Republic of the Philippine 
SENATE OF THE PHILIPPINES 
Pasay City 
SIXTEENTH CONGRESS 
First Regular Session 
Senate Bill No. 1690 
INTRODUCED BY SENATOR SONNY ANGARA 
EXPLANATORY NOTE 
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'13 
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The predicament of children with special needs (CSN) in terms of fitting into a 
society all too often preoccupied with personal matters has been brought to our 
attention only recently. 
As the Sixteenth Congress begins its legislative task, there is a great need to 
push for more programs and policies for the CSN in order to integrate this important 
sector into the social, political, economic and cultural mainstream of our society. 
This bill provides CSN access to basic education and ensures that they fully 
develop their abilities, talents, interests and all aspect of their development as 
responsible members of the society, It is vital that the government takes the lead in 
providing this service for free because the impoverished certainly do not have the 
means to pay for the specialized education of these children. 
By orienting these children starting at an early age, they shall learn to overcome 
their "handicap" and thus consider themselves as no different and certainly no less than 
any other member of the society. 
In view of the foregoing, the immediate enactment of this measure is earnestly 
sought. 
R SONNY ANGARA 


SIXTEENTH CONGRESS OF THE 
REPUBLIC OF THE PHILIPPINES 
First Regular Session 
2 
Senate Bill No. 1.6.9 0 
INTRODUCED BY SENATOR SONNY ANGARA 
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SEP 16 P5:25 
AN ACT ESTABLISHING AT L.EAST 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 (CSN). 
PROVIDING GUIDELINES THEREFOR AND FOR OTHER PURPOSES 
Be it enacted by the Senate and House of Representatives of the Philippines in Congress 
assembled: 
1 
SECTION 1. Title. -
This Act shall be known as the "Special Education (SPED) Act of 
2 
2013". 
3 
4 
SEC. 2. Declaration of Policy. -
It is hereby declared the policy of the State to protect 
5 
and promote the rights of children with special needs (CSN) to quality education and to take 
6 
appropriate steps to make such education accessible to them. The State recognizes their vital 
7 
role in society and endeavors to include their needs as integral part of national development 
8 
strategies. 
9 
10 
It is also the policy of the State to give full support for their welfare and development, 
11 
ensure their full integration in society, as well as facilitate their active participation in the affairs 
12 
of the State. Towards this end and also pursuant to the mandate stated in 
the 1987 
13 
Constitution (Section 13, Article II; Section 13, Article XIII; and Sections 1 and 2, paragraphs 1 
14 
and 3, Article XIV), Article 3 of Presidential Decree No. 603 (The Child and Youth Welfare 
15 
Code) and Sections 12, 13 and 14 of Republic Act No. 7277 (Magna Carta for the Disabled), 
16 
the State shall institutionalize an adequate and relevant educational program for every CSN 
17 
through the establishment of SPED centers and the provision of vital support mechanisms for 
18 
such. Thus, all CSN, in any degree of sensory, physical or intellectual disability or needs, shall 
19 
have the opportunity to be developed in the most enhancing environment consistent with the 
20 
provision of a quality education that best meets their needs. 
