16th CONGRESS OF THE REPUBLIC 
) 
OF THE PHILIPPINES 
) 
'15 
JAN 21 P 6 :45 
Second Regular Session 
) 
SENATE 
S,B,NO, 2579 
Iutroduced by Senator Sonny M, Angara 
AN ACT 
INSTITUTING 
INCLUSIVE EDUCATION AND 
THE ESTABLISHMENT 
OF 
INCLUSIVE EDUCATION LEARNING RESOURCE CENTERS FOR CHILDREN AND 
YOUTH WITH SPECIAL NEEDS IN ALL PUBLIC SCHOOLS DIVISIONS, 
PROVIDING FOR STANDARDS AND GUIDELINES, AND APPROPRIATING FUNDS 
THEREFOR 
EXPLANATORY NOTE 
Sec, 1, Article XIV of the 1987 Philippine Constitution says that the State shall promote the 
"right of all citizens to quality education at all levels, and shall take appropriate steps to make 
such education accessible to all," calling for the establishment of a "complete, adequate and 
integrated system of education relevant to the needs of the people and society." Hence, the 
universality and inclusiveness of education become a fundamental policy aim of the country. 
Several laws affirm this policy directive, but gaps persist especially those concerning the 
delivery and quality of education for children with disabilities. A 2011 Philippine Institute for 
Development Studies (PIDS) showed that up to twice as many female Persons with Disabilities 
(PWDs) than male PWDs do not complete any primary education at all-hindered by cost and 
social barriers. 
Inadequate resources are devoted to building up the tailored capabilities and expertise that allow 
even the differently abled to gain a meaningful education. According to the Alternative Budget 
Initiative, out of some 609 poor municipalities, only 99 have so-called special education centers 
(SPED) at the primary level and 53 at the secondary level. 
The foregoing measure aims to fill in these policy gaps by calling for the establishment of 
inclusive education learning resource centers for children and youth with special needs across the 
country-in a bid to further expand the avowed accessibility of Philippine education. Therefore, 
its swift passage is earnestly sought. 
SONNY M. ANGARA 


16th CONGRESS OF THE 
REPUBLIC OF THE PHILIPPINES 
Second Regular Session 
) 
) 
) 
SENATE 
S. BILL NO. 
2579 
Introdnced by Senator SONNY M. ANGARA 
AN ACT 
'15 
JAN 21 P 6 :45 
INSTITUTING INCLUSIVE EDUCATION AND THE ESTABLISHMENT OF 
INCLUSIVE EDUCATION LEARNING RESOURCE CENTERS FOR CHILDREN AND 
YOUTH WITH SPECIAL NEEDS IN ALL PUBLIC SCHOOLS DIVISIONS, 
PROVIDING FOR STANDARDS AND GUIDELINES, AND APPROPRIATING FUNDS 
THEREFOR 
Be it enacted by the Senate and House of Representatives of the Philippines in Congress 
assembled: 
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SECTION 1. Short Title. - This Act shall be known as the "Inclusive Education 
2 
Learning Resource Center Act. " 
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SECTION 2. Declaration of Policy. - It is hereby declared the policy of the State to 
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protect and promote the rights of children and youth with special needs to quality education and 
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to take appropriate steps to make such education accessible to them. The State recognizes their 
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vital role in society and endeavors to include their needs as an integral part of national 
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development strategies. 
