FIFTEENTH CONGRESS OF THE REPUBLIC 
) 
OF THE PHILIPPINES 
) 
First Regular Session 
) 
SEN~lJl 
S.No. 
1~12 
Introduced by Senator Miriam Defensor Santiago 
EXPLANATORY NOTE 
The Constitution, Article 2, Section 17 provides: 
The State shall give priority to education, science and technology, arts, culture, 
and sports to foster patriotism and nationalism, accelerate social progress, and promote 
total human liberation and development. 
The Constitution, Article 14, Section 1 also states that: 
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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 
No one can question the notion that children are entitled to the fundamental necessities of 
life: love and attention, food and shelter, health care and education. Education is not only a basic 
human right but it is also the best tool the govermnent has to instill essential skills and teach 
children about their rights. 
The education of special children requires greater commitment because of the existence 
of distinctive circumstances, It requires the expertise and dedication of a trained staff, the full 
participation of the supporting characters and, budgetary support for the establishment of the 
centers, the acquisition of supplies and materials and the installation of other auxiliary aids and 
services. 
Ultimately, our investments in special education may redound to the benefit of society, as 
the children can develop into future leaders. With the help given by the government, their 
families can remain stable and become significant contributors to the growth of our nation. The 
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passage of thi~ bill is timely as it seeks to answer the needs of special children through the 
institution of special education centers in every school division.! 
I This bill was originally filed during the Fourteenth Congress, First Regnlar session. 
2 


FIFTEENTH CONGRESS OF THE REPUBLIC 
) 
OF THE PHILIPPINES 
) 
First Regular Session 
) 
SENATE 
S.No. 1912 
Introduced by Senator Miriam Defensor Santiago 
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AN ACT 
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ESTABLISHING AT LEAST ONE (1) SPECIAL EDUCATION CENTER FOR EACH 
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SCHOOL DIVISION AND AT LEAST THREE (3) SPECIAL EDUCATION CENTERS IN 
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BIG SCHOOL DIVISIONS FOR CHILDREN WITH SPECIAL NEEDS, GUIDELINES FOR 
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GOVERNMENT FINANCIAL ASSISTANCE AND OTHER INCENTIVES AND SUPPORT 
Be it ,enacted by the Senate and the House of Representatives of the Philippines in 
Congress a~sembled: 
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SECTION 1. Short Title. - This Act shall be known as the "Special Education 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 with special need (CSN's) to quality education and to 
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take appropriate steps to make such education accessible to them. The State recognizes their vital 
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role in national development and that finding solutions to their problems fonns an integral part of 
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national development strategies. 
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It is also the policy of the State to give full support for their welfare and development to 
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ensure their full integration to society as well as to facilitate their active participation in the 
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affairs of the State. Towards this end and also pursuant to the mandate stated in Section 13 of 
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Article 2, Sec. 13 of Article 13 of the 1987 Constitution, Article 3 of PD. 603, and Sections 12 
17 
to 14 of Republic Act No. 7277, the State shall institutionalize an adequate and relevant 
18 
education program for every child with special needs through the establishment of Special 
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Education (SPED) Centers and of their vital support mechanisms. Thus, all CSN's, irrespective 
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of the degree of sensory, physical or intellectual disability or needs, will have the opportunity to 
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be educated in the most educationally enhancing environment consistent with the provision of a 
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quality education that best meets their needs. 
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SECTION 3. Objectives. -The objectives of the Special Education Act are: 
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(A) To provide access to basic education among CSN's namely the gifted, talented, the 
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mentally retarded, the visually impaired, the hearing impaired,' the orthopedically/physically 
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handicapped, the learning disabled, the speech defective, the children with behavior problems, 
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the autistic children and those with the health problems through the formal system and other 
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alternative delivery services in education; 
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(B) To ensure that CSN's fully develop their abilities, talents, interests and all aspects of 
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their development to become more responsible for their lives and more effective partners in all 
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the affairs and concerns of the country; 
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(C) To ensure that CSN's understand, appreciate and respect differences amongst groups 
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and members in society and also to understand the nature of society in which they live; 
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(D) To inform the parents about the hll continuum of services, possible placement 
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options during discussions about their children's education and other relevant information to 
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enable them to make informed decisions and choices; 
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(E) To equip the parents and other caregivers and the teachers with the capabilities to 
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identify, prevent, refer and intervene with the developmental disorders and disabilities of 
16 
children as well as in the relevant individual programming planning for the student where such 
17 
program differs significantly from the standard curriculum and other matters that enhance the 
, 
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role of pal;ents and other caregivers as the primary educators and caregivers oft heir children 
19 
from birth onwards; 
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(F) To involve private groups, local government units and national agencies other than 
21 
the Department of Education (DepEd) in the education of children with special needs; 
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(G) To effectuate significant and positive changes in community attitudes towards 
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disability and the need to provide special education, care and other needs of children with special 
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needs. 
