EIGHTEENTH CONGRESS OF THE 
REPUBLIC OF THE PHILIPPINES 
Second Regular Session
S.B. No.
SENATE 
1907
5° RKfIVEOV:
E-FILED
lUi r\i> TK» November 9,2020 ml
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INDEX,
(In Substitution of S.B. Nos. 55, 69, 171, 329, 338, 345, 434, 540, 80^
Prepared by the Committee on Basic Education, Arts and Culture joint with the 
Committees on Ways and Means; Finance; and Women, Children, Family Relations and 
Gender Equality; with Senators Lapid, Cayetano, Gatchalian, Angara, Villar, Villanueva, 
Revilla, Jr., Zubiri, Binay, and Hontiveros as authors thereof.
AN ACT
INSTITUTING SERVICES AND PROGRAMS FOR LEARNERS WITH 
DISABILITIES IN SUPPORT OF INCLUSIVE EDUCATION, 
ESTABLISHING INCLUSIVE LEARNING RESOURCE CENTERS 
OF LEARNERS WITH DISABILITIES IN ALL MUNICIPALITIES AND CITIES, 
PROVIDING FOR STANDARDS, APPROPRIATING FUNDS THEREFOR,
AND FOR OTHER PURPOSES
Be it enacted by the Senate and the House of Representatives of the Phiiippines in 
Congress assembied:
1 
Section 1. Short Tide. - This Act shall be known as the "Instituting Services and
2 
Programs for Learners with Disabiiities in Support ofJnciusive Education Act".
3
4 
Sec. 2. Deciaration ofPoiicy. - It is the policy of the State to protect and promote
5 
the right of all citizens to quality education at all levels and shall take appropriate steps
6 
to make such education accessible to all. Towards this end, it shall recognize, protect,
7 
and promote the rights of all learners with disabilities to education based on equal
8 
opportunity. It shall make such education compulsory and accessible to them by ensuring
9 
that no learner with disability is deprived of the right of access to an inclusive, equitable,
10 
and quality education.


1 
The State likewise recognizes the vital role of learners with disabilities in society.
2 
It shall accordingly include their diverse needs as an integral part of national development
3 
strategies, guarantee their social protection, and facilitate their active participation and
4 
inclusion in public, civic, and State affairs.
5
6 
Sec. 3. Objectives. - This Act shall pursue the following objectives:
7 
(a) To provide learners with disabilities free and appropriate public early and basic
8 
education and support services and programs based on their needs, and In preparation
9 
for adult living and community life;
10 
(b) To provide learners with disabilities access to the general education system
11 
through formal school systems, including alternative delivery services, in accordance with
12 
the "United Nations Convention on the Rights of Persons with Disabilities", "UNESCO
13 
Convention Against Discrimination in Education", "The Incheon Strategy to Make the
14 
Rights Real for Persons with Disabilities in Asia and the Pacific", and other specific rights
15 
and benefits under existing laws;
16 
(c) To establish and maintain Inclusive Learning Resource Centers of Learners
17 
with Disabilities in support of their inclusion in the general education system;
18 
(d) To ensure that learners with disabilities develop their potential toward self-
19 
sufficiency and become fully participative members of society;
20 
(e) To create significant and positive changes in community orientation towards
21 
disability to ensure that learners with disabilities are understood, appreciated, and
22 
respected for their differences by the members of their communities and by society in
23 
general;
24 
(f) To further develop a system for Identification, referral, and intervention for
25 
learners with disabilities;
26 
(g) To identify, through a Child Find System, learners with disabilities who are not
27 
receiving early and basic education services;
28 
(h) To institutionalize the development. Implementation, and review of the
29 
Individualized Education Plan for the quality education of learners with disabilities;
30 
(i) To provide parents or guardians with information and opportunities to actively
31 
participate In the possible placement options and educational programs for learners with
32 
disabilities to enable them to make informed choices and decisions;


1 
0) To enable and empower all teachers, including those with disabilities, parents,
2 
guardians, and family members by training and equipping them with capabilities to
3 
detect, refer or intervene concerning disorders, disabilities, and abilities of the learners;
4 
(k) To train and equip all teachers, including child development teachers and
5 
workers, principals, administrators, non-teaching staff of the school, sign language
6 
interpreters, parents, and guardians, as partners in the primary care, development,
7 
education, and advancement of learners with disabilities;
8 
(I) To increase school retention and cohort survival of learners with disabilities;
9 
(m) To establish an effective consultative mechanism that will actively involve
10 
learners with disabilities, when appropriate, and their representative organizations in the
11 
implementation of this Act and in resolving issues relating to it; and
12 
(n) To ensure the inclusion of the Filipino Sign Language as the first language (LI)
13 
or mother tongue of the deaf learners under Republic Act (R.A.) No. 10533 or the
14 
"Enhanced Basic Education Act of 2013".
15
16 
Sec. 4. Definition of Terms. - As used in this Act, the following shall be defined as
17 
follows:
18 
(a) Basic Education refers to education intended to meet basic learning needs that
19 
provide the foundation for subsequent learning. It encompasses kindergarten,
20 
elementary, and secondary education of learners with disabilities.
