THIRTEENTH CONGRESS OF THE REPUBLIC 
) 
available resource. 
OF THE PHILIPPINES 
First Regular Session 
SENATE 
?L‘ 
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Introduced by Senator Madrigal I 
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EXPLANATORY NOTE 
The General Assembly of the United Nations adopted in 1959 the Declaration of the 
Rights of the Child which affirmed that mankind owes the child the best it has to give. On 
December 9,1975, the same body passed Resolution 3447 (Resolution Concerning the Rights of the 
DisabZed) which provides that the child who is physically, mentally or visually handicapped 
shall be given special treatment, education and care required of his particular condition. 
Said law also provides that, ”the State shall take into consideration the special requirements of 
disabled persons in the fornzulation of educational policies and programs” and ”shall encourage learning 
institutions to fake into account the special needs of disabled persons witlz respect to the use of school 
facilities, class schedules, plzysical education requirements and other pertinent consideration, ” It 
provides further that, “the Sfate shall ,establish, maintain and support a conzplete, adequate and 
integrated system of special education for the visually impaired, mentally retarded persons and other 
types of exceptional children in all regions of the county. 
On the matter of funding, RA 7277 mandates the national government’to allocate funds 
necessary for the effective implementation of the-special programs nationwide and for local 
government units (LGUs) to likewise appropriate counterpart funds to supplement national 
funds. 
On its part, the Department of the Interior and LocaE Governwent (DILG) came up with the 
Integrated Approach to Local DeveEopment Management (IALDM) which focuses on developing the 


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capabilities of LGUs to effectively address cluld survival, protection and deyelopment efforts 
and eventually strengthen their lead role in a multi-sectoral endeavor to meet the goals of the 
Philippine Plan of Action for Children. 
However, prior to the enactment of the Magna Carta for Disabled Persons and even before 
the Philippine Congress ratified the Convention on the Rights of the Child, the government had 
already approved in 1974 the Chi2d and Youth Weyare Code (P.D. 603) which defines the rights 
and responsibilities of children. For children with special needs, it guarantees that they shall be 
treated with sympathy and understanding, be entitled to treatment and competent care as well 
as the education and care required by his particular condition, and opportunities to develop 
their special talents. 
Of equal importance are RA 3562 and RA 5250 approved on June 21,1963 and June 13, 
1968, respectively, which provided that teachers, administrators and supervisors of special 
education should be trained by the Department of Education. 
Both the 1973 and 1987 Constitutions upheld the principles of social justice in education 
and the universality of educational opportunity and recognized that the education of every 
citizen is the concern of the nation. Article XIV, Sec. 1 of the latter Charter, clearly states that the 
State shall protect and promote the right of all citizens to quality education at all levels And shall 
take appropriate steps to make such education accessible to all. 
Sadly, the adequacy of international covenants and declarations as well as national 
legislations cobcerning the rights of the child, there remains a dearth of clear mechanisms and 
policies to trarislate these measures into positive and concrete actions. 
i 
As of 1997, although special education have begun as early as 1907 with the 
establishment of the School for the Deaf and the Blind, and which have continued through the 
years with the formation of private schools including the present SPED centers administered by 
the Department of Education, only 2.4% or 99,721 children with special needs are provided with 
the appropriate educational services as from a combined population of 4.2 million children 
representing those with disabilities (3.5 million) and gifted children (700,000). 
For the school year 1997-1998, there are only 61 special education (SPED) centers with 
557 teachers and 597 regular school with SPED classes with 2,588 teachers. It is in this light that 
this bill is proposed not only to respond to the special educational needs of both the gified child 
and the child with disabilities but also to make it accessible to all, majority of which are 
indigents or marginalized. 
Aside from the need to increase allocations for children with special needs, there must 
also be an agency empowered to institutionalize and govern special education in the country. 
The present Special Education Division (SED) under the Bureau of Elementary Education (BEE) of 
the DepEd does not have the wherewithal and personnel to fully carry out the required policy 
framework and components of the special education program. Thus, the need to introduce 
administrative reforms particularly in the structural framework of the DECS and the 
formulation of appropriate programs to strengthen existing policies and concerns for the 
children with special needs. 