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It is also the policy of the State to fully support their welfare and development, ensure 
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their full integration in society, as well as facilitate their active participation in the affairs of the 
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State. Towards this end, and pursuant to the 1987 Constitution specifically: Section 13, Article 
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II; Section 13, Article XIII; and Sections 1 and 2, paragraphs 1 and 3, Article XIV, Article 3 
13 
of Presidential Decree No. 603:The Child and Youth Welfare Code (1974), and Sections 12-14 of 
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Republic Act No. 9442 An Act Amending RA 7277 otherwise known as the "Magna Carta For 
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Disabled Persons, And For Other Purposes" (2008), UN Convention on the Rights of the 
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Child (1989), UNESCO Salamanca Statement (1984),UN Convention on the Rights of Persons 
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with Disabilities (2006) and Incheon Strategy to Make the Rights Real for Persons with 
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Disability in Asia and Pacific (2012) and other relevant laws, the State shall institutionalize an 
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adequate and relevant educational program for every child and youth with special needs by 
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adopting the policy of inclusive education, the establishment ofInclusive Education Learning 
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Resource Centers, and the provision of vital support mechanisms required to ensure their 
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effectiveness. All children and youth with special needs in any degree of sensory, physical or 
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intellectual disability or need, shall therefore have the opportunity to be developed in the most 
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enhancing environment, consistent with the provision of a quality education that best meets 
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their needs. 
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SECTION 3. Objectives. - This Act shall pursue the following: 
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(a) provide children and youth with special needs free and appropriate public education 
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and related services in accordance with their needs, and in preparation for adult 
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living and community life; 
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(b) provide 
children and youth with special needs access to general education 
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curriculum through the formal systems and alternative delivery services in 
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education; 


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(c) institute Inclusive Education and establish Inclusive Education Learning Resource 
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Centers for inclusion of children and youth with special needs in the educational 
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mainstream; 
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(d) ensure that children and youth with special needs fully develop their potentials 
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toward toward self- sufficiency and become fully participative members of society; 
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(e) identify thru a child find system children and youth with special needs ages 3-24 
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and infants and toddlers under age 3 in compliance with the Early Years Act of 2013 
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(R.A.l0410); 
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(f) develop, implement, and review Individualized Education Program; 
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(g) provide parents with information and opportunities to actively participate in the 
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possible placement options for their children and to enable them to make informed 
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choices and decisions; 
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(h) enable and empower parents and family members by training and equipping them 
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with capabilities to identify, prevent, refer or intervene with regards disorders and 
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disabilities of their children; 
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(i) train and equip 
special education teachers, regular teachers, 
principals! 
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administrators, non- teaching staff of the school, and caregivers a primary 
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sources of care, development, education and advancement of children and youth 
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with special needs; 
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G) increase school retention and cohort survival of children and youth with special 
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needs; 
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(k) create significant and positive changes in community attitudes towards disability 
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and the need to provide inclusive education and proper care for children and youth 
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with special needs; 
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SECTION 4. Definition of Terms. - As used in this Act: 
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(a) Basic education refers to meeting the basic learning needs which provide the 
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foundation on which subsequent learning can be based. 
It encompasses 
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kindergarten, elementary and secondary education as well as alternative learning 
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systems for out-of-schoollearners and those with special needs; 
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(b) Children and youth with special needs refer to children and youth who are gifted or 
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talented, or with neuropsychological retardation, learning disabilities, emotional or 
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behavioral disorders, speech and language disorders, hearing impairments, visual 
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impairments, autism, physical or health disabilities, deaf-blindness and multiple 
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handicapping conditions and are in need of special education as well as services for 
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rehabilitation. They differ from the average children in neuropsychological 
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characteristics, sensory abilities, neuromuscular or physical characteristics, and 
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social attributes to such an extent that the use of modified school practices or special 
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education services are required to develop them to maximum capability. They may 
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be classified as children with exceptionalities such as the following: 
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(1) Autism -
those with developmental disabilities marked by disturbance in 
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development, language and relationship with persons, activities and objects and 
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which may coexist with intellectual disability and epilepsy. Children afflicted 
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with this disorder have perceptual, cognitive, communication and social 
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difficulties that change over time; 
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(2) Behavioral Disturbance - those who cannot adjust to the socially-accepted 
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norms of behavior and consequently disrupt their academic progress, the 
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learning efforts of their classmates, and their interpersonal relations; 
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(3) Gifted or talented - those who are capable of superior performance including 
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those with demonstrated achievement or potential ability in one or more of the 


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following areas: general intellectual ability, specific academic aptitude, creative 
or productive thinking ability, leadership ability, ability in the visual or 
performing arts, and psychomotor ability; or, 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 thereof, require services or activities not 
ordinarily provided by a school; 
(4) Deaf- those who are deaf or hard-of-hearing. Deaf persons are those whose 
hearing is non-functional for ordinary purposes in life; the hard-of-hearing have 
a defective sense of hearing but are still functional with or without a hearing 
aid; 
(5) Learning disabilities - those, although normal in sensory, emotional and 
intellectual abilities, have a condition that causes impediment/impairment 
in perception, comprehension, listening, thinking, reading, writing, spelling or 
arithmetic; 
(6) Multiple disabilities - those with more than one disability such as the deaf-
blindness (concomitant hearing and visual impairments) or those diagnosed 
with autism and 
intellectual disability; 
mental retardation-orthopedic 
impairment; 
(7) Deafblindness- concomitant hearing and visual impairments, the combination of 
which results in severe communication and other development and education 
needs that cannot be served in programs solely for the blind and deaf. 