21 
(b) Child Development Centers (CDCs) are the day care centers established in
22 
every barangay under R.A. No. 6972 or the 'Barangay-Level Total Development and
23 
Protection of Children Act" and converted to CDCs under R.A. No. 10410, otherwise
24 
known as the "Early Years Act (EYA) of 2013". CDCs are implementing health, nutrition,
25 
early education, and social services development programs that provide for the basic
26 
holistic needs of learners with disabilities below five (5) years old to promote their
27 
optimum growth and development. These also include national CDCs as provided in R.A.
28 
No. 10410.
29 
(c) Child Find System (CFS) refers to the system of identification, location, and
30 
evaluation of all learners with disabilities who are not receiving basic education services
31 
for purposes of facilitating their inclusion into the general basic education system. It


1 
likewise covers learners below five (5) years old who are not receiving early education
2 
services and programs under R.A. No. 10410.
3 
For purposes of the CFS, a child refers to a person below eighteen (18) years of
4 
age.
5 
(d) refers to a sub-set of deaf individuals with hearing loss who use the
6 
natural visual language of the community and support its goals and values as a linguistic
7 
and cultural minority.
8 
(e) Early Education refers to the education of learners below five (5) years old
9 
pursuant to R.A. No. 10410 which adequately prepares them for the formal learning
10 
system that begins at kindergarten.
11 
(f) Filipino Sign Language (FSL) refers to the national sign language of the
12 
Philippines as declared under R.A. No. 11106 or The Filipino Sign Language Act", and
13 
used by deaf Filipinos as their unique visual language and distinct from spoken Filipino.
14 
(g) Inclusive Education refers to a process of addressing and responding to the
15 
diversity of needs of all learners by moving towards the end goal of full participation,
16 
presence and achievement in learning, cultures and communities, and eliminating
17 
exclusion within and from education. It involves accommodation, modification,
18 
adaptation, and individualization in content, approaches, structures, and strategies, with
19 
a common vision that covers all learners of the appropriate age range, and a conviction
20 
that it is the State's responsibility to educate all children.
21 
It also focuses on achieving quality education that fosters diversity and flexibility
22 
towards full participation of all learners with disabilities.
23 
(h) Inclusion refers to a process where all learners, regardless of their background
24 
and abilities, are given an equal chance to play, learn, and interact together in the same
25 
learning environment. It is an approach where every learner is valued, supported, and
26 
given access to equal opportunities and learning experiences within an ILRC, CDC or
27 
school setting.
28 
(i) Inclusive Learning Resource Center of Learners with Disabilities (ILRC) refers
29 
to a place that provides support to teaching and learning, using appropriate, accessible,
30 
disability-, linguistically-, culturally-, and gender-sensitive instructional learning materials,
31 
tools, devices, gadgets, and equipment to facilitate and enhance learning, and
32 
assessment tools and instruments to evaluate developmental domains and specific areas


1 
of concern to determine appropriate services and placement decisions, with support from
2 
medical, health, and allied professionals for care, rehabilitation, and development of
3 
learners with disabilities.
4 
0) Individualized Education Plan (lEP) refers to the systematic, purposive, and
5 
developmental educational programming of curricular and Instructional priorities and
6 
contents designed to meet the educational requirements of a learner with disability and
7 
ensure mastery learning of skills and behaviors. It includes the services to be provided
8 
and the duration and frequency of such services, describes the learner's present level of
9 
performance, how the learner's disabilities affect academic performance, and specifies
10 
accommodations and modifications. An lEP shall be designed to meet the unique
11 
educational needs of a learner with disability who shall receive appropriate services and
12 
programs, have real opportunities for equality, and fully participate in the general
13 
education system and the community. It shall likewise aim at developing the learner's
14 
strengths and talents to achieve the greatest possible self-sufficiency and independent
15 
living.
16 
(k) Learners with Disabilities refer to learners in the general early and basic
17 
education system, who require additional support and adaptive pedagogic methods due
18 
to their long-term physical, mental, intellectual, or sensory impairments, which in
19 
interaction with various barriers may hinder their full and effective participation in society
20 
on an equal basis with others. They are placed in the age-appropriate grade levels by
21 
the multidisciplinary team based on the latter's assessments and diagnoses of the
22 
learners. For purposes of this Act, age shall be determined either by the learner's
23 
chronological or mental age, as may be appropriate.
24 
(I) Multidisciplinary Team is composed of professionals who provide for the
25 
learner's overall health and well-being. They participate in developing, implementing,
26 
and reviewing an lEP using multidisciplinary, transdisciplinary, or other effective
27 
approaches. Each member delivers specific services, including but not limited to, the
28 
educational assessment and diagnosis of learners with disabilities.
29 
(m) Private Sector refers to private individuals, partnerships or entities such as
30 
organizations of persons with disability, parent-support organizations, health professional
31 
organizations, community-based organizations or non-governmental organizations
32 
(NGOs), and business and industry groups.


1 
(n) Quality Education refers to the appropriateness, relevance and excellence of
2 
the education given to meet the diverse needs and aspirations of learners with disabilities
3 
and society.
4 
(o) Related Services refer to support services which include, but not limited to,
5 
linguistic solutions for deaf learners' concerns, speech-language pathology and audiology
6 
services, interpreting services, intervenor services, psychological services, physical and
7 
occupational therapy, recreation, social services, school health services, counseling and
8 
rehabilitation services, orientation and mobility services, medical services, and
9 
transportation services, as may be required to assist a learner with disability to fully enjoy
10 
the rights and benefits from education services.