It, thus, becomes an imperative to transform the existing SED to a regular bureau of the 
DepEd, upgrade the existing salary classification of its personnel and further provide it with 
competent and dynamic personnel to effectively implement the special education prqgram of 
the government. 
Researches show that opportunities for the early improvement of a handicapped child 
are greater if the child's disability is detected at an earlier time and appropriate educational 
intervention is started. As the parents are at the heart of the educational process of the child, 
this bill ensures that their involvement will become an essential component of special 


education. Thus, parents will not only be taught of the best way of handling exceptional 
children but also the skills to identify possible disabilities or special developmental needs of the 
child even at the early stage of the child's life. 
As the comprehensive educational program for the child also entails complementary 
support like services for physical health/ psychiatry/ social welfare and rehabilitation, this 
proposed measure have also considered the strengthening of partnerships with local 
government units and of private sector participation. 
This bill was strongly indorsed by the DepEd, the academe and the various groups and 
institutions concerned with the basic education of children. Notable was the zealous response 
of the United Nations office based in Manila which intirnated to DepEd officials that the 
features of the bill can be adopted and used as a model in other Third World settings to 
immensely uplift and support the CSNs. 
In light of the foregoing, the immediate passage of this bill is earnestly urged. 
redett/drafts 
sped.doc 


THIRTEENTH CONGRESS OF THE REPUBLIC 
1 
OF THE PHILIPPINES 
First Regular Session 
S E N A T E  
JM 30 pIo:11 
S. No. 109 
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Introduced by Senator Madrigal 
AN ACT 
ESTABLISHING AT LEAST ONE (1) SPECIAL EDUCATION (SPED) CENTER FOR 
EACH SCHOOL DIVISION AND AT LEAST THREE (3) SPED CENTERS IN BIG 
SCHOOL DIVISIONS FOR CHILDREN WITH SPECIAL NEEDS (CSNs), 
CREATING THE IMPLEMENTING MACHINERY THEREOF, PROVIDING 
GUIDELINES FOR GOVERNMENT FINANCIAL ASSISTANCE AND OTHER 
INCENTIVES AND SUPPORT, AND FOR OTHER PURPOSES 
Be it enacted by the Senate and House of Representatives of the Philippines in congress 
assembled: 
SECTION 1. Title. - This Act shall be known as the "Special Education Act of 
2004." 
SEC. 2. Declaration of Policy. - It is hereby declared the policy of the State to 
protect and promote the rights of children with special needs (CSNs) to quality 
education and to take appropriate steps to make such education accessible to them. The 
State recognizes their vital role in national development and that finding solutions to 
their problems forms an integral part of national development strategies. 
It is also the policy of the State to give full support for their welfare and 
development to ensure their full integration to society as well as to facilitate their active 
participation in the affairs of the State. Towards this end and also pursuant to the 
mandate stated in Section 13 of Article 11, Sec. 13 of Article XI11 of the 1987 Constitution, 
Sec. 1-2, pars. 1 and 3 of Article XIV, Art. 3 of P.D. 603 and Sections 12-14 of R.A. 7277, 
the State shall institutionalize an adequate and relevant educational program for every 
child with special needs through the establishment of SPED Centers and of their vital 
support mechanisms. Thus, all CSNs, irrespective of the degree of sensory, physical or 
intellectual disability or needs, will have the opportunity to be educated in the most 
educationally enhancing environment consistent with the provision of a quality 
education that best meets their needs. 
SEC. 3. Objectives. - The objectives of this Act are the following: 
(a) To provide access to basic education among CSNs, namely, the 
gifted/ talented, the mentally retarded, the visually * impaired, the 
hearing impaired, the orthopedically/ physically handicapped, the 
learning disabled, the speech defectives, the children with behavior 


problems, the autistic children and those with health problems through 
the formal system and other alternative delivery services in education; 
(b) To ensure that CSNs fully develop their abilities, talents, interests and 
all aspect of their development to become more responsible for their 
lives and more effective partners in all of the affairs and concerns of the 
country. 