(8) Neuropsychological retardation! intellectual disability - those who have 
substantial limitation in present functioning characterized by significant sub-
average intellectual functioning co-existing with other limitations in two or 
more of the following applicable adaptive skill areas: communication, self-
care, home living, social skills, community use, self-direction, health and safety, 
functional academics, leisure and work; 
(9) Orthopedic/physical disabilities - those who have impairments caused by any of 
the following :a) congenital anomaly (eg.clubfoot,spinal cord injury etc.),b) 
disease (eg.poliomyelitis,bone tuberculosis etc.),and c) impairments from other 
causes (eg.cerebral palsy,amputations,and fractures etc.). The impairment 
permanently or temporarily interferes with the normal functions of the 
joints,muscles or limbs. 
(10) Special health problems - those who have health conditions that tend to keep 
them out-of-school, or those with chronic andlor debilitating illnesses such 
as cardiac disease, asthma, diabetes, tuberculosis and other respiratory ailments, 
carcenonza, epilepsy, and malnutrition; 
(11) Speech impairment and delays - those who have difficulty in expressing or 
articulating words in a manner understandable by others; 
(12) Visual impairment - those who are blind or have low vision. Persons are blind if 
they have visual capacity of 20/200 or less in the better eye after maximum 
correction. Low vision persons retain relatively low degree of vision and can 
read only enlarged print or regular print under special conditions; 


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(c) 
Handicap refers to a disadvantage of an individual, resulting from an impairment or 
a disability that limits or prevents the function or activity that is considered normal, 
given the age and gender ofthe individual; 
(d) Impairment refers to any loss, diminution or aberration of psychological, 
physiological or anatomical structure or function; 
( e) Individualized 
Education 
Plan refers 
to 
the systematic, 
purposive 
and 
developmental educational programming of curricular and instructional priorities 
and contents designed to meet a learner's special needs and aimed at ensuring 
mastery learning of target skills and behaviors; including periodic monitoring of 
child's progress and age-
appropriate transition plan relating to training, 
employment, and independent living beginning at age 16 or earlier as determined by 
the IEP team; 
(1) 
Learning differences refer to any of the following: 
(1) 
a physical or mental or sensory and intellectual impairment that 
substantially 
limits 
one 
or 
more 
psychological, physiological, 
anatomical, sensory or intellectual function of an individual; 
(2) 
a record of such an impairment; or, 
(3) 
being regarded as having such an impairment; 
(g) Private sector participation refers to all forms of indispensable, substantial and 
meaningful participation of private individuals, partnerships, groups or entities, 
community-based organizations or non-governmental organizations, in the delivery 
of educational and rehabilitative services for children with special needs; 
(h) Special Education refers to the customized instructional program/service designed to 
meet the unique needs of individual children and youth with special needs, which 
may necessitate use of supplementary aids and services and teaching strategies in 
classroom and non- academic settings, and includes instructions on physical and 
vocational education and travel training. Special education addresses significant 
physical, sensory, neuropsychological, cognitive or behavioral characteristics that 
may necessitate the use of specialized materials, equipment, services and/or 
teaching strategies. It is geared towards the integration of children with special 
needs into the education mainstream; 
(i) 
Inclusive Education means providing to all students, including those with 
significant disabilities, equitable opportunities to receive effective educational 
services, with the needed supplementary aids and support services, in age-
appropriate classrooms in their neighborhood schools, in order to prepare students 
productive lives as full members of society( National Center on Educational 
Restructuring and Inclusion, 1995). 
