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FOURTEENTH CONGRESS OF THE ) 
REPUBLIC OF THE PHILIPPINES ) 
8 MOV 26 A10 :B 
Second Regular Session 
) 
SENATE 
Introduced by Senator Antonio “Sonny” F. Trillanes IV 
EXPLANATORY NOTE 
Article XIV, Section I of 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 to all. Visually impaired students 
have as much right to a quality education as anyone else and it is the duty of the State to 
ensure that that the literacy skills of blind and visually impaired students are by and large 
on a par with literacy skills achieved by sighted students of comparable aptitude and 
grade level. 
During the 2000 census, the Philippine Government included questions ahout persons 
with disabilities. Results from the census reported that 942,098 persons with disabilities 
lived in the Philippines, representing 1.2% of the total population.’ A total of 352,298 or 
37.4 percent of the disabled population have low vision; and a total of 76,731 or 8.1 
percent of the disabled population are partially blind. Currently, there are 2,569 visually 
impaired students in mainstream and special 
In this light, this bill seeks to strengthen the literacy program for blind or visually 
impaired students. Braille, for many, may not be the excIusive Iiteracy tooI, but its 
potential usefulness even to those who can also read some printed matter must not be 
o~erlooked.~ 
The bill aims to ensure that every blind person receives instruction in Braille 
unless a more appropriate method is recommended. The bill also lays out the tasks of the 
Department of Education as the key institution of the aforementioned program if the 
State’s goal of having a literate populace is to be achieved. 
In view of the foregoing, approval of this measure is earnestly sought 
*T -- 
-cI 
A T NIO “SONNY” F. TRILLANES 
Senator 
Information retrieved from: 
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Retrieved on 23 October 
2008. 
’ Information retrieved f i m :  
httu://uia. aov.oh/default.asu?m= 12&sec=reader&ro=2&ii=uO8073 O.htm&no=20&date=07/3 0/2008. 
Retrieved on 23 October 2008. 
23 October 2008. 
Retrieved from: httu://www.nfb.or~/imaees/nfblPublications/~/frl3/Issue2/fl30201 
.html. Retrieved on: 
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FOURTEENTH CONGRESS OF THE ) 
REPUBLIC OF THE PHILIPPINES ) 
Second Regular Session 
) 
SENATE 
8 luav 26 RIG 2 9  
Introduced by Senator Antonio “Sonny” F. Trillanes IV 
AN ACT 
STRENGTHENING THE LITERACY PROGRAM FOR BLIND OR VISUALLY 
IMPAIRED STUDENTS; DETERMINING THE NEED FOR BRAILLE INSTRUCTION; 
PROVIDING FUNDS THEREFOR AND FOR OTHER PURPOSES 
Be it enacted by the Senate and House of Represenfutives of the Philippines in Congress 
assembled: 
SECTION 1. Short ZMe. - This Act shall be known as the “Blind Persons’ Literacy 
Rights and Education Act of2008.” 
SEC. 2. Definition of Ternz -As used in this Act, the term: 
a. “Blind student” means an individual who is eligible for special education services, and who: 
1. Has a visual acuity of 201‘200 or less in the better eye with correcting lenses OF has a 
limited field of vision such that the widest diameter subtends an angular distance of no 
greater than 20 degrees; or 
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2. Has amedically indicated expectation of visual deterioration. 
b. ”Braille” means the system of reading and writing through touch commonly known as 
Standard English and Filipino Braille. 
SEC. 3. Individualized Planning and Assessment. -Each legally blind student must he 
identified and offered a special education program in consultation with a parent or legal 
guardian. It is presumed that the need for Braille reading and writing are valuable skills to be 
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considered in the student’s transition plan toward continuing in higher education and in 
broadening job and career opportunities. 
No child who is legally blind may be denied the opportunity to receive instructions in 
Braille reading and writing on the basis that the child has the ability to read and write print. Each 
student must be given an assessment which must include an evaluation of the need for Braille 
skills to be designed by the Department of Education (DepEd), and shall include strengths and 
deficits. The purpose of the assessment is to determine the most appropriate reading and writing 
media for the individual child and does not require the use of Braille if other special education 
services are appropriate. 
SEC. 4. Instructional Materials. - From the effectivity of this Act, any publisher of a 
textbook adopted pursuant to the DepEd’s instructional materials procurement process shall 
furnish the DepEd with a computer file in an electronic format specified by the department at 
least two (2) yxm-s in advance that is readily translatable to Braille and can be used for large print 
or speech access. Any textbook reproduced pursuant to the provisions of this subsection shall be 
purchased at a price equal to the price paid for the textbook as adopted. The DepEd shall not 
reproduce textbooks obtained pursuant to this subsection in any manner that would generate 
revenues for the department fiom the use of such computer files or that would precIude the 
rightful payment of fees to the publisher for use of all or some portion of the textbook. 
SEC. 5. The DepEd shall perform the following functions: 
a 
formulate policies, plans and programs for the preparation of instructional materials, and 
evaluation of programs in blind students’ literacy education; 
conduct studies and develops standards of programs and services for blind learners; 
establish standards to ensure that individuals who provide Braille instruction are 
appropriately trained and supervised; 
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d. plan 
for prototype in-service education programs to upgrade the competencies of 
administrators, supervisors, coordinators, teachers as well as the non-teaching special 
education personnel; 
e. grant scholarship to teachers who will undergo training in the care and mentoring of blind 
students; and 
establishktrengthen linkages with agencies concerned with the education and welfare of 
blind children. 
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SEC. 6. Philippine Printing House for the Blind - The Philippine Printing House for 
the Blind under the DepEd is hereby tasked to: 
a. produce Braille books and other education materials; 
b. produce Braille printing materials; and 
c. distribute Braille books and supplies to regions/divisions/ schools with programs for 
the visually impaired children and youth. 
SEC. 7. Teacher CertiJicatiOn. - Teachers who provide education services to students 
with blindness shall obtain the specific skills that enable them to work effectively with the 
students. These skills may be obtained through formal training or in-service training or 
consultation. 
As a part of the certification process, teachers certified in the education of blind and 
visually impaired students shall be required to demonstrate competence in reading, writing, and 
teaching Braille pursuant to standards adopted by the DepEd. The department shall ensure that 
teachers of students with visual impairments have access to in service instruction for the purpose 
of updating their Braille ski11 competence. 
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SEC. 8. Separability Clnuse. If any provision or part hereof is held invalid or 
unconstitutional, the remainder of the law or the provision not otherwise affected shall remain 
valid and subsisting. 
SEC. 9. Repeallng Clause. Any law, presidential decree or issuance, executive order, 
letter of instruction, administrative order, rule or regulation contrary to, or inconsistent with, the 
provisions of this Act, is hereby repealed, modified, or amended accordingly. 
SEC. 10. Effectiviiy 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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