21 
22 
SEC. 3. Objectives . . - The objectives of the SPED Act of 2013 are: 
23 
(a) To provide CSN access to basic education through the formal system and other 
24 
alternative delivery services in education; 
25 
(b) To facilitate integration of CSN with mainstream education; 
26 
(c) To ensure that CSN fully develop their potentials towards self-sufficiency and become 
27 
more effective partners in the affairs of the country; 


3 
(1) Gifted children and fast learners are those capable of superior performance including 
2 
those with demonstrated achievement or potential ability in one (1) or more of the following 
3 
areas: general intellectual ability, specific academic aptitude, creative or productive thinking 
4 
ability, leadership ability, ability in the visual or performing arts and psychomotor ability, or those 
5 
individuals who consistently manifest the following cluster of traits: above average ability 
6 
(including intelligence), high creativity (implies the developmental appreciation of innovative 
7 
ideas) and high task commitment (related to a high degree of motivation) and those who, by 
8 
reason thereof, require services or activities not ordinarily provided by the school; 
9 
(2) Children with mental retardation/intellectual disability are those who have substantial 
10 
limitation in present functioning characterized by significant subaverage intellectual functioning 
11 
existing concurrently with related limitations in two (2) or more of the applicable adaptive skill 
12 
areas: communication, self-care, home living, social skills, community use, 
self-direction, 
13 
health and safety, functional academics, leisure and work; 
14 
(3) Children with visual impairment are those who are blind or have low vision. Persons 
15 
are blind if they have visual capacity of 20/200 or less in the belter eye after maximum 
16 
correction. The low vision persons retain relatively low degree of vision and can read only 
17 
enlarged print or regular print under special conditions; 
18 
(4) Children with hearing impairment are those who are deaf or 
hard-of-hearing. Deaf 
19 
persons are those whose hearing are nonfunctional for ordinary purposes in life. The hard-of-
20 
hearing have a defective sense of hearing that is functional with or without a hearing aid; 
21 
(5) Children with behavior problems are those who cannot adjust to the socially accepted 
22 
norms of behavior and consequently disrupt their academic progress, the learning efforts of 
23 
their classmates and interpersonal relations; 
24 
(6) Children with orthopedic/physical handicap are those whose impairment permanently 
25 
or temporarily interferes with the normal functions of the jOints, muscles or limbs; 
26 
(7) Children with special health problems are those who have health conditions that tend 
27 
to keep children out-of-school or those with chronic andlor debilitating illnesses such as cardiac 
28 
(heart) diseases, asthma, diabetes, tuberculosis and other respiratory ailments, carcenonza, 
29 
epilepsy, malnutrition and others; 
30 
(8) Children with learning disabilities are those who although normal in sensory, emotional 
31 
and intellectual abilities exhibit disorders in perception, listening, thinking, reading, writing, 
32 
spelling or arithmetic. They have such conditions as perceptual handicap, brain injury, minimal 
33 
brain dysfunction, dyslexia or developmental aphasia; 
34 
(9) Children with speech defects are those whose speech differs from the average so far 
35 
as to draw unfavorable attention to the manner of speaking rather than to the thought 
36 
conveyed; 
37 
(10) Children with autism are those with developmental disabilities, the onset of which 
38 
occurs before thirty (30) months of age and which is marked by disturbance in development, 
39 
language and relationship with persons, activities and objects and which may coexist with 
40 
intellectual disability and epilepsy. Children afflicted with this disorder have perceptual, 
41 
cognitive, communication and social difficulties which change over time; and 


, . 
4 
(11) Children with multi-handicaps are those with more than one (1) disability such as the 
2 
deaf-blind or those diagnosed with autism and intellectual disability. 
3 
(g) Auxiliary aids and services refer to services that are basically 
noneducation, but 
4 
enhance on the education process of the child with special needs. These include: 
5 
(1) Therapy; 
6 
(2) Qualified interpretations or other effective methods of delivering materials to 
7 
individuals with hearing impairments; 
8 
(3) Qualified reading, taped tests or other effective methods of delivering materials to 
9 
individuals with visual impairments; 
10 
(4) Acquisition or modification of equipment or devices; and 
11 
(5) Other similar services and actions or all types of aids and services that facilitate the 
12 
learning process of people with mental disability. 
13 
(h) Special instructional materials refer to textbooks in Braille, large type or any other 
14 
medium or any apparatus that conveys information to a student or otherwise contributes to the 
15 
learning process. 
16 
(i) Private sector participation 
refers to all forms of indispensable, substantial and 
17 
meaningful participation of private individuals, partnerships, groups or entities, community-
18 
based organizations or nongovernmental organizations in the delivery of educational and 
19 
rehabilitative services for students and CSN. 
20 
(j) Basic education refers to kindergarten, at least six (6) years of elementary education 
21 
and at least four (4) years of secondary education. 