It requires that schools educate children and 
youth with special needs predominantly in general education classroom. Removal 
of children and youth with special needs from the regular educational environment, 
like special class or separate schooling, occurs only when education in regular 
classes even with the use of supplementary aids and services cannot be made 
satisfactorily due to the nature of the special needs. 
(j) Inclusive Education Learning Resource Center is a resource hub that provide 
students, teachers, school personnel and other education stakeholders of children 
and youth with special needs appropriate instructional learning materials, tools, 
devices, gadgets, equipment to facilitate and enhance learning; assessment tools and 


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instruments to evaluate developmental domains and specific areas of concern 
necessary in determining appropriate services and placement decisions; 
(k) 
Special instructional materials refer to textbooks in Braille, large type or any other 
medium or apparatus, that convey information to a student or otherwise contributes 
to the learning process; 
(1) 
Universal Design for Learning is a framework that provides educators with a 
structure to meet the wide range of diversity among learners by providing flexibility 
in the ways information is presented and by reducing barriers in instruction, 
providing appropriate accommodations and supports. The three principles of UDL 
are access, assessment, and engagement (Higher Equal Opportunity Act, 2008). 
14 
SECTION 5. Establishment of Inclusive Education Learning Resource Centers for 
15 
Children and Youth with Special Needs in all Public Schools Divisions. -
An Inclusive 
16 
Education Learning Resource Center for children and youth with special needs shall be 
17 
established in all public schools divisions nationwide where there are no existing Inclusive 
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Education Learning Resource Center. Existing Inclusive Education Learning Resource 
19 
Centers shall continue to function and additional ones shall be established when the need arises 
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due to increased number of enrollees, upon recommendation of the Schools Division 
21 
Superintendent and approval of the Secretary of the Department of Education (DepEd). 
22 
All Inclusive Education Learning Resource Centers will comply with the requirements of 
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the Universal Design Principle. 
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SECTION 6. Function of an Inclusive Education Learning Resource Center. - The 
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Inclusive Education Learning Resource Center shall function as a resource center that shall assist 
27 
in promoting inclusive education to capacitate regular schools to effectively handle the needs of 
28 
children and youth with disability. It shall: 
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(a) support children and youth with special needs so they could be integrated / included 
30 
in regular classes; 
31 
(b) conduct 
assessment 
of children 
and 
youth 
with 
special 
needs 
to 
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evaluate developmental 
domains 
and 
specific 
areas 
of 
concern 
and 
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determine appropriate services and placement options; 
34 
(c) conduct school- based training of children and youth with special needs; 
35 
(d) undertake case management and coordination of services; 
36 
(e) provide training to regular 
teachers, administrators, non-teaching personnel and 
37 
parents on inclusive education; 
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(f) produce appropriate teaching materials for children and youth with special needs; 
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(g) implement the programs of the Inclusive Education Learning Resource Center such 
40 
as the Individualized 
Education Program and other alternative educational 
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programs; 
(h) provide 
auxiliary aids 
and 
services 
or services 
that are 
basically non-
educational, but which enhance the education process of the child and youth with 
special needs. These services include: 
1. language and speech therapy, occupational therapy, physical and 
physiotherapy, among other modes of therapy; 
2. quality interpretations or other effective methods of delivering materials; 
3. quality reading, taped tests or other effective methods of delivering materials to 
individuals with visual impairments; 
4. acquisition or modification of equipment or devices; 
5. appropriate classroom accommodation; and, 
6. other similar services and actions or all types of aids and services that facilitate 
the learning process of children and youth with special needs; and 


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7. assist, facilitate, monitor the transfer or admission of qualified children and 
youth with special needs to post- secondary or tertiary education institutions. 