11 
(p) Reasonable Accommodation refers to the necessary and appropriate
12 
modification and adjustments not imposing a disproportionate or undue burden, where
13 
needed in a particular case, to ensure learners with disabilities the enjoyment or exercise
14 
on an equal basis with others of all human rights and fundamental freedoms including
15 
their right to quality education.
16 
(q) Special Education (SPED) refers to the customized instructional program or
17 
service designed to meet the diverse needs of an individual learner with disability, which
18 
may necessitate supplementary aids and services and teaching strategies In the
19 
classroom or non-academic settings. They include instructions on physical and vocational
20 
education, social skills developrhent, and basic survival needs, and providing reasonable
21 
accommodations, modifications, adaptations, and Individualization, as needed. It Is
22 
geared towards the Inclusion of learners with disabilities into the general education
23 
system that will enable them to realize their full potential and prepare them as
24 
independent functioning members of society.
25 
(r) Teachers include all persons engaged in the classroom teaching of any
26 
subject, including practical or vocational arts, at the elementary and secondary levels of
27 
Instruction, guidance counselors, and persons performing instructional supervision in all
28 
private or public education institutions, but shall not include school nurses, school
29 
physicians, school dentists, school administrators, and other school administrative
30 
support employees. These include child development teachers in CDCs, mobile or
31 
itinerant teachers, teacher aides, all persons who are qualified to teach sign language or
32 
Braille, and other persons as may be qualified by the Department of Education (DepEd)


1 
to teach learners with disabilities in the ILRC, CDC, a resource room, or inside or outside
2 
a regular classroom.
3 
(s) Transition Program refers to a coordinated set of courses and activities for
4 
learners with disabilities that:
5 
(1) is designed within an outcome-oriented process, which promotes
6 
movement from school to post-school activities 
that include post-secondary
7 
education, vocational training, integrated employment, 
supported employment,
8 
continuing and adult education, adult services, independent living, or community
9 
participation;
10 
(2) is based upon the individual learner's needs, taking into account the
11 
learner's preferences and Interests; and
12 
(3) includes instruction, related services, and community experiences.
13 
(t) Universal Design as defined in the "United Nations Convention on the Rights
14 
of Persons with Disabilities", refers to the design of products, environments, programs,
15 
and services to be usable by all people, to the greatest extent possible, without the need
16 
for adaptation or specialized design. "Universal design" shall not exclude assistive devices
17 
for particular groups of persons with disabilities where this is needed.
18
19 
Sec. 5. Inclusion Policy for Learners with Disabilities in Public and Private Schools.
20 
- No learner with disability shall be denied admission and Inclusion in any public or private
21 
early or basic education school in the country to afford such learners with equitable
22 
opportunities to educational services and programs.
23
24 
Sec. 6. Establishment of ILRCs. - The DepEd, in collaboration with local
25 
government units (LGUs), shall establish and maintain at least one (1) ILRC in all cities
26 
and municipalities. All existing SPED Centers shall be converted to and renamed as
27 
"Inclusive Learning Resource Center".
28 
The LGUs may establish satellite ILRCs in schools, the operations and maintenance
29 
of which shall be included in the School Improvement Plan (SIP). The SIP refers to a
30 
roadmap that lays down the school's specific Interventions and solutions to corresponding
31 
identified priority Improvement areas and aims to Improve the three key result areas in
32 
basic education: access, quality, and governance.


1 
Sec. 7. Functions of the ILRC - The ILRC shall function as a learning resource
2 
center of learners with disabilities to deliver free support services and implement
3 
programs in support of inclusive education towards capacitating all schools in the country
4 
to educate learners with disabilities effectively. It shall:
5 
(a) implement the CFS to ensure that all learners with disabilities who are not
6 
receiving early and basic education services are identified, located, and evaluated, and
7 
facilitate their inclusion into the general education system;
8 
(b) utilize the expertise of a multidisciplinary team to conduct educational
9 
assessments and diagnoses of learners with disabilities for the preparation of their lEPs,
10 
and determine appropriate services and placement options;
11 
(c) spearhead the preparation, implementation, and review of the lEP;
12 
(d) provide support to learners with disabilities and their diverse needs for their
13 
inclusion in the general education system;
14 
(e) produce appropriate teaching and learning materials for learners with
15 
disabilities, including but not limited to, FSL materials for deaf learners, Braille for the
16 
blind and visually impaired, and augmentative and alternative instructional materials for
17 
learners with developmental disabilities;
18 
(f) provide and facilitate consultative mechanism, counseling, technical
19 
assistance, and training to general basic education teachers, administrators, child
20 
development teachers and workers, non-teaching personnel, parents, caregivers,
21 
guardians, or other family members on the education of learners with disabilities;
22 
(g) establish a referral system that shall provide and organize multidisciplinary
23 
services needed by learners with disabilities and their families to mobilize community
24 
resources;
25 
(h) monitor and ensure that learners with disabilities within the city or
26 
municipality receive the appropriate services needed, including FSL interpreting;
27 
(i) implement the programs of the ILRC which include, but not limited to, the
28 
transition program, alternative educational programs, and early intervention program in
29 
collaboration with the CDC;
30 
0) initiate and implement successful research-based Innovative approaches in
31 
providing educational or support services to learners with disabilities;


1 
(k) orient the LGUs served by the ILRCs on the psychology, diverse needs, and
2 
potentials of learners with disabilities;
3 
(I) provide access to auxiliary aids and services that are nOn-educational, but
4 
which enhance the education process for the learners with disabilities. These shall Include
5 
but not limited to:
6 
(1) Language and speech therapy, occupational therapy, physical and
7 
physiotherapy, among other modes of treatment, through a
8 
multidisciplinary team;
9 
(2) Quality reading and writing materials, especially Braille materials for
10 
learners with visual impairments, or other effective methods of
11 
delivering communication materials;
12 
(3) Acquisition and adaptation of equipment or devices;
13 
(4) Provision of consultation for creating appropriate and reasonable
14 
accommodation in the classroom, among others;
15 
(5) Provision of qualified sign language interpreters for deaf learners;
16 
(6) Assistance and monitoring in the transfer, or admission of eligible
17 
learners with disabilities to post-secondary or tertiary education
18 
institutions; and
19 
(7) Other similar services and actions or all types of aids and services that
20 
facilitate the learning process of learners with disabilities;
21 
(m) provide or facilitate the provision of related services to learners with
22 
disabilities; and
23 
(n) perform other functions as may be necessary.