22 
(k) Special education refers to basic education that takes into account the special needs 
23 
of both disabled children and gifted children. This is a systematic and deliberate process that 
24 
enables CSN to achieve functional literacy and the highest level of their individual potential and 
25 
capacity. It is also defined as that type of education tailored to meet the needs of children who 
26 
cannot profit because of exceptional abilities. SPED is geared towards integration of CSN with 
27 
mainstream education. 
28 
(I) Functionalliteracy refers to the level of literacy necessary for the student or child to 
29 
become a useful citizen and an effective member of society. 
30 
31 
SEC. 5. Coverage. - This Act shall cover all students and CSN nationwide. 
32 
33 
SEC. 6. SPED Centers in Regular Schools. -
At least one (1) SPED center for each 
34 
school division and at least three (3) SPED centers in big school divisions shall be established 
35 
in regular schools, where there are no existing SPED centers. These SPED centers shall be 
36 
administered by the principal of the regular school. 
37 
38 
The SPED center shall function as the resource center for the implementation of inclusive 
39 
education that will accept all kinds of children on regular schools. It shall: 
40 
(a) Support CSN to be integrated/included in regular schools; 
41 
(b) Conduct school-based training of CSN; 


5 
(11) Children with multi-handicaps are those with more than one (1) disability such as the 
2 
deaf-blind or those diagnosed with autism and intellectual disability. 
3 
(g) Auxiliary aids and services refer to services that are basically 
noneducation, but 
4 
enhance on the education process of the child with special needs. These include: 
5 
(1) Therapy; 
6 
(2) Qualified interpretations or other effective methods of delivering materials to 
7 
individuals with hearing impairments; 
8 
(3) Qualified reading, taped tests or other effective methods of delivering materials to 
9 
individuals with visual impairments; 
10 
(4) Acquisition or modification of equipment or devices; and 
11 
(5) Other similar services and actions or all types of aids and services that facilitate the 
12 
learning process of people with mental disability. 
\3 
(h) Special instructional materials refer to textbooks in Braille, large type or any other 
14 
medium or any apparatus that conveys information to a student or otherwise contributes to the 
15 
learning process. 
16 
(i) Private sector participation 
refers to all forms of indispensable, substantial and 
17 
meaningful participation of private individuals, partnerships, groups or entities, community-
18 
based organizations or nongovernmental organizations in the delivery of educational and 
19 
rehabilitative services for students and CSN. 
20 
(j) Basic education refers to kindergarten, six (6) years of elementary education, four (4) 
21 
years of junior high school education and two (2) years of senior high school education. 
22 
(k) Special education refers to basic education that takes into account the special needs 
23 
of both disabled children and gifted children. This is a systematic and deliberate process that 
24 
enables CSN to achieve functional literacy and the highest level of their individual potential and 
25 
capacity. It is also defined as that type of education tailored to meet the needs of children who 
26 
cannot profit because of exceptional abilities. SPED is geared towards integration of CSN with 
27 
mainstream education. 
28 
(I) Functional literacy refers to the level of literacy necessary for the student or child to 
29 
become a useful citizen and an effective member of society. 
30 
31 
SEC. 5. Coverage. -
This Act shall cover all students and CSN nationwide. 
32 
33 
SEC. 6. SPED Centers in Regular Schools. -
At least one (1) SPED center for each 
34 
school division and at least three (3) SPED centers in big school divisions shall be established 
35 
in regular schools, where there are no existing SPED centers. These SPED centers shall be 
36 
administered by the principal of the regular school. 
37 
38 
The SPED center shall function as the resource center for the implementation of inclusive 
39 
education that will accept all kinds of children on regular schools. It shall: 
40 
(a) Support CSN to be integratedlincluded in regular schools; 
41 
(b) Conduct school-based training of CSN; 


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.. 
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(c) Produce appropriate teaching materials for CSN; and 
2 
(d) Conduct assessment of CSN. 
3 
4 
It shall also be the responsibility of the SPED centers to assist, facilitate and monitor the 
5 
transfer/admission of qualified children with disabilities to post-secondary or tertiary education 
6 
institutions. 