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SECTION 7. 
Staffing and Responsibilities. - In addition to teachers with special 
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training to handle children and youth with special needs, each Inclusive Education 
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Learning Resource Center shall have a Supervisor, an Administrative Core and Placement 
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Committee. 
Mobile SPED teachers and the Mobile Multi-Specialist Inclusive Education 
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Division Support Team who will serve as human resource complement. 
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(a) Supervisor - The Supervisor shall: 
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(1) head the Inclusive Education Learning Resource Center; 
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(2) administer and supervise the Inclusive Leaming Resource Center Program; 
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(3) oversee the other components of the Inclusive Education Learning Resource 
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Learning Resource Center Program; 
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(4) monitor, supervise and provide technical assistance, training, and enhancement 
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programs of the Inclusive Educational Leaming Resource Center personnel; 
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(b) Administrative Core and Placement Committee - The Placement Committee shall, in 
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consultation with and active participation of parents, and developmental 
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pediatrician among others, ensure that students with disabilities are educated by 
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appropriate qualified personnel as close as possible to their homes and alongside 
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their age-appropriate peer groups. It is also tasked to develop and maintain a data 
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bank on special education in respective jurisdiction. This Committee shall be 
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composed of: 
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(1) anyone (1) of the following: developmental pediatrician, neurological 
psychiatrist, educational psychologist, guidance counselor or psychometrician 
(2) one (1) physical therapist; 
(3) one (1) occupational therapist; 
(4) one (1) speech and language therapist/speech correction teacher; 
(5) one (1) reading specialist; and, 
(6) sign language specialist; and 
(7) the Inclusive Education Learning Resource Center Supervisor 
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(c) Mobile SPED Teachers - Mobile SPED teachers shall be appointed whenever 
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necessary. Their principal task is CHILD-YOUTH FIND (find and identify children 
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and youth with special needs unable to attend formal schooling due to accessibility 
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and mobility limitations) and determine appropriate learning modalities using the 
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program and services of the Inclusive Education Learning Resource Center. They 
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shall share responsibility for program planning and scheduling, and assist isolated or 
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remote schools with specialized equipment, individual programs, curriculum 
40 
adjustment, teaching aids and building modifications. The Alternative Learning 
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System (ALS) shall be an integral component of the Inclusive Education Learning 
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Resource Center. 
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(c) Mobile Multi- Specialist Inclusive Education Division Support Team -DepED shall 
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outfit each school division with a Mobile Multi- Specialist Inclusive Education 
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Division Support Team comprised of a SPED Education Supervisor, Occupational 
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Therapist, Physical Therapist, Speech TherapistlPathologist, Sign Language 
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Specialist, Guidance and Counseling Specialist, Developmental 
Pediatrician, 
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Educational Psychologist, Materials Production Specialist and other specialists 
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deemed necessary. They will serve as consultants and will be drawn from 
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professional organizations based in the region or nearby region where the division is 
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based. 
53 


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SECTION 8. 
Remuneration and Benefits for Inclusive Education Learning. -
2 
Resource Center Personnel - The salary grades of SPED teachers and the Supervisor managing 
3 
the Inclusive Education Learning Resource Centers shall be in accordance with the Revised 
4 
Compensation and Classification System and other Civil Service Rules and Regulations. 
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The DepEd shall enhance the right of the teachers/instructors to professional 
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advancement and ensure that the Inclusive Education Learning Resource Centers shall attract the 
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best available teaching staff and talents through adequate remuneration, scholarship and 
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training grants, teacher exchange programs, incentives and allowances and other means of 
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securing their job satisfaction and fulfillment as well as their long and stable tenure in their 
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respective posts. A similar program shall be designed for support personnel to include 
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interpreters, psychologists, social workers involved in the education and rehabilitation of 
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children and youth with special needs, teachers, and other personnel of Inclusive Education 
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Learning Resource Center. 