24 
The ILRC may provide the same services to other learners as identified by school
25 
officials and teachers, parents, guardians, or the learners themselves.
26
27 
Sec. 8. Hiring of Personnel and Staff of the ILRC; Functions. - In addition to
28 
teachers with special training, teacher aides, licensed social workers, and other allied
29 
professionals with the knowledge, skills, and special training in interacting and dealing
30 
with learners with disabilities, the DepEd shall coordinate with the Department of Health
31 
(DOH) and Department of Social Welfare and Development (DSWD) for the hiring of the


1 
necessary personnel and support staff, including qualified persons with disabilities, to
2 
operate, administer, and oversee the ILRC.
3 
Each ILRC shall have an ILRC Supervisor and a multidisciplinary team, and
4 
supported by mobile teachers and a mobile multidisciplinary team. They shall have the
5 
following functions:
6 
(a) ILRC Supervisor. - The ILRC Supervisor shall:
7 
(1) administer and supervise the delivery of support services and programs of
8 
the ILRC;
9 
(2) monitor and supervise the provision of technical assistance, training, and
10 
enhancement programs of the ILRC personnel;
11 
(3) regularly prepare reports on the operations of the ILRC to include the
12 
progress of learners with disabilities; and
13 
(4) perform such other related functions as may be provided in the
14 
Implementing Rules and Regulations (IRR).
15 
(b) Multidisciplinary Team. - The multidisciplinary team shall prepare the lEPs of
16 
all learners with disabilities based on the multidisciplinary team's assessments and
17 
diagnoses, implement the lEP, and ensure that learners with disabilities are educated in
18 
the general education system with their peers with or without disabilities.
19 
The multidisciplinary team shall be composed of any or all of the following
20 
professionals and specialists: Educational 
Psychologist; Guidance Counselor;
21 
Psychometrician; Developmental Pediatrician; 
Neurological Psychiatrist; Physical
22 
Therapist; Occupational Therapist; Speech and Language Therapist; Speech Language
23 
Pathologist; Reading Specialist; Specialist for Braille and other augmentative and
24 
alternative modes of communication; • FSL 
Specialist; FSL Interpreter; Sign
25 
Communication or Visual Specialist; SPED teacher, who shall be the lead
26 
interventionisVimplementor of the lEP; and ILRC Supervisor.
27 
The school head for school-based ILRC and the general education teachers are
28 
likewise members of the multidisciplinary team.
29 
(c) Mobile Teachers. - Mobile teachers shall be hired whenever necessary. Their
30 
principal task is to assist in the CFS and determine appropriate learning modalities using
31 
the program and services of the ILRC. They shall likewise share responsibility for program
32 
planning and scheduling, assist isolated or remote schools with specialized equipment.
10


1 
individual programs, curricuium adjustment, and teaching aids, and perform other reiated
2 
functions.
3 
(d) Mobiie Multidiscipiinary Team. - At least one (1) mobile multidisciplinary team
4 
in every municipality and city shall be organized as determined by the ILRC Supervisor.
5 
The team members shall serve as mobile consultants of the schools, the ILRCs, and the
6 
LGUs. It shall be composed of any one or all of the professionals and specialists In the
7 
multidisciplinary team as stated in paragraph (b) of this section.
8 
To ensure the effective implementation of this Act, the DepEd, DOH, and DSWD
9 
may hire other necessary personnel and support staff for the ILRC.
10
11 
Sec. 9. Remuneration, Benefits, and Incentives for ILRC Personnei and Staff and
12 
Teachers. - The salary grades of the heads supervising the ILRCs, teachers, and other
13 
personnel shall be in accordance with the Revised Compensation and Position
14 
Classification System and other Civil Service Rules and Regulations.
15 
The DepEd shall endeavor to attract the best available and qualified teaching staff
16 
and talents through adequate remuneration, benefits, scholarship and training grants,
17 
teacher exchange programs, incentives and allowances, and other means of securing
18 
their job satisfaction and tenure in their respective posts.