(c) To ensure the CSNs understand, appreciate and respect differences 
amongst groups and members in society and also to understand the 
nature of society in which they live; 
(d)To inform the parents about the full continuum of services, possible 
placement options during discussions about their children’s education 
and other relevant information to enable them to make informed 
decisions and choices; 
(e) To equip the parents and other caregivers and the teachers with the 
capabilities to identify, prevent, refer and intervene with the 
developmental disorders and disabilities of children as well as in the 
relevant individual programming planning for the student where such 
program differs significantly from the standard curriculum and other 
matters that enhance the role of parents and other caregivers as the 
primary educators and caregivers of their children from birth onwards; 
(f) To involve private groups, local government units and national 
agencies other than the DepEd in the education of children with special 
needs, and; 
(g).To effectuate significant and positive changes in community attitudes 
towards disability and the need to provide special education, care and 
other needs of children with special needs. 
SEC. 4. Definition of Terns. - For purposes of this Act, these terms are defined 
a. Disability refers to 1) a physical or mental impairment that substantially 
limits one or more psychological, physiological or anatomical function of an 
individual or activities of such individual; 2) a record of such an impairment; 
3) being regarded as having such an impairment; 
as follows: 
b. Impairment refers to any loss, diminution or aberration of psychological, 
physiological or anatomical structure or function; 
c. Handicap refers to a disadvantage for a given individual, resulting from an 
impairment or a disability, that limits or prevents the function or activity that 
is considered normal given the age and sex of the individual; 
d. Disabled Persons refer to those suffering from restriction or different abilities, 
as a result of a mental, physical, sensory or neurological impairment, to 
perform an activity in the manner or within the range considered normal for 
a human being; 


e. MarginalizeQDisadvantaged Disabled Persons refer to disabled persons who 
lack access to rehabilitative services and educational opportunities due to 
poverty, abandonment, illness and other forms of neglect. For purposes of 
this Act, the word "poor" are those who either have no means of livelihood or 
have incomes below the poverty threshold; 
f. Children and Youth with Special Needs are the gifted and fast learners and 
those who are disabled, impaired and handicapped persons in need of special 
education as well as services for rehabilitation. He/she differs from the 
average child in (1) mental characteristics; (2) sensory abilities; (3) 
neuromuscular or physical characteristics; (4) social; (5) multiple handicaps; 
and/or (6) has a developmental lag to such an extent that he requires 
modified school practices or special education services to develop to his 
maximum capability. They include ages 0-21 years old and may be as follows: 
1. Gifled Children and Fast Learners are those capable of superior 
performance and these include those with demonstrated 
achievement or potential ability in one or more of the 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 cfeativity 
(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 the school. 
2. Mentally Handicapped/Mentally Retarded are those who have 
substantial limitation in present functioning characterized by 
significant 
sub-average 
intellectual 
functioning, 
existing 
concurrently with related limitations in two or more of the 
applicable adaptive skill areas: communication, self-care, home 
living, social skills, community use, self-direction, health and 
safety, functional academics, leisure and work. 
3. Visually Impaired are those who are blind or having a low vision. 
A person is blind if he has a visual capacity of 20/200 or less in a 
better eye after maximum correction. The low vision person retains 
a relatively low degree of vision and can read only enlarged print 
or regular or regular print under special conditions. 
4. Hearing Impaired those who are deaf or hard-of-hearing. The deaf 
person is one whose hearing is non-functional for ordinary 
purposes in life. The hard-of-hearing has a sense of hearing which 
although defective is functional with or without a hearing aid. 
5. Students/children with Behavior Problems are those who cannot 
adjust to the socially accepted norms of behavior and, consequently 
disrupt their academic progress, the learning efforts of their 
classmates and interpersonal relations. 


, 
'6. 
7. 