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The DepEd shall identify at least one (I) leading institution or university in Luzon, 
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Visayas and Mindanao whose faculty is considered or regarded as highly competent in the area 
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of special and inclusive education and where a uniform or standardized curriculum for any post-
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graduate education program shall be designed to benefit SPED teachers and other personnel of 
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Inclusive Education Learning Resource Centers. The manner of selection of such institution shall 
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be provided under the rules and regulations to be formulated to implement the provisions of this 
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Act. 
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SECTION 9. In-Service Training of Teachers, Administrators, Non-Teaching 
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Personnel. 
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(a) To build a culture for Inclusive Education, DepED shall offer basic and advanced 
seminars on disability awareness and inclusive education for the following education 
stakeholders: principals and administrators, regular teacher's, non-teaching staff and 
personnel. 
(b) Specialist teachers for children and youth with specials needs will be provided 
opportunities for annual upgrading in their area of specializations like interventions 
for learning, sign language fluency and other topics deemed necessary by DepED. 
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SECTION 10. Authority of the Secretary of Education to Give Grants to, or Enter 
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Into Cooperative Arrangements for the Creation of Inclusive Education Reource Centers. -
37 
The Secretary of Education is hereby authorized to give grants to, or enter into cooperative 
38 
arrangements or contracts with public or private non-profit agencies, institutions or organizations 
39. for the establishment or creation of Inclusive Education Learning Resource Centers or 
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implementation of programs such as the following: 
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(a) technical assistance to Inclusive Education Learning Resource Center teachers who 
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are preparing to serve or are serving children and youth with special needs for 
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inclusion and mainstreaming; 
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(b) training of professionals or related services personnel including all regular teachers; 
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(c) replication of successful innovative approaches in providing educational or related 
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services to children and youth with special need; 
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(d) facilitation of parental involvement in the education of their children and youth with 
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special needs; 
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(e) diagnosis and educational evaluation of children and youth with special needs; 
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(f) consultative, counseling and training services for the families of children 
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and youth with special needs; and, 
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(g) familiarization of the municipality or city being served by an Inclusive 
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Education Learning Resource Center with the problems and potentialities 
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of such children and youth. 


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SECTION 11. Creation of an Inclusive Education Program Office at DepED Central 
3 
Office. - DepED shall set-up a new Inclusive ED Program Office that will focus on policy 
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formulation and program development for children and youth with special needs. The Office is 
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primarily tasked with the formulation and administration of policies and developmentally-suited 
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programs primarily to achieve functional literacy of the children and youth with special needs to 
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facilitate inclusion in society. The full continuum of educational services shall be made available 
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by the Office to those CYSN below school age through regular home visits, consultations, day 
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care activities and other programs. 
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The Inclusive ED Program Office will be under the DepED USEC for Programs and 
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Projects and will be headed by a director and assisted by division chiefs for the (l) Children and 
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Youth with Disability Division and (2) Gifted and Talented Children and Youth Division. The 
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Division Chiefs will assist in the formulation, implementation, monitoring, and evaluation of 
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policies, programs and services for children and youth with special needs. 
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SECTION 12 Continuing Research to IdentifY Needs of Children and Youth with 
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Special NeedslDisability. - The DepEd, by itself or in coordination with organizations or 
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institutions, shall undertake continuing research to identify and design programs that shall meet 
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the full range of needs of children and youth with specials needs: Provided, That such continuing 
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research shall also be used to develop instructional techniques for use by the Inclusive Education 
22 
Learning Resource Centers towards improving the children's and youth acquisition of skills 
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necessary for their transition to independent living, vocational training or competitive development: 
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Provided, further, That such continuing research shall be used by the DepEd in designing a 
25 
physical education and therapeutic recreation program to be used by the Centers to increase the 
26 
potential of the children and youth for community participation. 
