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TWENTIETH CONGRESS OF THE 
REPUBLIC OF THE PHILIPPINES 
First Regular Session
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25 JUL15 PI :45
SENATE
630
RECESi'tiO BV:
S.B. No.
Introduced by SENATOR WIN GATCHALIAN
AN ACT
INCREASING THE MINIMUM SALARY GRADE LEVEL OF SPECIAL NEEDS 
EDUCATION TEACHERS FROM SALARY GRADE 14 TO 22 AND 
APPROPRIATING FUNDS THEREFOR
EXPLANATORY NOTE
The 1987 Constitution provides that the State shall ensure that 
teaching will attract and retain its rightful share of the best available talents 
through adequate remuneration and other means of job satisfaction and 
fulfillment.1 Teachers act as agents of constructive, intellectual, social, 
cultural, political, and moral change in education institutions and in the 
community.
Republic Act (RA) No. 11650 or the "Instituting a Policy of Inclusion and 
Services for Learners with Disabilities in Support of Inclusive Education Act",2 
establishes the policy of promoting inclusion across all public and private 
early and basic education schools. The State shall ensure that learners with 
disability are not deprived of the right of access to an inclusive, equitable, and 
quality education3 and it shall train and equip all teaching and non-teaching
1 1987 Philippine Constitution, Article XIV, Section 5 (5).
2 Enacted on March 11, 2022.
3 Republic Act No. 11650, Sec. 2.
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personnel of the school as partners in the care, development, education, and 
advancement of learners with disabilities.4 Further, it defines a Special Needs 
Education (SNEd) teacher as an individual who teaches academic and life 
skills to basic education learners who have a range of disabilities and learning 
difficulties using various strategies targeting the learners' holistic 
development.5
A recent study of the United Nations Children’s Fund (UNICEF, 2022) 
estimates that there are about 1.6 million Filipino children with disabilities.7 
In addition, an oversight review of RA No. 11650 conducted during the 19th 
Congress8 revealed a significant shortage of SNEd teachers in public schools. 
As of School Year (SY) 2023-2024, there were only 5,147 SNEd teachers 
employed by the Department of Education (DepEd), falling short by 7,651 
teachers to adequately serve the 295,666 learners with disabilities enrolled in 
public schools.9 By SY 2024-2025, enrollment of learners with disabilities in 
public schools rose by 40%, reaching 412,996. Although the number of SNEd 
teachers slightly increased to 5,741, the teacher shortage widened 
substantially to 12,136, underscoring the urgent need for additional 
personnel to ensure equitable access to quality education for learners with 
disabilities.
SNEd teachers play a crucial role in achieving inclusive education. 
However, despite their contribution, workload, and role in society, public 
school SNEd teachers are among the most underpaid workers in the country. 
Based on DepEd Order No. 19, s. 2025, a Special Needs Education Teacher I 
shall have a salary grade 14 or a monthly compensation of Php 37,024.
4 Id. at Sec. 3 (k).
5 Id. at Sec. 4 (s).
7 https://cpbrd.congress.gov.ph/\vp-content/uploads/2023709/FF2023-17-Special-
Education-Profile-in-the-Phil-1 ,pdf
8 Public Hearing conducted by the Senate Committee on Basic Education on December 3, 
2024.
9 https://web.senate.gov.ph/press release/2024/1208 gatchalianl.asp


The low salary of SNEd Teachers employed in the DepEd has caused 
dissuasion from improving their skills and pursuing further education and 
training. This situation also makes the profession unattractive to young 
people, particularly to top graduates from the country's most prestigious 
colleges and universities.
In this regard, this bill seeks to elevate the salary grade level of public 
school SNEd teachers from Grade 14 to Grade 22. By providing a more 
competitive compensation, the measure aims to attract more aspiring 
educators to the field of special needs education, while also motivating current 
SNEd teachers to enhance their skills and pursue excellence in their 
profession. Ultimately, this initiative supports the State’s policy of recognizing 
learners with disabilities as vital contributors to national development, 
ensuring their inclusion in broader education and development strategies.
In view of the foregoing, the immediate passage of this bill is earnestly
sought.
N GATCHALIA]


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irn i.1
v'Sfti:.’ Dl tlr
TWENTIETH CONGRESS OF THE 
REPUBLIC OF THE PHILIPPINES 
First Regular Session
]
25 JUL15 PI :45
SENATE
630
RliCtlv't J bV.
S.B. No.
Introduced by SENATOR WIN GATCHALIAN
AN ACT
INCREASING THE MINIMUM SALARY GRADE LEVEL OF SPECIAL NEEDS 
EDUCATION TEACHERS FROM SALARY GRADE 14 TO 22 AND 
APPROPRIATING FUNDS THEREFOR
Be it enacted by the Senate and House of Representatives of the Philippines in 
Congress assembled:
Section 1. Increase in the Minimum Salary Grade Level. - The present 
minimum salary grade level of Special Needs Education (SNEd) teachers in 
the public elementary and secondary schools shall be increased from Grade 
14 to Grade 22: Provided, however, That the salary increase shall be 
differentiated in accordance with the qualifications and length of service 
rendered by teachers and shall not be prejudiced by across-the-board salary 
adjustments.
Sec. 2. Priority in Budget Allocation; Five-Year Specific Program Budget. 
- The salary increase of SNEd teachers shall take priority over other non- 
educational and non-agricultural budgetary allocations: Provided, That the 
Department of Education (DepEd) shall come up with a specific programmed 
budget needed to cover the expenses for the upgrading in salary levels for all 
the corresponding SNEd teacher plantilla positions for a period of at least five 
(5) years to allow the Department of Budget and Management (DBM) to make


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the necessary budgetary adjustments to facilitate the smooth implementation 
of this Act.
Sec. 3. Appropriations. - The amount necessary for the implementation 
of this Act shall be charged against those authorized in the current 
appropriations of the DepEd. Thereafter, the amount necessary for its 
continued implementation shall be included in the General Appropriations 
Act for the year following the approval of this Act.
Sec. 4. Implementing Rules and Regulations (IRR). - Within ninety (90) 
days from the effectivity of this Act, the DepEd and the DBM shall issue the 
rules and regulations implementing its provisions. The IRR issued pursuant 
to this section shall take effect thirty (30) days after its publication in a 
newspaper of general circulation.
Sec. 5. Separability Clause. - If any part or provision of this Act is 
declared invalid or unconstitutional, the other provisions not otherwise 
affected shall remain in full force and effect.
Sec. 6. Repealing Clause. - All other laws, executive orders, presidential 
decrees, administrative orders, rules and regulations, issuances or parts 
thereof contrary to or inconsistent with the provisions of this Act are hereby 
repealed or amended accordingly.
Sec. 7. 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,