7 
Each SPED center shall have specialized teachers who can handle children and youth 
8 
with special needs who may include, but shall not be 
limited to, those with visual impairment, 
9 
hearing impairment, autism, 
learning disabilities, behavioral problems, multiple disabilities, 
10 
mental retardation/handicap and mental giftedness. 
11 
12 
Regular teachers currently handling special education of CSN shall henceforth be 
13 
classified as SPED teachers. 
14 
15 
There shall be an assistant principal for each SPED center who shall administer and 
16 
supervise the alternative educational programs; early intervention programs; monitoring, 
17 
supervision and provision of technical assistance, training and enhancement programs to SPED 
18 
personnel; referral and placement procedures; and oversee the other components of the 
19 
special education program. The assistant principal shall also be responsible for the formation 
20 
and supervision of the placement committee as well as in the resolution of disagreements on 
21 
placement and services. 
22 
23 
SEC. 7. Other Personnel of SPED Centers. -
The administrative core and placement 
24 
committee of the SPED unit shall consist of: 
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(a) One (1) educational psychologist or psychometrician; 
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(b) One (1) physical therapist; 
27 
(c) One (1) occupational therapist; 
28 
(d) One (1) speech and language therapisUspeech correction teacher; and 
29 
(e) One (1) education supervisor. 
30 
31 
They shall also be jointly tasked to develop and maintain a data bank in special education 
32 
in their respective jurisdictions. The placement committee shall, in consultation with and active 
33 
participation of parents among others, ensure that students with disabilities are educated as 
34 
close as possible to their homes and alongside their age-appropriate peer groups, and that 
35 
these students attend their local schools or travel the shortest distance to avail of educational 
36 
services. 
37 
38 
SEC. 8. Itinerant SPED Teachers. - Itinerant SPED teachers shall also be appointed 
39 
whenever necessary. They shall assist isolated or remote schools with specialized equipment, 
40 
individual programs, curriculum adjustment, teaching aids and building modifications. 
41 


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, . 
6 
1 
SEC. 9. Authority of the Secretary of Education to Give Grants to or Enter into 
2 
Cooperative Arrangements for the Creation of SPED Centers. - The Secretary of Education 
3 
is hereby authorized to give grants to or enter into cooperative arrangements or contracts with 
4 
public or private nonprofit agencies, institutions or organizations for the establishment or 
5 
creation of SPED centers for CSN or for programs such as the following: 
6 
7 
(a) Technical assistance to SPED centers; 
8 
(b) Training of professionals or related services personnel who are preparing to serve or 
9 
are serving CSN; 
10 
(c) Replication of successful innovative approaches in providing educational or related 
11 
services to CSN; 
12 
(d) Facilitation of parental involvement in the education of their CSN; 
13 
(e) DiagnosiS and educ:ational evaluation of CSN; 
14 
(f) Consultative, counseling and training services for the families of CSN; or 
15 
(g) Familiarization of the municipality or city being served by a SPED center with the 
16 
problems and potentialities of such children. 
17 
18 
SEC. 10.Continuing Research to Identify Needs of CSN. - The DepED by itself or in 
19 
association with organizations or institutions shall undertake continuing research to identify and 
20 
design programs that shall meet the full range of needs of the CSN: 
Provided, That such 
21 
continUing research shall also be used to develop instructional techniques for use by the 
22 
SPED centers towards improving CSN acquisition of skills necessary for 
their transition to 
23 
independent living, vocational training or competitive development: Provided, further, That such 
24 
continuing research shall further be used to design physical education and therapeutic 
25 
recreation program for use by the centers to increase the potential of CSN for community 
26 
participation. 
27 
28 
SEC. 11.Student Assistance. 
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The DepED shall provide financial assistance to 
29 
economically marginalized but deserving students with special needs at the elementary and 
30 
secondary levels which may come in the form of scholarship grants; allowances for 
31 
transportation, food, lodging and books; student loan programs; artistic and cultural tours; 
32 
training programs; subSidies; and other incentives. Marginalized or disadvantaged persons with 
33 
disabilities and those coming from indigenous communities shall be the priority in the grant of 
34 
the aforesaid assistance. 