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SECTION 4. Definition of Terms. - For purposes of this Act, these terms are defined as 
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follows: 
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(A) Disability shall mean -
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(1) A physical or mental impairment that substantially limits one or more 
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psychological, physiological or anatomical function of an individual; 
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(2) A record of such impairment; 
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(3) Being regarded as having such impairment. 
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(B) Impairment is any loss, diminution or aberration of psychological, physiological or 
4 
anatomical structure or function; 
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(C) Handicap refers to a disadvantage for a given individual, resulting from an 
6 
impairment or a disability, that limits or prevents the functions or activity that is considered 
, 
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normal given the age and sex ofthe individual; 
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(D) Disabled persons are those suffering from restriction or different abilities, as a result 
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of a mental, physical, sensory or neurological impairment, to perform an activity in the manner 
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or within the range considered normal for a human being; 
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(E) Marginalized/disadvantaged disabled persons refer to disabled person who lack 
12 
access to rehabilitative services and educational opportunities due to poverty, abandonment, 
13 
illness and other forms of neglect. For purposes of this Act, the word "poor" are those who either 
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have no means of livelihood or have incomes below threshold; 
15· 
(F) Children and youth with special needs are the gifted and fast learners and those who 
16 
are disabled, impaired and handicapped persons in need of special education as well as service 
17 
for rehabilitation. He/she differs from the average child in -
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(I) Mental characteristics; 
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(2) Sensory abilities; 
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(3) Neuromuscular or physical characteristics; 
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(4) Social abilities; 
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(5) Multiple handicaps; and 
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(6) Has a developmental lag to such as an extent that he requires modified school 
24 
practices or special education services to develop to his/her maximum capability. They 
25 
include person aged zero to twenty one (0-21) years old and may be as follows: 
26 
(a) Gifted Children and Fast Learners are those capable of superior 
27 
performance and these include those with demonstrated achievement or potential 
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ability in one or more of the following areas: general intellectual ability, specific 
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academic aptitude, creative or productive thinking ability, leadership ability or 
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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 tasks commitment (related to a high 
degree of motivation) and those who by reason thereof, require services or 
activities not ordinarily provided by the school. 
(b) The 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-direction, 
home living social skills, community use, self-direction, health and safety, 
functional academics, leisure and work. 
(c) The Visually Impaired are those who are blind or have low vision. A 
person is blind if he/she has a visual capacity of 20/200 or less in a better eye after 
maximum correction. The low vision person retains a relative low degree of 
vision and can read only enlarged print or regular print under special conditions. 
(d) The Hearing Impaired are 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. 
(e) StudeniChildren with Behavior Problems are those who cannot adjust 
to the socially accepted norms or behavior and, consequently disrupt their 
academic progress, the learning effort of their classmates and interpersonal 
relations. 
(f) The Orthopedically Handicapped are those whose impairment 
permanently or temporarily interferes with the normal functions of the joints, 
muscles or limbs. 
(g) Special instructional materials means a textbook in Braille, large type 
or any other medium or any apparatus that conveys information to a student or 
otherwise contributes to the learning process. 
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(h) Private sector participation encompasses all forms of indispensable, 
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substantial and meaningful participation of private individuals, partnerships, 
3 
groups or entities, community-based organizations or non-governmental 
4 
" organizations in the delivery of educational and rehabilitative services for students 
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and children with special needs. 
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(i) Basic Education consists of at least SIX (6) years of elementary 
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education and at least four (4) of secondary education including pre-school 
8 
education. 
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U) Special Education is basic education that takes into account the special 
10 
needs of both disabled children and gifted children that requires a systematic and 
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deliberate process for them to achieve functional literacy and which will bring the 
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individual to the highest level of his potential and capacity. It is also defined as 
13 
that type of education tailored to meet the needs of children who camlOt profit 
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because of disabilities or exceptional abilities. 
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(k) Functional Literacy is the level of literacy necessary for the student or 
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child to become a useful citizen and effective member ofthe society. 
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SECTION 5. Coverage. - This Act shall cover students and children with special needs 
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nationwide. 