8. 
9. 
OrthopedicaZZy Handicapped 
are those whose impairment 
permanently or temporarily interferes with the normal functions of 
the joints, muscles or limbs. 
Students/children with Special Health Problems are those who 
have health conditions that tend to heap children out-of-school or 
those with chronic and/ or debilitating illness like cardiac (heart) 
diseases, asthma, diabetes, tuberculosis and other respiratory 
ailments, carcenonza, epilepsy, malnutrition and others. 
Students/children with Learning Disabilities are those who 
although normal in sensory, emotional and intellectual abilities 
exhibit disorders in perception, listening, thinking, reading, 
writing, spelling or arithmetic. They have such conditions as 
perceptual handicap, brain injury, minimal brain dysfunction, 
dyslexia and developmental aphasia. 
Speech Impaired are those whose speech differs from the average 
so far as to draw unfavorable attention to the manner of speaking 
rather than to the thought conveyed. 
10. Persons with Autism are those: with developmental disabilities, 
having onset before 30 months of age which vis marked by 
disturbance in development, language and relationship with 
persons, activities and objects and which may coexist with 
intellectual disability and epilepsy. Children afflicted with this 
disorder have perceptual, cognitive, communication and social 
difficulties which change over time. 
g. Auxiliary Aids and Services are services that are basically non-education, but 
impinge on the education process of the child with special needs. These 
include: 
1. 
2. 
3. 
4. 
5. 
1 
therapy; 
I 
qualified interpreters or other effebtive methods of delivering 
materials to individuals with hearing impairments; 
qualified readers, taped tests or ;other effective methods of 
delivering materials to individuals with visual impairments; 
acquisition or modification of equipdent or devices; 
other similar services and actions or /all types of aids and services 
that facilitate the learning process of qeople with mental disability. 
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h. 
i. 
Specid Instructional Materials mean a textboak in Braille, large type or any 
other medium or any apparatus that conveys: information to a student or 
otherwise contributes to the learning process. 
I 
Private Sector Participation encompasses bll forms of indispensable, 
substantial and meaningful participation of prifate individuals, partnerships, 
groups or entities, community-based organi$ations or non-governmental 
organizations in the delivery of educational qnd rehabilitative services for 
students and children with special needs. 


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j. Basic Edubation consist of at least six (6) years of elementary education and 
at least f obr (4) of secondary education including pre-school education. 
k. Special Education is basic education that takes into account the special needs 
of both disabled children and gifted children that requires a systematic and 
deliberate; process for them to achieve functional literacy and which will 
bring the individual to the highest level of his potential and capacity. It is also 
defined a$ that type of education tailored to meet the needs of children who 
cannot prbfit because of disabilities or exceptional abilities. 
i 
1. FunctionaZ Literacy is the level of literacy necessary for the student or child 
to become a useful citizen and effective member of the society. 
SEC. 5. Coverage. - This Act shall cover all students and children with special 
needs nationwide. ! 
SEC. 6. Creaiion of the Bureau of Special Education. - To attain the objectives of this 
Act, the Bureau ofjSpecial Education (BSE), hereinafter referred to as the Bureau, is 
hereby created to ihstitutionalize and govern special education in the Philippines. The 
Bureau is primarily tasked to formulate and administer an appropriate curriculum and 
developmentally-syited programs to primarily achieve functional literacy, of the 
students/children with special needs and ensure their integration to society. The full 
continuum of educFtiona1 services shall also be made available by the Bureau to those 
CSNs below school age through regular home visits, consultations, day care activities 
and any proper medium or program. 
BSE shall function as a regular bureau of the Department of Education under the 
direct supervision'of the department secretary and to be headed by a director and 
assistant director. 
Three division chiefs shall serve as heads for the (I) Gifted Children Division 
(GCD); (2) Children with Disabilities Division (CDD) and (3) Special Services and 
Auxiliary Aids Division (SSAAD), with the staffing needs to be equitably distributed in 
accordance to the current needs and concerns of their respective divisions. They shall 
assist the director in the formulation, implementation and improvement of the 
framework and components of the special education program. 