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SECTION 13. Student Assistance. - The DepEd shall provide financial assistance to 
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marginalized or disadvantaged children and youth with special needs at the elementary and 
30 
secondary levels which may come in the form of scholarship grants; allowances for 
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transportation, food, lodging, and books; student loan programs; artistic and cultural tours; 
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training programs; subsidies for educational assessment and diagnosis; and other incentives. 
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These include those who lack access to rehabilitative services and educational opportunities due 
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to being poor, as defined in RA. No. 8425 otherwise known as the Social Reform and Poverty 
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Alleviation Act, been have abandoned, are ill, or are neglected. 
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Marginalized or disadvantaged children and youth with special needs coming from 
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indigenous communities shall be given priority in the grant of assistance. 
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Special equipment like wheelchairs, crutches, special toilet and hygiene requirements, 
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hearing aids, eyeglasses, learning devices, and other assistive devises required by the students to 
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optimize education and participation in the educational process shall also be provided for free or at 
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discounted rates to deserving students, and at very affordable rates, in general, through a 
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reasonable funding scheme that shall be designed by the DepEd. 
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SECTION 14. Recreational and Artistic Opportunities. - The DepEd shall institute 
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opportunities for safe and wholesome individual as well as interactive group recreation and 
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social activities; optimal use of their leisure hours; and advancement of their physical, mental, social 
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and cultural development. 
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SECTION 15. Special Instructional Materials. - Publishers shall grant the DepEd the 
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authority to transcribe adopted instructional materials into accessible format, without penalty or 
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payment of royalty in accordance with R. A. No. 8293 otherwise known as the Intellectual 
53 
Property Code of the Philippines. Further, publishers ofa newly adopted materials shall provide, 
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not later than the second working day after the adoption of a textbook titles by the DepEd, 


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the digital copy as specified by the DepEd for the purpose of producing accessible versions of 
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the textbooks for students with reading disabilities. The accessible versions may be produced by 
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the DepED or by non- profit accessible book producers. which may be copied and distributed 
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upon request, to a Schools Division for instructional purposes. 
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Copies of these instructional materials shall be furnished without cost to either the 
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children and youth with special needs or the teacher who is handling their instruction. 
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SECTIONI6. Incentives for Private Sector Participation. - Partnership between the 
10 
government and private institutions catering to the needs of children and youth with special needs be 
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encouraged. All revenues generated by the Inclusive Education Learning Resource Center in 
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public elementary and high school, owned, operated and controlled by the DepEd shall be 
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exempt from income tax. Any donation, contribution, bequest and grant which may be made to 
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the Inclusive Education Learning Resource Center shall be exempt from donor's tax and the 
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same shall be considered as allowable deduction from the gross income in the computation of the 
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income tax of the donor in accordance with the provisions ofR.A. No. 8424 otherwise known as 
17 
the National Internal Revenue Code of 1997, as amended: Provided, That such donations shall 
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not be disposed of, transferred or sold. Economic, technical and cultural books and publications 
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shall be imported duty-free upon certification by the DepEd that such imported books and 
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publications are for economic, technical, vocational, scientific, philosophical, historical or 
21 
cultural purposes, in accordance with the provisions of the Tariff and Customs Code, as 
22 
amended. 
23 
24 
SECTION 17. 
Integrationl/nclusion of Children 
With Disability in Child 
25 
Development! Day Care Centers. Child DevelopmentlDay Care Centers especially designed for 
26 
pre-school children and their parents, where early identification of disabilities and special needs 
27 
and introductory educational and intervention programs will be administered, shall also be 
28 
established near or within existing Inclusive Education Learning Resource Centers, or in other 
29 
Centers that shall be supported by the DepED with the support of the Early Childhood Care and 
30 
Development (ECCD) Council, Department of Social Welfare and Development (DSWD) and 
31 
Local Government Unit (LGU) in the area. As far as practicable, the use of existing day care 
32 
centers and facilities shall be maximized. 