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SECTION 6. Creation ofthe Bureau of Special Education. - To attain the objectives of 
20 
this Act, the Bureau of Special Education (BSE), hereinafter referred to as the Bureau, is hereby 
21 
created to institutionalize and govern special education in the Philippines. The Bureau is 
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primarily tasked in the formulation and administration of an appropriate curriculum and 
23 
developmentally-suited programs to primarily achieve functional literacy of the students/children 
24 
with special needs and ensure their integration to society. The full continuum of educational 
25 
services shall also be made available by the bureau to those CSN's below school age through 
26 
reglllar home visits, consultations, day care activities and any other proper medium or program. 
27 
BSE shall function as a regular bureau of the Department of Education, under the direct 
28 
supervision of the department secretary and to he headed by a director and assistant director. 
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Three division chiefs shall serve as heads for the (1) Gifted Children Division (GCD); (2) 
2 
Children with Disabilities Division (CDD) and (3) Special Services and Auxiliary Aids Division 
3 
(SSAAD), with the staffing needs to be equitably distributed in accordance with the current needs 
4 
and cone ems of their respective divisions. They shall assist the director of the special education 
5 
program. 
6 
The Philippine Printing House for the Blind under the existing organization structure of 
7 
DepEd shall become pati of the SSAAD. 
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SECTION 7. SPED Centers in Regular Schools. -
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(A) At least one (1) special education (SPED) center for each school division and at least 
10 
three (3) SPED centers in big school divisions shall be established in regular schools, where 
II 
there are no existing SPED centers. These SPED centers shall be administered by the principal of 
, 
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the regular school. 
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(B) 'The SPED Center shall function as the Resource Center for the implementation of 
14 
inclusive education that will accept all kinds of children on regular schools. It shall: 
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(1) support children with special needs integrated/included in regUlar schools; 
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(2) Assist in the conduct of school-based training; 
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(3) Produce appropriate teaching materials, and 
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(4) Conduct assessment of children with special needs. 
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(C) Each SPED Center shall have the following staff who shall have a statiing salary 
20 
classification of Grade 13: 
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(1) 1 SPED teacher for the Mentally Gifted; 
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(2) 1 SPED teacher for the Mentally Retarded/Handicapped; 
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(3) 1 SPED teacher Eor the Visually Impaired; 
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(4) 1 SPED teacher for the Hearing Impaired; 
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(5) 1 SPED teacher for the Autistic Children; 
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(6) 1 SPED teacher for the Learning Disabled; 
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(7) 1 SPED teacher for children with behavior problems. 
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(D) Regular teachers currently handling special education of children with special needs 
2 
shall henceforth be classified as SPED teachers with the same salary grade classification as 
3 
mentioned in the preceding paragraph. 
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(E) There shall be an assistant principal for each SPED Center. He/she shall administer 
5 
and supervise the alternative educational programs, early intervention programs, monitoring, 
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supervision and technical assistance and human resource trainings/SPED personnel enhancement 
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programs, referral and placement procedures, advisory services and other components of the 
8 
special education program in his/her jurisdiction. He/she shall also be responsible for the 
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formation and supervision of placement committee under his/her jurisdiction as well as in the 
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resolution of disagreements on placement and services. 
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SECTION 8. Other Personnel of SPED Centers. - One educational psychologist or 
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psychometrician, one social worker, one education supervisor and one medical health officer for 
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each city and province shall be appointed who, among other responsibilities, shall comprise the 
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administrative core and placement committee of the SPED unit in the area. They shall also be 
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jointly tasked to develop and maintain a data bank in special education in their respective 
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jurisdictions. The placement committee shall, among others, ensure that students with disabilities 
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are educated as close as possible to their homes and alongside their age-appropriate peer groups, 
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and that these students attend their local schools or travel the shortest distance possible in the 
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availment of educational services, in consultation with, and active participation of parents. 
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SECTION 9. Itinerant SPED Teachers. - Itinerant SPED teachers shall also be appointed 
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whenever necessary and on a needs basis. He/she shall assist isolated or remote schools with 
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specialized equipment, individual programs, curriculum adjustment, teaching aids and building 
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modifications. 
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SECTION 10. Authority of the Secretary of Education to Give grants to, or Enter into 
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Cooperative Arrangements for the Creation of SPED Centers. - The Se~retary of Education is 
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hereby authorized to give grants to, or enter into cooperative arrangements or contracts with 
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public or private non-profit agencies, institutions or organiZations for the establishment or 
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creation of SPED centers for children with special needs: Provided, that a grant made pursuant to 
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this Section may be made only for the following or similar programs: 
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(A) technical assistance of SPED centers providing educational assistance for children 
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with special needs (CSN's); 
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(B) pre-service or in-service haining of professionals or related servIces personnel 
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preparing to serve or serving CSN's; 
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(C) replication of successful innovative approaches to providing educational or related 
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services to CSN's; 
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(D) facilitation of parental involvement in the education oftheir CSN's; 
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(E) diagnosis and educational evaluation ofCSN's at risk of being certified CSN's; 
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(F) consultative, counseling and training services for the families of CSN's; 
, 
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(G) familiarization of the municipality or city to be served by a SPED center with the 
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problems and potentialities of such children. 