The Philippine Printing House for the Blind under existing organizational 
structure of DECS shall become part of the SSAAD. 
SEC. 7. SPED Centers in Regular Schools. - At least one (1) special education 
(SPED) center for each school division and at least three (3) SPED centers in big school 
divisions shall be established in regular schools, where there are no existing SPED 
centers. These SPED centers shall be administered by the principal of the regular school. 
The SPED Center shall function as the Resource Center for the implementation of 
inclusive education that will accept all kinds of children on regular schools. It shall a) 
support children with special needs integrated/ included in regular schools and b) assist 
in the conduct of school-based training; c) produce appropriate teaching materials, and 
d) conduct assessment of children with special needs. 
Each SPED Center shall have the following staff: 


a) 1 SPED teacher for the Mentally Gifted; 
b) 1 SPED teacher for the Mentally Retarded/Handicapped; 
c) 1 SPED teacher for the Visually Impaired; 
d) 1 SPED teacher for the Hearing Impaired; 
e) 1 SPED teacher for Autistic Children; 
f) 1 SPED teacher for the Learning Disabled; 
g) 1 SPED teacher for the children with behavior problems; 
h) 1 SPED teacher for children with multiple disabilities. 
Regular teachers currently handling special education of children with special 
needs shall henceforth be classified as SPED teachers. 
There shall be an assistant principal for each SPE? Center. He/she shall 
administer and supervise the alternative educational progr$ms, early intervention 
programs, monitoring, supervision and technical assistance and human resource 
training/SPED personnel enhancement programs, referral and placement procedures, 
advisory services and other components of the special education program in his/ her 
jurisdiction. He/ she shall also be responsible for the formation and supervision of 
placement committee under his/her jurisdiction as well as in the resolution of 
disagreements on placement and services. 
SEC. 8. Other Personnel of SPED Centers. - One educational psychologist or 
psychometrician, one social worker, one education supervisor and one medical health 
officer for each city and province shall be appointed who, among other responsibilities, 
shall comprise the administrative core and placement committee of the SPED unit in the 
area. They shall also be jointly tasked to develop and maintain a data bank in special 
education in their respective jurisdictions. The placement Committee shall, among 
others, ensure that students with disabilities are educated as close as possible to their 
homes and alongside their age-appropriate peer groups, and that these students attend 
their local schools or travel the shortest distance possible in the availment of 
educational services, in consultation with, and active participation of, parents. 
SEC. 9. 
Itinerant SPED Teachers. - Itinerant SPED teachers shall also be 
appointed whenever necessary and on a need basis. He/she shall assist isolated or 
remote schools with specialized equipment, individual programs, curriculum 
adjustment, teaching aids and building modifications. 
SEC. 10. Authority of the Secretary of Education to Give Grants to, or Evter into 
Cooperative Arrangements for the Creation of SPED Centers. - The Secretary of Education is 
hereby authorized to give grants to, or enter into cooperative arrangements or contracts 
with public or private non-profit agencies, institutions or organizations for the 
estqblishment or creation of SPED centers for children with special needs: Provided, That 
a grant made pursuant to this Section may be made only for the following or similar 
programs: 
(a.) technical assistance of SPED centers providing educational assistance for 
children with special needs CSNs; 
(b.) pre-service or in-service training of professionals or related services 
personnel preparing to serve or serving CSNs; 
(c.) replication of successful innovative approaches to providing educational or 
related services to CSNs; 


(d.) facilitation of parental involvement in the education of their CSNs; 
(e.) diagnosis and educational evaluation of CSNs at risk of being certified CSNs; 
(f.) consultative, counseling and training services for the families of CSNs; 
(g.) familiarization of the municipality or city to be served by a SPED center with 
the problems and potentialities of such children; 
SEC. 11. Provision for Continuing Research to IdentifiJ Special Needs of CSNs. - The 
Bureau of Special Education (BSE), by itself or in association with such organizations or 
institutions as determined by the DepEd Secretary to be appropriate, shall undertake 
continuing research to identify and design programs that meet the full range of children 
with special needs: Provided, That such continuing research shall also be used to 
develop instructional techniques for use by the SPED Centers that will improve the 
CSNs acquisition of the skills necessary for transition to independent living, vocational 
training or competitive development: Provided, finally, That such continuing research 
shall further be used to design physical education and therapeutic recreation program 
for use by the Centers to increase the potential of CSNs for community participation. 