33 
34 
SECTION 18. Nutritional Programs. - The National Nutrition Council (NNC) shall 
35 
determine and prescribe appropriate nutritional programs for children with special needs for 
36 
implementation by the Department of Health (DOH) and the DepEd. 
37 
38 
SECTION 19. 
Parent, Sibling and Caregiver Education. -A formal training and 
39 
counseling program shall be developed through joint efforts of DepED, DSWD, LGUs, Early 
40 
Childhood Care and Development (ECCD) Council, and Disabled People's Organizations 
41 
(DPOs), Non-government organizations (NGOs), Civil Society Organizations (CSOs) to equip 
42 
parents, siblings, and caregivers of children and youth with special needs with a working 
43 
knowledge of special education, an understanding of the psychology of children with special 
44 
needs, and the awareness of their crucial role as educators so that they, in turn, can maximize 
45 
their knowledge and skills to fully participate in developing the potentials of children and youth 
46 
with special needs. Parents should also be appraised of procedural safeguards to protect the 
47 
educational rights of children and their parents, and processes to resolve disputes and complaints 
48 
related to the education of children and youth with special needs. 
49 
50 
SECTION 20. Local Government Unit Participation. - The LGUs shall use their 
51 
Special Education Fund for the following: 
52 
(a) provision of sites, buildings or centers where there are no existing school facilities 
53 
that may be used for the special education of children with special 
54 
needs, as well as the establishment of day care pursuant to Sec. 15 hereof; 


1 
(d) identification, coordination and the tapping of public or private volunteers and 
2 
private organizations, national or international, for information dissemination 
3 
campaigns, funding programs and other projects to augment the funding ofInc1usive 
4 
Education programs and equipment, among others; and, 
5 
(c) provision of counterpart funds for nutritional programs, educational assessment 
6 
program of children and youth with special needs in their respective localities that 
7 
would be initiated by the DepEd, in coordination with the Department of Budget and 
8 
Management (DBM) and the Department 
9 
of Finance (DOF). 
10 
11 
SECTION 21. Public Information, Education and Communication. - A nationwide 
12 
information dissemination campaign on the prevention, early identification and the strategic 
13 
intervention programs for children and youth with special needs shall be intensified. This shall 
14 
be the joint responsibility of the Philippine Information Agency (PIA), Council for the Welfare 
15 
of Children (CWC) and the DepEd. Likewise, the DepEd, in collaboration with DOH, DOLE, 
16 
LGUs shall disseminate materials and information concerning effective practices in working 
17 
with, training and educating children with special needs. 
18 
19 
SECTION 22. Appropriations. - The Secretary of the DepEd shall immediately include 
20 
in the DepEd program the implementation of this Act, the funding of which shall be included in 
21 
the Annual General Appropriations Act .Separate appropriation will be provided for children and 
22 
youth with disabilities and talented or gifted children and youth. 
23 
SECTION. 23. Implementing Rules and Regulations. - The DepEd, in coordination 
24 
with the DSWD, Department of Interior and Local Government (DILG), DOH, DOF, Bureau of 
25 
Internal Revenue (BIR), and CWC shall promulgate and issue the necessary guidelines for the 
26 
creation and operation of Inclusive Education Learning Resource Centers within sixty (60) days 
27 
after the effectivity of this Act. 
28 
29 
SECTION 24. Separability Clause. - If for any reason, a provision or part hereof is 
30 
declared invalid, other provisions not affected thereby shall remain in full force and effect. 
31 
32 
SECTION 25. Repealing Clause. - All laws, decrees, executive orders, rules and 
33 
regulations contrary or inconsistent with the provisions of this Act are hereby repealed or 
34 
modified accordingly. 
35 
36 
SECTION 26. 
Effectivity. - This Act shall take effect fifteen (15) days after its 
37 
publication in the Official Gazette or in a newspaper of general circulation. 
38 
39 
Approved,