35 
36 
Special equipment like wheelchair, crutches, special toilet and hygiene requirements, 
37 
hearing aids, eyeglasses and such other assistive devices required by the students to optimize 
38 
education and participation in the educational process shall also be provided for free or at 
39 
discounted rates to deserving stUdents and at very affordable rates in general through a 
40 
reasonable funding scheme that shall be designed by the DepED. 


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7 
SEC. 12. Medical Assistance. -
The DepED shall prepare a scheme that will ensure 
2 
adequate and free medical assistance and intervention programs, including those essential to 
3 
the student or child's rehabilitation like therapy, psychometric assessments, medical 
4 
examinations and the like with government clinics, hospitals and other health facilities. In case 
5 
the medical service is not offered by the nearest or accessible government health facility or 
6 
cannot be obtained by reason of critical immediacy, or needs a more specialized or advanced 
7 
treatment, CSN shall be entitled to twenty percent (20%) discount from the services of any 
8 
private hospital or clinic: Provided, That these private hospitals and clinics may claim the cost 
9 
as tax credit. 
10 
11 
SEC. 13.Nutritional Programs. - The nutritional programs for CSN shall be supervised 
12 
by the National Nutrition Council (NNC) and the Department of Health (DOH), in coordination 
13 
with the LGU health officer. 
14 
15 
SEC. 14.Establishment of Specialized Day Care Centers. - Day care centers specially 
16 
designed for preschool children and their parents, where early identification of disabilities and 
17 
special needs, and introductory educational and intervention programs will be administered, 
18 
shall also be established near or within existing SPED centers or those that will be created by 
19 
the DepED with the support of the Department of SOCial Welfare and Development (DSWD) 
20 
and the LGU in the area, 
As far as practicable, the use of existing day care centers and 
21 
facilities shall be maximized, 
22 
23 
SEC. 15.Recreational and Artistic Opportunities, 
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The DepED shall institute a 
24 
program for CSN that will afford them full opportunities for safe and wholesome recreation and 
25 
activities, individual as well as social, for optimal use of their leisure hours and for the 
26 
advancement of their physical, mental, social and cultural development. 
27 
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SEC. 16.Remuneration and Benefits. - The SPED teachers and school administrators 
29 
managing SPED centers and special schools shall be assigned a salary grade that is three (3) 
30 
salary grades higher than that of a regular teacher and school administrator, respectively. 
31 
32 
The DepED shall enhance the right of the teachers/instructors to professional 
33 
advancement and ensure that the teaching staff will attract the best available talents through 
34 
adequate remuneration, scholarship and training grants, teacher exchange programs, 
35 
incentives and allowances and other means of securing job satisfaction and fulfillment as well 
36 
as their long and stable tenure in their respective posts. A similar program shall be deSigned for 
37 
support personnel like interpreters, psychologists, social workers and others also inVOlved in the 
38 
education and rehabilitation of the child. 
39 
40 
The DepED shall identify at least one (1) leading institution or university in Luzon, Visayas 
41 
and Mindanao whose faculty is considered or regarded as highly competent in the area of 


special education and where a uniform or standardized curriculum for any postgraduate 
2 
education program shall be designed to benefit SPED teachers and other personnel of SPED 
3 
centers. The manner of selection of such institution shall be provided under the implementing 
4 
rules and regulations of this Act. 
5 
6 
SEC. i7.Parent, Sibling and Caregiver Education. - There shall be a formal training 
7 
and counseling program for parents, siblings and caregivers of CSN for them to acquire a 
8 
working knowledge of special education, gain an understanding of the psychology of CSN and 
9 
be aware of their crucial role as educators so that they maximize their knowledge and skills for 
10 
optimum development of the potentials of the child. 
11 
12 
SEC. i8.Special Instructional Materials. 
-
Publishers shall grant the DepED the 
13 
authority to transcribe adopted instructional materials into Braille, large type and audio-tape 
14 
without penalty or payment of royalty. Furthermore, on or before the second (2
nd
) working day 
15 
after the adoption of textbook titles by the DepED, each publisher of newly adopted instructional 
16 
materials shall provide computerized files as specified by the DepED which may be copied and 
17 
distributed upon request to a school division for instructional purposes. 