SEC. 12. Student Assistance. - The Bureau shall provide financial assistance to 
economically marginalized but deserving students with special needs at the elementary 
and secondary levels including any post-secondary or tertiary education which may 
come in the form of scholarship grants, transportation allowance, food allowance, board 
and lodging allowance, book allowance, student loan programs, artistic and ,cultural 
tours, training and programs, subsidies and other incentives. Marginalized disabled 
persons and those coming from indigenous communities shall be the priority in the 
grant of the aforesaid assistance. 
Special equipment like wheelchair, crutches, special toilet and hygiene 
requirements, hearing aids, eyeglasses, and the like required by the students to 
optimize education and participation in the educational process shall also be provided 
for free and at discounted rates to deserving students and at very affordable rates in 
general through a reasonable funding scheme that shall be designed by the Bureau. 
SEC. 13. Medical Assistance. - The Bureau shall prepare a scheme that will ensure 
adequate and free medical assistance and intervention programs, including those 
essential to the student or child's rehabilitation like therapy, psychometric assessments, 
medical examinations and the like with government clinics, hospitals and other health 
facilities, In case the medical needs are not offered by the nearest or adcessible 
government clinics, hospitals and other health facilities, or cannot be obtained by reason 
of critical immediacy or the need to obtain a more specialized or advanced treatment, 
they can avail of the services of private clinics, hospitals and other specialized agencies 
through tax incentives. For this purpose, as far as practicable or on a case-to-case basis, 
as may be determined by the Bureau, health care insurance programs may be instituted. 
SEC. 14. Nutritional Programs. - The nutritional programs for CSNs shall be 
supervised by the National Nutrition Council and the Department of Health in 
coordination with the local government unit health officer. 
SEC. 15. Establishment of Specialized Day Care Centers. - Day care centers specially 
designed for pre-school children and their parents, where early identification of 


disabilities and special needs and introductory educational and intervention programs 
will be administered, shall also be established near or within existing SPED centers or 
those that will be created by the bureau with the support of the Department of Social 
Welfare and Development and local government unit in the area. As far as practicable, 
existing day care centers and facilities shall be maximized. 
SEC. 16. Recreational and Artistic Opportunities. - The Bureau shall institute a 
program for students or children with special needs to afford them full opportunities 
for safe and wholesome recreation and activities, individual as well as social, for the 
wholesome use of his leisure hours and for the advancement of their physical, mental, 
social and cultural development. 
SEC. 17. Continuing Educafion and Assistance to Teachers/?Prstructors of Students 
7aith Special Needs. - The Bureau shall enhance the right of the teachers/instructors to 
professional advancement and ensure that the teaching staff will attract ihe best 
available talents through adequate remuneration, scholarship and training grants, 
teacher exchange programs, incentives and allowances and other means of securing job 
satisfaction and fulfillment as well as their long and stable tenure in their respective 
posts. A similar program shall be designed for support personnel like interpreters, 
psychologists, social workers and others also involved in the education and 
rehabilitation of the child. 
The Bureau shall identify at least one (1) leading institution or university in 
Luzon, Visayas and Mindanao whose faculty is considered or regarded as highly 
competent in the area of special education where a uniform or standardized curriculum 
in any masters education program shall be designed to benefit SPED teachers and other 
personnel of SPED centers. The manner of selection of such institution shall be provided 
under the implementing Rules and Regulations of this Act. 