19 
The DepEd, in collaboration with the CHED, shall likewise develop a scholarship
20 
program for in-service teachers who shall take courses or the required master's degree
21 
units on Special Needs or Inclusive Education or other related courses to equip them with
22 
knowledge on policies, principles, and pedagogies on inclusive education.
23
24 
Sec. 10. Pre-Service Education and In-Service Training. - The DepEd shall
25 
collaborate with the CHED to ensure that teacher education institutions offering bachelor
26 
of elementary or secondary education degrees include in the curriculum courses on
27 
inclusive education which are updated and responsive to the diverse needs of learners
28 
with disabilities.
29 
The DepEd shall also collaborate with relevant partners in the government, the
30 
academe, and the private sector to develop and conduct appropriate training programs,
31 
advanced seminars, and workshops on disability for all in-service teachers to upgrade
11


1 
their skills and develop new professional competencies and enhance the services and
2 
programs for learners with disabilities.
3
4 
Sec. 11. lEP Preparation and Review. - With the active participation of the SPED
5 
teachers, in collaboration with the multidisciplinary team, and in consultation with the
6 
parents or guardian of the learners with disabilities and the learners with disabilities
7 
themselves, when appropriate, lEPs for all learners with disabilities who require specially
8 
designed instruction and educational support services and programs shall be prepared by
9 
the schools, the CDCs, and the ILRCs. The lEPs shall be based on the educational
10 
assessment and diagnosis of the learners with disabilities by the multidisciplinary team
11 
and other relevant specialists.
12 
The lEP shall likewise be subject to an annual review or at such other period as
13 
may be determined by the multidisciplinary team, which shall not be later than one (1)
14 
year from its implementation to assess the progress of learners with disabilities and revise
15 
the plan when necessary.
16
17 
Sec. 12. The Bureau of Inciusive Education as Impiementing Bureau. - For
18 
purposes of policy integration, and harmonization and coordination of functions, the
19 
Bureau of Inclusive Education (BIE) under the DepEd is hereby created. It shall be
20 
headed by a Director and shall have the following powers and functions and other
21 
relevant functions as may be provided in the IRR of this Act:
22 
(a) Implement the provisions of this Act in coordination with other national
23 
government agencies and offices as implementing partner agencies, and adopt an
24 
effective mechanism to ensure the implementation and enforcement of existing laws for
25 
learners with disabilities that contribute to their educational, physical and psychosocial
26 
well-being;
27 
(b) In consultation with the Advisory Council on the Education of Learners with
28 
Disabilities created pursuant to this Act, other implementing partner agencies and
29 
stakeholders, adopt a national policy on inclusive education and prepare and regularly
30 
update a multi-year roadmap, supported by annual work and financial plans, for the
31 
effective implementation of this Act;
12


1 
(c) Ensure that learners with disabilities are guaranteed their right of access to
2 
free public early and basic education services;
3 
(d) Participate in the development and implementation of an efficient and effective
4 
CFS in collaboration with the LGUs, the ILRCs, the Early Childhood Care and Development
5 
(ECCD) Council, and organizations of persons with disabilities;
6 
(e) Implement policies and standards for the use of learning delivery modalities
7 
for learners with disabilities, including the training of their teachers on distance education;
8 
(f) Supervise, monitor, evaluate, and assess the compliance, operations and
9 
performance of the schools and the ILRCs and their personnel pursuant to this Act, and
10 
regularly submit reports thereon to the Secretary of Education (Secretary). It shall
11 
likewise collaborate and coordinate with the ECCD Council with respect to its mandate,
12 
and with other implementing partner agencies;
13 
(g) Maintain a system for identification, referral, and intervention for learners with
14 
disabilities Initiated by the DepEd in coordination with the ECCD Council and other
15 
relevant stakeholders;
16 
(h) In consultation with a multidisciplinary team and organizations of persons with
17 
disabilities, develop the lEP framework and the guidelines for its preparation, and
18 
evaluate fundamental changes both in educational practice and the design of educational
19 
services for inclusion of learners with disabilities in the general education system; and
20 
(i) Such other necessary functions for the effective and efficient implementation
21 
of this Act.
22 
The BIE shall likewise implement programs for learners, other than learners with
23 
disabilities, who require diverse educational support services and programs.
24
25 
Sec. 13. Advisory Council for Education of Learners with Disabilities. - An Advisory
26 
Council for Education of Learners with Disabilities (Council), which shall be composed of
27 
representatives from various disability sectors and a representative from the academe, is
28 
hereby created.
29 
The Council, which shall directly coordinate and collaborate with the Secretary,
30 
shall have the following powers and functions:
31 
(a) Represent learners with disabilities and their respective organizations, and
32 
participate in consultative meetings of the DepEd and other organizations of persons with
13


1 
disabilities in the formulation of poiicies, plans and strategies, educational programs, rules
2 
and regulations, guidelines, or regulatory changes on the education of learners with
3 
disabilities;
4 
(b) Conduct research and policy studies on inclusive education and other matters
5 
related to the education of learners with disabilities;
6 
(c) Participate in crafting, amending, or updating the roadmap referred to in
7 
Section 12 of this Act, and monitor and evaluate its Implementation;
8 
(d) Subject to compliance with the provisions of R.A. No. 10173 or the "Data
9 
Privacy Act of 2012", gather, consolidate, or interpret relevant data on the education of
10 
learners with disabilities, and prepare the necessary report for the Secretary;
11 
(e) Monitor the delivery of services and programs for learners with disabilities as
12 
provided in this Act;
13 
(f) Review existing and recommend new legislation to promote the educational
14 
welfare, and physical and psychosocial well-being of learners with disabilities; and
15 
(g) Perform other functions as may be necessary.