18 
Copies of these instructional materials shall be furnished without cost to either the student 
19 
or teacher who is blind or visually impaired. The materials are to be loaned to the public school 
20 
district and are to be returned when no longer needed. 
21 
22 
SEC. 19.1ncentives to Private Sector Participation. -
Partnership between the 
23 
government and private institutions catering to the needs of CSN shall be encouraged. All 
24 
profits and income generated by the SPED center derived from its fundamental function as an 
25 
educational institution shall be exempt from income tax. Any donation, contribution, bequest 
26 
and grant which may be made to the center shall be exempt from donor's tax and the same 
27 
shall be considered as allowable deduction from the gross income in the computation of the 
28 
income tax of the donor in accordance with the provisions of the National Internal Revenue 
29 
Code of 1997, as amended: 
Provided, That such donations shall not be disposed of, 
30 
transferred or sold. Economic, technical and cultural books and/or publications shall be 
31 
imported duty-free upon certification by the DepED that such imported books and/or 
32 
publications are for economic, technical, vocational, scientific, philosophical, historical or 
33 
cultural purposes, in accordance with the provisions of the Tariff and Customs Code, as 
34 
amended. 
35 
36 
SEC. 20.Local Government Unit Participation. - The LGUs shall be responsible for the 
37 
following: 
38 
(a) Provision of buildings or centers which are CSN-friendly and sites where there are no 
39 
existing school facilities that may be used for the special education of CSN, as well as the 
40 
establishment of day care pursuant to Section 14 hereof; 


9 
(b) Organization of one (1) parent-teacher association for CSN in every school offering 
2 
special education in their respective jurisdictions; 
3 
(c) Identification, coordination and the tapping of public or private volunteers and private 
4 
organizations, national or international, for information dissemination campaigns, funding 
5 
programs and other projects to augment the funding for SPED programs and equipment, 
6 
among others; and 
7 
(d) Provision of counterpart funds for the training and seminars of parents and teachers, 
8 
and nutritional programs for the CSN in their respective localities to be determined by the 
9 
DepED, in coordination with the Department of Budget and Management (DBM) and the 
10 
Department of Finance (DOF). 
11 
12 
SEC. 21.Public Information, Education and Communication. 
-
A nationwide 
13 
information dissemination campaign on the prevention, early identification and intervention 
14 
programs for CSN shall be intensified. This shall be the joint responsibility of the Philippine 
15 
Information Agency (PIA), the Council for the Welfare of Children (CWC) and the DepED. The 
16 
DepED, in collaboration with the DOH and the Department of Labor and Employment (DOLE), 
17 
shall also disseminate materials and information concerning effective practices in working with, 
18 
training and educating CSN. 
19 
20 
SEC. 22.Appropriations. - The Secretary of the DepED shall immediately include in the 
21 
Department's programs the implementation of this Act, the funding of which shall be included in 
22 
the annual General Appropriations Act. 
23 
24 
SEC. 23.1mplementing Rules and Regulations. - The DepED, in coordination with the 
25 
DSWD, the Department of the Interior and Local Government (DILG), the DOH, the DOF, the 
26 
Bureau of Internal Revenue (BIR), the CWC and the National Council on Disability Affairs 
27 
(NCDA), shall promulgate and issue the necessary guidelines for the creation and operation of 
28 
SPED centers within sixty (60) days after the effectivity of this Act. 
29 
30 
SEC. 24. Separability Clause. 
-
If, for any reason, any proviSion or part hereof is 
31 
declared invalid, the other provisions not affected thereby shall remain in full force and effect. 
32 
33 
SEC. 25.Repealing Clause. - All laws, decrees, executive orders, rules and regulations 
34 
contrary to or inconsistent with the provisions of this Act are hereby repealed or modified 
35 
accordingly. 
36 
37 
SEC. 26.Effectivity. -- This Act shall take effect fifteen (15) days after its publication in 
38 
two (2) newspapers of general circulation. 
Approved,