SEC. 18. Parent, Sibling and Caregiver Education. - There shall be a formal training 
and counseling program for parents, siblings and caregivers for them to acquire a 
working knowledge of special education, gain an understanding of the psychology of 
children with special needs, be aware of their crucial role as educators and gain 
knowledge and skills on how each parent, sibling or caregiver could maximize his/her 
services for the optimum development of the potentials of the child. 
SEC. 19. Special Instructional Materials. - Publishers shall grant to the DepEd 
through the Special Services and Auxiliary Aids Division (SSAAD) the authority to 
transcribe adopted instructional materials into braille, large type and audio-tape 
without penalty or royalty. Furthermore, on or before the second working day after the 
adoption of textbook titles by the DepEd, each publisher of newly adopted instructional 
materials shall provide computerized files as specified by the DepEd which may be 
copied and distributed to a school division, upon request, for instructional purposes. 
Copies of these instructional materials shall be furnished without cost to either 
the student or teacher who is blind or visually impaired. The materials are to be loaned 
to the public school district as long as needed and are to be returned to SSAAD when no 
longer needed. 
SEC. 20. Incentives to Private Sector Participation. - Partnership between the 
government and private institutions catering to the needs of students/ children with 
special needs shall be encouraged. In this regard, the Department of Education in 
coordination with the Department of Finance, Department of Interior and Local 


Government, Department of Science and Technology and Departmen; of Trade and 
Industry shall draw up a scheme. to provide incentives that will include tax deductions, 
loan assistance, and technological or scientific assistance, to encourage * private 
participation in the education and rehabilitation of CSNs. 
SEC. 21. Local Government Unit Participation. - The local government units shall 
be responsible for the: 
A. Provision of buildings or centers and sites where there are no existing school 
facilities that will house the special education of children/ students with 
special needs, as well as the establishment of day care centers as mentioned in 
Sec. 15; 
B. Organization of one (I) parent-teacher association in every school in their 
respective jurisdictions offering special education to students/ children with 
special needs; 
C. Identification, coordination and the tapping of public or private voiunteers 
and private organizations, national or international, for information 
dissemination campaigns, funding programs and other projects to augment 
the funding of and equipment for SPED programs and equipment, among 
others; 
D. Provision of counterpart funds for the training and seminars of parents and 
teachers and nutritional programs for the students/children with special 
needs in their respective localities to be determined by the Bureau, in 
coordination with the Department of Budget and Management and the 
Department of Finance. 
SEC. 22. 
Public Information, Education and Communication. - A nationwide 
information dissemination campaign on the prevention, early identification and 
intervention programs for children with special needs shall be intensified. This 'shall be 
the joint responsibility of the Philippine Information Agency (PIA), Council for the 
Welfare of Children (CWC) and the Department of Education (DepEd). The DepEd, in 
collaboration with the Department of Health (DOH) and Department of Labor and 
Employment (DOLE), shall also disserfiinate materials and information concerning 
effective practices in working with, training and educating CSNs. 
SEC. 23. Appropriations. - The Secretary of the Department of Education shall 
immediately include in the DepEd program the implementation of this Act, the funding 
of which shall be included in the Annual General Appropriations Act. 
SEC. 24. Implementation. - The Department of Education through the Bureau of 
Special Education in coordination with the Department of the Intekior and Local 
Government, Department of Health, Department of Finance, Council for the Welfare of 
Children and National Council for the Welfare of Disabled Persons, shall promulgate 
and issue the necessary guidelines for the creation and operation of SPED Centers 
within sixty (60) days after the effectivity of this Act. 
SEC. 25. Separability Clause. - If for any reason, a provision or part hereof is 
declared invalid, other provisions not affected thereby shall remain in full force and 
effect. 


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SEC. 26. Repealing Clause. - All laws, decrees, executive orders, rules and 
regulations contrary or inconsistent with the provisions of this Act are hereby repealed 
or modified accordingly. 
SEC. 27. Efectivity Clause. - This Act shall take effect fifteen (15) days following 
its publication in two (2) national newspapers of general circulation. 
Approved, 
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