16 
Subject to a prior consultation with organizations of persons with disabilities, other
17 
NGOs and relevant stakeholders regarding the composition of the Council and the
18 
qualifications and terms of office of the members, the DepEd, within sixty (60) days from
19 
the effectivity of this Act, shall issue the necessary orders on the creation and composition
20 
of the Council, and direct the Department, bureaus, and Its attached agencies to extend
21 
the necessary assistance and cooperation to the Council In the performance of its
22 
functions. The composition of the Council and the qualifications and terms of office of its
23 
members shall be stated in the IRR of this Act.
24 
The Council is independent from the DepEd and Its members shall not be entitled
25 
to any compensation in the performance of their functions.
26
27 
Sec. 14. Learners with Disabilities Information System. - The DepEd, through its
28 
Information and Communications Technology Service, and in collaboration with the
29 
Department of Information and Communications Technology, shall develop> maintain and
30 
regularly update a secure Learners with Disability Information System (LWDIS). It shall
31 
contain and store relevant disaggregated data of learners with disabilities such as, but
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not limited to, their personal information, socio-economic profiles, lEP, performance, and
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educational progress. The LWDIS shall likewise include Information on existing ILRCs, 
status of implementation of programs and projects, list of public and private partners, 
and other relevant information that may be identified by the DepEd.
Subject to the accessibility and security guidelines to be included In the IRR of this 
Act, the LWDIS shall be linked to the CFS of the LGUs, the ECCD Council, and to the 
information systems of other implementing partner agencies. Access to data by said 
agencies shall be limited to such data that are relevant to their roles and functions.
All implementing partners, public and private, and their personnel, teachers, and 
third party service providers shall ensure compliance with the provisions of R.A. No. 
10173.
Sec. 15. Continuing Research to Identify the Needs of Learners with Disabilities. - 
The DepEd, in collaboration with relevant national government agencies and the private 
sector, shall undertake continuing research to identify and design strategies and 
programs that shall meet the diverse needs of learners with disabilities. Such continuing 
research shall also be used to develop instructional techniques for use by the ILRCs 
towards Improving the acquisition of skills by learners with disabilities for their transition 
to independent living, vocational training or competitive skills development, and to design 
holistic programs for all schools and ILRCs to enhance the potential of the learners with 
disabilities for community participation.
Sec. 16. Student Assistance. - The DepEd, DSWD, and the LGUs shall develop 
programs to support the financial, educational and accessibility needs of all learners with 
disabilities, particularly the economically disadvantaged learners with disabilities, as 
envisioned in R.A. No. 8425, otherwise known as the "Social Reform and Poverty 
Alleviation Act".
The benefits accorded by R.A. No. 8545, otherwise known as the "Government 
Assistance to Students and Teachers in Private Education (GASTPE) Act" shall likewise be 
extended to eligible learners with disabilities In the secondary level based on the criteria 
under the said law on academic qualifications and financial needs of the learners with 
disabilities, among others.
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Sec. 17. Instructional Materials. - Publishers shall grant the DepEd the authority
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to transcribe adopted instructional materials Into accessible format which include, but not
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limited to, Braille, large-print format> electronic, non-print, or multi-media format for
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learners who are blind, visually impaired or otherwise print disabled, without penalty or
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payment of royalty as provided in R.A. No. 8293, otherwise known as the "Intellectual
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Property Code of the Philippines", as amended. The publishers of a newly adopted
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instructional material shall provide the digital copy In accessible format of such materials
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for the purpose of producing their accessible versions for learners with disabilities.
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The accessible versions shall be produced by the DepEd or by non-profit accessible
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book producers which shall Indicate the copyright owner and the date of the original
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publication, and shall be copied and distributed without cost to either the learners with
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disabilities or their teachers-in-charge for Instructional purposes. Production of
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instructional materials for learners with disabilities shall be in compliance with the
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"Marrakesh Treaty to Facilitate Access to Published Works for Persons Who Are Blind,
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Visually Impaired, or Otherwise Print Disabled", international and local laws, as well as
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rules and regulations issued by the appropriate government agencies.
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Sec. 18. Family Members, Guardians, and Caregivers' Education. - Formal
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trainings, orientations, and counseling programs for parents, other family members,
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guardians, and caregivers of learners with disabilities shall be developed and Initiated by
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the DepEd, and implemented in coordination with the LGUs, DSWD, ECCD Council, and
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the private sector. These programs shall equip and provide them with awareness and
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understanding of inclusive education such as the rights, privileges, benefits, and diverse
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needs of learners with disabilities. These shall likewise set their essential roles as partners
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In educating learners with disabilities, so as to maximize their knowledge and skills to
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fully participate in developing the potentials of learners with disabilities. Parents,
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guardians, or other family members should also be apprised of procedural safeguards
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and processes to resolve disputes and complaints to protect the educational rights of
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learners with disabilities.