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SECTION 11. Provision for Continuing Research to Identify The Special Needs of 
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CSN's.-
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The Bureau of Special Education, by itself or in association with such organizations or 
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institutions as are determined by the DepEd Secretary to be appropriated, shall undertake 
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continuing research to identify and design programs that meet the full range of children with 
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special needs: Provided, That such continuing research shall also be used to develop instructional 
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techniques for u se by the SPED Centers that will improve the CSN's acquisition of the skills 
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necessary for transition to independent living, vocational training or competitive development; 
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Provided, finally, that snch continuing research shall further be used to design physical education 
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and therapentic program for use by the Centers to increase the potential ofCSN's for community 
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participation. 
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SECTION 12. Student Assistance. - The Bureau shall provide financial assistance to 
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economically marginalized but deserving students with special needs at the elementary and 
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secondary levels including any post-secondary or tertiary education which may come in the form 
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of scholarship grants, transportation allowance, food allowance, board and lodging allowance, 
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book allowance, student loan programs, artistic and cultural tours, training and programs, 
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subsidies and other incentives. Marginalized disabled persons and those coming from indigenous 
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communities shall be the priority in the grant of the aforesaid assistance. 
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Special equipment like wheelchair, crutches, special toilet and hygiene requirements, 
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hearing aids, eyeglasses and the like by the students to optimize education and participation in 
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the educational process shall also be provided for free and at discounted rates to deserving 
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students and at very affordable rates in general through a reasonable funding scheme that shall be 
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designed by the Bureau. 
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SECTION 13. Medical Assistance. - The Bureau shall prepare a scheme that will ensure 
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adequate and free medical assistance and intervention programs, including those essential to the 
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student or child's rehabilitation like therapy, psychometric assessments, medical examinations 
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and the like with government clinics, hospitals and other health facilities. In case the medical 
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needs are not offered by the nearest or accessible government clinics, hospitals and other health 
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facilities, or cannot be obtained by reason of critical immediacy or the need to obtain a more 
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specialized or advanced treatment, they can avail of the services of private clinics, hospitals and 
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other specialized agencies through tax incentives. For this purpose, as far as practicable or on a 
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case-to-case basis, as may be determined by the Bureau, health care insurance programs may be 
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instituted. 
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SECTION 14. Nutritional Programs. - The nutritional programs for CSN's shall be 
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supervised by,the National Nutrition Council and the Department of Health in coordination with 
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the local government unit health officer. 
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SECTION IS. Establishment of Specialized Day Care Centers. - Day care centers 
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specially designed for pre-school children and their parents, where early identification of 
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disabilities and special needs and introductory educational and intervention programs will be 
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administered, shall also he established near or within existing SPED centers' or those that will be 
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created by the bureau with the support of the Department of Social Welfare and Development 
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and local government unit in the area. As far as practicable, existing day care centers and 
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facilities shall be maximized. 
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SECTION 16. Recreational and Artistic Opportunities. - The Bureau shall institute a 
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program for students or children with special needs to afford them full opportunities for safe and 
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wholesome recreation and activities, individual as well social, for the wholesome use of his 
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leisure hours and for the advancement oftheir physical, mental, social and cultural development. 
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SECTION 17. Continuing Education and Assistance to Teachers/Instructors of Students 
2 
with Special Needs. - The Bureau shall enhance the right of the teachers and instructors to 
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professional advancement and ensure that the teaching staff will attract the best available talents 
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through adequate remuneration, scholarship and training grants, teacher exchange programs, 
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incentives and allowances and other means of securing job satisfaction and fulfillment as well as 
6 
their long and, stable tenure in their respective posts. A similar program shall be designed for 
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support personnel like interpreters, psychologists, social workers and others also involved in the 
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education and rehabilitation of the child. 
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SECTION 18. Parent, Sibling and Caregiver Education. - There shall be a formal 
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training and counseling program for parents, siblings and caregivers for them to acquire a 
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working knowledge of special education, gain an understanding of the psychology of children 
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with special needs, he aware of their crucial role as educators and gain knowledge and skills on 
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how each parent, sibling, or caregiver could maximize his/her services for the optimum 
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development of the potentials ofthe child. 
