and other 
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personnel of SPED Centers. The manner of selection of such institution shall be provided 
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under the Implementing Rules and Regulations of this Act. 
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SECTION 17. Special Instructional Materials . .. Publishers shall grant the Department of 
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Education, through the SSAAD, the authority to transcribe adopted instructional materials to 
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Braille, large type and audio type without penalty or payment of royalty. Furthermore, on or 
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before the second working day after the adoption of textbook titled by the Department of 
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Education, each publisher of newly adopted instructional materials shall provide 
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computerized files as specified by the Department of Education, which may be copied and 
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distributed to a school division, upon request, for instructional purposes. 
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Copies of these instructional materials shall be furnished without cost to either the student or 
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teacher, who is blind or visually impaired. The materials are to be loaned to the public school 
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districts as long as needed and are to be returned to SSAAD when no longer needed. 
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SECTION 18. Incentives 10 Private Sector Participation. -
Palincrship between the 
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government and private institutions catering to the needs of CYSNs shall be encouraged. All 
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profits and income generated by the SPED Center derived from its fundamental function as 
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an educational institution shall be exempt from income tax. Any donation, contribution, 
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bequest and grant which may be made to the SPED Center shall be exempt from donor's tax 
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and the same shall be considered as an allowable deduction from the Gross Income in the 
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computation of the income tax of the donor in accordance with the provisions oflhe National 
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Internal Revenue Code, as amended; Provided, That such donations shall not be disposed of, 
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transferred or sold by the SPED Center. 
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Economic, technical and cultural books or publications shall be imported duty-free, upon 
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certification by the Bureau that such imported books or publications are for the economic, 
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technical, vocational, scientific, philosophical, historical or actual purposes of SPED Centers, 
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in accordance with the provisions of the Tariff and Customs Code, as amended. 
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SECTION 19. Local Government Unit Participation. - The local government units shall be 
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responsible for the following: 


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(I) 
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(2) 
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(3) 
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(4) 
Provision of building or centers and sites, which are PWD-friendly, where 
there are no existing school facilities that will house the SPED Center; 
Organization of one (I) parent-teacher association in every school in their 
respective jurisdictions offering special education to CYSNs; 
Identification, coordination and the tapping of public and private volunteers 
and 
private organizations, 
national or international, 
for 
information 
dissemination campaigns, funding programs and other projccts to augment the 
funding of cquipment for SPED programs, among others; and 
Provisions of counterpat1 funds for the training and seminars of parents and 
teachers for CYSNs in their respective localities to be determined by the 
Bureau, in coordination with the Department of Budget and Management 
("DBM") and the Department of Finance ("DOF"). 
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SECTION 20. Public Information, Education and Communication. ... A nationwide 
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information dissemination campaign on prevention, early identification and intervention 
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programs for CYSNs shall be intensi11ed. This shall be the joint responsibility of the 
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Philippine Information Agency (PIA), Council for the Welfare of Children (CWC) and the 
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Department of Education. The Department of Education, in collaboration with the DOH, 
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Department of Labor and Employment (DOLE) and the local government unit, shaH also 
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disseminate materials and information concerning effective practices in working with, 
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training and education of CYSNs. 
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SECTION 21. Appropriations. - To implement the provisions of this Act, the amount of Six 
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Hundred Million Pesos (J.!600,000,000.00) per year for five (5) consecutive years is hereby 
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appropriated for the SPED program to be included in the General Appropriations Act. 
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A supplementary appropriation in the amount of Twenty Million Pesos (P20,OOO,OOO.OO) to 
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be sourced from the President's Social Fund and Philippine Amusement and Gaming 
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Corporation shall be provided to the Bureau as a reserve fund for every year of operation, 
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immediately upon approval of this Act. This shall be used exclusively to augment funding for 
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auxiliary aids and services. 
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SECTION 22. Implementation. - The Department of Education through the Bureau, in 
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coordination with the DILG, DOH, DOF, CWC, Early Childhood Care and Development 
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Council and the National Council for Disability Affairs shall promulgate and issue the 
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necessary implementing rules and regulations for the creation and operation of SPED Centers 
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within sixty (60) days after the effectivity of this Act. 
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SECTION 23. Separability Clause. - [f any provision of part hereof is held invalid or 
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unconstitutional, the remainder of the law or the provisions not otherwise affected shall 
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remain valid and subsisting. 
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SECTION 24. Repealing Clause. .- Any Jaw, presidential decree or issuance, executive 
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order, letter of instruction, administrative order, rules and regulations contrary to or 
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inconsistent with the provisions of this Act is hereby repealed, modified or amended 
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accordingly. 


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SECTION 25. Effectivity Clause. - This Act shall take effect fifteen (15) days after its 
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publication in at least two (2) newspapers of general circulation. 
Approved,