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Sec. 19. Incentives for Private Sector Participation. - Partnership between the
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government and the private sector catering to the diverse needs of learners with
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disabilities shall be encouraged. Any donation from the private sector for the provision
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of the necessary educational assistance, facilities, materials, and other appropriate
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support services for learners with disabilities shall be entitled to the benefits and
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incentives provided under R.A. No. 8525, otherwise known as the "Adopt-A-School Act"
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and its IRR.
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The DepEd, shall formulate and adopt minimum standards for such donations from
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the private sector to ensure quality delivery of support services and programs for learners
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with disabilities.
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Sec. 20. Responsibility of Government Agencies. - The DepEd shall be the lead
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agency in the implementation of this Act. It shall ensure inter-agency coordination and
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integration of services and programs among relevant national government agencies as
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provided in their respective charters and mandates. For this purpose, the DepEd shall
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collaborate and coordinate with the following implementing partner agencies for their
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respective roles as follows:
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(a) DOH- The DOH shall provide learners with disabilities with healthcare needs
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services such as child mental health service, health plans, oral health care, and family-
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to-family health information and education. It shall likewise coordinate with the ILRC for
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the services of Barangay Health Workers.
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(b) DSWD - The DSWD shall be responsible for the effective management and
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provision of social and welfare services including auxiliary social services, for learners
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with disabilities based on the assessed needs of the learners with disabilities, subject to
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its prescribed guidelines.
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(c) Department of Justice - The Department of Justice and the Integrated Bar of
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the Philippines shall establish a mechanism for free legal assistance for learners with
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disabilities and their parents or guardians in connection with the enforcement of their
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rights under this Act. It shall likewise be responsible in enforcing existing laws on the
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protection of learners with disabilities.
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(d) Department of Public Works & Highways- The Department of Public Works 8i
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Highways shall prescribe the proper physical indoor and outdoor set-up of the ILRC and
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ensure that the ILRC, roads, sidewalks, ramps, railings, and the like shall be constructed,
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built, and maintained in accordance with Batas Pambansa Big. 344, otherwise known as
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the "Accessibility Law" and universal design concepts to ensure their accessibility and
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the mobility of learners with disabilities.
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(e) Department of Labor and Employment (DOLE) - The DOLE shall develop a
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training program for the learners with disabilities, transition from school to work; provide
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to the ILRC current market analysis and job coaching sessions before and during their
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employment; and facilitation of apprenticeship and job placements, together with Its
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attached agencies, the Technical Education and Skills Development Authority (TESDA),
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and the Public Employment Service Office (PESO). The TESDA shall provide vocational
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training when necessary. The PESO, on the other hand, shall conduct employability
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enhancement seminars, provide pre-employment counselling and orientation, and offer
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programs and activities on employment assistance pursuant to R.A. No. 8759, otherwise
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known as the "PESO Act of 1999", as amended.
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The DOLE, TESDA, and PESO shall lead the promotion of Inclusion of learners with
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disabilities among public and private Institutions and comply with the requirements set
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forth under R.A. No. 7277, otherwise known as the 'Magna Carta for Disabled Persons "
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as amended by R.A. No. 10524. They shall likewise disseminate materials and conduct
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orientation and information campaign concerning effective practices in working with and
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training learners with disabilities.
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(f) Department of the Interior and Local Government- The Department of the
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Interior and Local Government, in consultation with the DepEd, LGUs, and other relevant
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agencies and stakeholders, shall promulgate policies and guidelines relevant to the
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implementation of this Act by the LGUs.
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(g) LGUs - The LGUs shall also perform the following functions:
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(1) Partner with public or private volunteers and private organizations, local or
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international, for technical guidance and information dissemination
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campaigns and funding support to augment the funding for the programs
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and activities pertaining to this Act;
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(2) Participate in all efforts concerning inclusion of learners with disabilities in
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the general education system, health services, transport services, and
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other social and welfare services;
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(3) Adopt measures to raise awareness in the community to respond to the
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needs of learners with disabilities; and
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(4) Share the responsibility with national government agencies and other 
stakeholders for the implementation, regulation, enforcement and 
monitoring of the provisions of this Act.
Notwithstanding the provisions of Sections 235 and 272 of R.A. No. 7160, 
otherwise known as the "Local Government Code of 1991," the Local School Boards shall 
be authorized to set aside a portion of the proceeds of the Special Education Fund to 
supplement the funds of the DepEd and other implementing partner agencies for the 
delivery of support services and programs for learners with disabilities.
(h) Komisyon sa Wikang Filipino - The Komisyon sa Wikang Filipino shall be 
responsible in the implementation of the provisions of R.A. No. 11106, otherwise known 
as "The Filipino Sign Language Act" in relation to early and basic education.
Sec. 21. Establishment of Barangay Help Desks. - All cities and municipalities shall 
establish a help desk in every barangay within their jurisdiction. In coordination with the 
Persons with Disability Affairs Office (PDAO) established under R.A. No. 7277, as 
amended by R.A. No. 10070, it shall function as the focal unit in the barangay to assist 
learners with disabilities, their parents or guardians, caregivers, and other family 
members on matters affecting the education and provision of services and programs to 
learners with disabilities.