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SECTION 19. Special Instructional Materials. - Publishers shall grant to the DepEd 
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through the Special Services and Auxiliary Aids Division (SSAAD) the authority to transcribe 
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adopted instructional materials into Braille, large type and aUdio-tape without penalty or royalty. 
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Furthermore, on or before the second working day after the adoption of textbook titles by the 
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DepEd, each publisher of newly adopted instructional materials shall provide computerized files 
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as specified by the DepEd which may be copied and distributed to a school division, upon 
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request, for instructional purposes. Copies of these instructional materials shall be furnished 
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without cost to either the student or teacher who is blind or visually impaired. The materials are 
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to be loaned to the public school districts as long as needed and are to be returned to SSAAD 
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when no longer needed. 
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SECTION 20. Incentives to Private Sector PartiCipation. - Partnership between the 
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government .and private institutions catering to the needs of student/children with special needs 
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shall be encouraged. In this regard, the Department of Education, in coordination with the 
28 
Department of Finance, Department of Interior and Local Government, Department of Science 
29 
and Technology and Department of Trade and Industry, shall draw up a scheme to provide 
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incentives that will include tax deductions, loan assistance, and technological or scientific 
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assistance, to encourage private participation in the education and rehabilitation of CSN's. 
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SECTION 21. Local Government Unit Participation. - The local government units shall 
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be responsible for the: 
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(A) Provision of buildings or centers and sites where there are no existing school 
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facilities that will house the special education of children /students with special needs, as well as 
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the establishment of day care centers as mentioned in Sec. 15; 
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(B) Organization of one (1) parent-teacher association in every school in their respective 
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jurisdictions offering special education to students/children with special needs; 
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(C) Identification, coordination and the tapping of public or private volunteers and 
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private organizations, national or international, for information dissemination campaigns, 
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funding programs and other projects to augment the funding of and equipment for SPED 
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programs and equipment, among others; 
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(D) Provision of counterpart funds for the training and seminars of parents and teachers 
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and nutritiomil programs for the students/children with special needs in their respective localities 
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to be determined by the Bureau, in coordination with the Department of Budget and 
17 
Management and the Department of Finance. 
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SECTION 22. Public Information, Education and Communication. - A nationwide 
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information dissemination campaign on the prevention, early identification and intervention 
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programs for children with special needs shall be intensified. This shall be the joint responsibility 
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of the Philippine Information Agency (PIA), Council for the Welfare of Children (CWC) and the 
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Department of Education (DepEd). The DepEd, in collaboration with the Department of Health 
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(DOH) and Department of Labor and Employment (DOLE), shall also disseminate materials and 
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information concerning effective practices working with, training and educating CSN's. 
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SECTION 23. Appropriations. -For the implementation of this Act, the amount of Six 
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Hundred Million Pesos (P600,OOO,OOO.OO) per year for five (5) consecutive years is hereby 
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appropriated for the SPED program to be included in the General Appropriation Act. 
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A supplementary appropriation in the amount of Twenty Million Pesos (P20,OOO,OOO.OO) 
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to be sourced from the President Social Fund, and the Philippine Gaming Corporation shall be 
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provided to BSE as a reserve fund for every year of operation immediately upon arrival of this 
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Act. This shall be used exclusively to augment funding for auxiliary aids and services. 
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Government incentives and support provided by the DepEd, DOF, DOH, DILG, the Council for 
, 
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the Welfare of Children and the National Commission for the Welfare of Disabled Persons shall 
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also be included in their respective annual budgets in the General Appropriations Act. 
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SECTION 24. Implementation. - The Department of Education through the Bureau of 
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Special Education, in coordination with the Department of the Interior and Local Government, 
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Department of Health, Department of Finance, Council for the Welfare of Children, and National 
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Council for the Welfare of Disabled Persons, shall promulgate and issue the necessary guidelines 
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for the creation and operation of SPED Centers within sixty (60) days after the effectivity of this 
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Act. 
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SECTION 25. Separability Clause. - If any provision or part hereof is held invalid or 
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unconstitutional, the remainder of the law or the provision not otherwise affected shall remain 
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valid and subsisting. 
IS 
SECTION 26. Repealing Clause. - Any law, presidential decree or issuance, executive 
16 
order, letter of instruction, administrative order, rule or regulation contrary to or inconsistent 
17 
with, the provision of this Act is hereby repealed, modified or amended accordingly. 
18 
SECTION 27. EffectiVity Clause. - This Act shall take effect fifteen (15) days after its 
19 
publication in at least two (2) newspapers of general circulation. 
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Approved, 
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