Sec. 22. Protection of Learners with Disabilities. - The DepEd shall ensure the 
protection of learners with disabilities against neglect, abuse, cruelty or exploitation, 
bullying, discrimination, and other acts or conditions prejudicial to their physical and 
psychosocial well-being and development as provided in this Act, R.A. No. 7277, as 
amended, R.A. No. 10627 orthe"Anti-Bullying Actof 2013", R.A. No. 7610 or the "Special 
Protection of Children Against Abuse, Exploitation and Discrimination Act" and other 
existing laws.
Sec. 23. Procedural Safeguards. - The DepEd shall ensure that learners with 
disabilities and their parents or guardians are guaranteed procedural safeguards for the 
enforcement and protection of their rights under this Act. Procedural safeguards refer to 
policies, procedures, and other administrative approaches which include, but not limited
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to, the rights to be informed and be served written notices on matters affecting the 
education of the learner with disability, to participate in lEP deliberation meetings, to 
access records, and to file a complaint if dispute resolution fails.
The DepEd shall likewise ensure the speedy disposition of any complaint filed by 
learners with disabilities, their parents, guardians, caregivers, or other family members, 
which shall be immediately acted upon and resolved not later than thirty (30) calendar 
days from receipt of the complaint. Any DepEd official, teacher, or employee, and CDC 
or ILRC personnel who shall cause any undue delay and fail to comply with the said 
prescribed period shall be held administratively liable.
Sec. 24. Public Information/ Education and Communication. - The DepEd and the 
Philippine Information Agency shall conduct an intensified nationwide information 
dissemination campaign on the rights of learners with disabilities under this Act and other 
existing laws, which shall include the prevention, early identification, assessment of a 
disabling condition, and the strategic Intervention programs for learners with disabilities. 
All information dissemination campaign materials shall be in accessible formats
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which include, but not limited to, Braille, large-print format, electronic, non-print, or multi-
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media format.
Sec. 25. Whoie-of-Community Approach. - For the inclusion of learners with 
disabilities in the general education system and the community, a whole-of-community 
approach shall be adopted to facilitate collaborative action in and by the school 
community, the academe, and other stakeholders, public or private, to foster the 
involvement and participation of every sector, especially the organizations of persons with 
disabilities, the learners with disabilities, and their parents and other members of their 
families.
Sec. 26. Interpretation Clause. - The provisions of this Act and its IRR shall be 
liberally construed in favor of the best Interests of the learners with disabilities as 
enunciated In the "United Nations Convention on the Rights of the Child".
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Sec. 27. Administrative Sanctions. - The DepEd shall ensure compliance with the 
provisions of this Act. Any private school, DepEd official, teacher, or employee, and CDC 
or ILRC personnel who shall violate or fail to comply with any provision of this Act shall 
be dealt with administratively.
Sec. 28. Mandatory Review; Impact Assessment, Submission of Report to 
Congress. - The DepEd, in partnership with LGUs, other relevant agencies, and the 
private sector, shall conduct a mandatory annual review of the implementation of this Act 
and its IRR and submit a report to Congress to measure its effectiveness, identify the 
gaps. Issues and challenges, and ensure its proper implementation. An evaluation system 
shall be established to assess the impact of this Act and the progress of learners with 
disabilities.
Sec. 29. Appropriations. - The amount necessary for the implementation of this 
Act shall be charged against those authorized in the current appropriations of the DepEd 
and other implementing partner agencies. Thereafter, the amount necessary for its 
continued implementation shall be included In their budget as a separate line item in the 
annual General Appropriations Act.
Sec. 30. IRR. - Within ninety (90) days from the effectivity of this Act, the DepEd, 
In consultation with concerned government agencies and other education stakeholders, 
shall issue the rules and regulations implementing the provisions of this Act. The IRR 
Issued pursuant to this section shall take effect thirty (30) days after its publication In a 
newspaper of general circulation.
Copies of the IRR and the roadmap referred to in Section 12 shall be transmitted 
to the Chairs of the Committees on Basic Education of both Houses of Congress not later 
than six (6) months and one (1) year, respectively, from the effectivity of this Act.
Sec. 31. Joint Congressionai Oversight Committee (JCOC) on Inciusive Education. 
- There is hereby created a JCOC to oversee, monitor and evaluate the implementation 
of this Act. The JCOC shall be composed of five (5) members each from the Senate and 
the House of Representatives with the Chairs of the Committees on Basic Education of
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both Houses as Co-chairs. The Chairs of the Committees on Higher and Technical 
Education of both Houses shall likewise be designated as members of the JCOC. The 
Speaker of the House of Representatives and the President of the Senate shall designate 
the other three (3) members of the JCOC of the House and the Senate, respectively, from 
among the members of the Committees on Basic Education, one (1) member of which 
shall be from the minority.
Sec. 32. Separability Clause. - If any provision or part hereof is held invalid or 
unconstitutional, the remainder of the law or the provision not otherwise affected shall 
remain in full force and effect.
Sec. 33. Repealing Clause. - All laws, presidential decrees, executive orders, 
issuances, rules and regulations, or parts thereof contrary or inconsistent with the 
provisions of this Act are hereby repealed, amended, or modified accordingly.
Sec. 34. Effectivity. - Notwithstanding the non-issuance of the IRR, this Act shall 
take effect fifteen (15) days after its publication in the Official Gazette or in a newspaper 
of general circulation.
Approved/
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