QuestionsQuestions (Republic Act No. 11650)
RA 11650 is titled the “Instituting a Policy of Inclusion and Services for Learners with Disabilities in Support of Inclusive Education Act.” Its purpose is to promote inclusion and ensure services for learners with disabilities, including establishing Inclusive Learning Resource Centers (ILRCs) in all cities and municipalities, providing standards, and appropriating funds.
The State must protect and promote the right of all citizens to quality education and ensure it is accessible to all, guaranteeing that no learner with disability is deprived of access to inclusive, equitable, and quality education. It also adopts a whole-of-community approach, encourages education institutions to address diverse needs (e.g., facilities, schedules, physical education requirements), recognizes the right to health and rehabilitation, and guarantees social protection and inclusion in public, civic, and State affairs.
Examples of objectives include: (a) provide free and appropriate public early and basic education and related services based on needs; (b) provide access to the general education system through formal and alternative delivery modes; (c) establish and maintain ILRCs in support of inclusion, particularly to support the IEP; (d) ensure learners develop full potential toward self-sufficiency; (e) develop identification/referral/intervention systems; (f) implement Child Find System (ages 3-24 and infants/toddlers under 3); (g) institutionalize IEP development, implementation, and review; and others listed in Section 3.
The CFS is the system of identification, location, and evaluation of all learners with disabilities not more than 24 years of age who are not receiving basic education services, to facilitate inclusion in the general basic education system. It also covers learners below five (5) years old who are not receiving early education services under RA 10410.
An ILRC is a physical or virtual center providing support and related services to teaching and learning for learners with disabilities using appropriate, accessible, and disability-sensitive instructional materials, tools, devices, gadgets, equipment, and assessment tools. It also provides support from medical, health, and allied professionals for care, rehabilitation, and development.
An IEP is a systematic, purposive, developmental educational programming of curricular and instructional priorities designed to meet the unique needs of a learner with disability. It includes the learner’s present level of performance, how disabilities affect academic performance, specific accommodations/modifications, and the services to be provided with duration and frequency, prepared to ensure mastery learning and full participation in the general education system.
Reasonable Accommodation refers to necessary and appropriate modifications/adjustments that do not impose a disproportionate or undue burden to ensure equal enjoyment/exercise of rights, including quality education. Universal Design refers to design of products, environments, programs, and services usable by all people to the greatest extent possible without adaptation or specialized design, while not excluding assistive devices when needed.
UDL is a framework guiding educational practice that provides flexibility in how information is presented, how students respond/demonstrate knowledge, and engagement—reducing barriers and providing appropriate accommodations while maintaining high expectations. Its principles are: (1) Recognition (multiple means of representation); (2) Strategic Learning (multiple means of action/expression); and (3) Affective Learning (multiple means of engagement).
Schools must ensure equitable access to quality education to every learner with disability and must not deny admission based on disability. Implementing rules must provide minimum services and conditions for admission systems, including assistive devices, facilities/infrastructure in the admission process, and other reasonable accommodations.
DepEd, in collaboration with LGUs, must initially establish and maintain at least one ILRC in all cities and municipalities. Existing SPEC Centers are to be converted and renamed as ILRCs. In some LGU/school contexts, satellite ILRCs may be established in schools via the School Improvement Plan (SIP), and private schools may establish additional facilities in coordination with ILRCs. All ILRCs must comply with the Accessibility Law (BP Blg. 344) and adopt universal design and UDL.
Examples include: (a) implement the CFS; (b) utilize a multidisciplinary team for assessment/diagnoses for IEPs; (c) spearhead IEP preparation, implementation, and review; (d) provide support and related services including trainings; (e) produce/ensure availability of appropriate teaching and instructional materials; (f) facilitate consultative mechanisms, counseling, technical assistance, and training for teachers and parents; (g) establish a referral system; (h) monitor that appropriate services are received (including interpreters); (i) deliver services under alternative educational programs, early intervention, and transition programs; and others in Section 7.
Alternative educational programs are programs for learners with disabilities who are unable to attend school due to the severity of disabilities or other circumstances, or both. They may include home-based, hospital-based, or community-based instruction.
The multidisciplinary team prepares the IEPs based on assessments/diagnoses, monitors and evaluates implementation, and ensures inclusion in the general education system with appropriate qualified personnel near the learner’s home and alongside age-appropriate peer groups. It may include professionals such as educational psychologist, guidance counselor, psychometrician, developmental pediatrician, physical/occupational therapist, speech-language therapist/pathologist, reading specialist, Braille/augmentative communication specialist, FSL specialist/interpreter, special needs teacher (lead interventionist), ILRC supervisor, and others as needed. The school head and general education teachers are also members for school-based ILRCs.
Mobile teachers assist in CFS and determine learning modalities using ILRC services, help isolated/remote schools with specialized equipment and curriculum adjustments, and share planning/scheduling responsibilities. Mobile multidisciplinary teams are organized per municipality/city or school district (where there is an existing ILRC) to serve as mobile consultants to schools/ILRCs/LGUs and prioritize reaching more LGUs efficiently.
Para-teachers are hired where there is a shortage or absence of a special needs teacher. They perform tasks similar to special needs teachers in their assigned areas, provided they complete necessary training on inclusive education prior to performing tasks (indicated in a special permit). After special permits expire, they are prioritized for employment as learning support aides or other suitable plantilla positions, and DepEd provides opportunities for further skill development.
IEPs are prepared with active participation of special needs teachers, in collaboration with the multidisciplinary team, with consent of parents/guardians and learners (when appropriate). Parents are given a copy. IEPs are subject to annual review or as determined by the multidisciplinary team, not later than one year from implementation. They can be reviewed earlier upon request by parents or school if necessary, and results/revisions are communicated to parents/guardians (and learners when appropriate).
The IACC is created for policy integration, harmonization, and coordination, composed of key officials including DepEd Secretary (Chair), DOH and DSWD (Co-Chairs), DPWH, DILG, DOF, and NCDA Executive Director. Functions include quarterly performance reviews of agencies, ensuring national policy formulation, preparation and regular review of a multi-year roadmap, policy guidelines/enforcement mechanisms, coordinated programs in health/transport/access, authorizing expert groups for annual ILRC compliance audits, and coordinating with BL D and LGUs for ILRC establishment.
DepEd maintains a secure LIS with disaggregated data of learners with disabilities including personal information, socio-economic profiles, IEP, performance/educational progress, relevant medical records, and information on ILRCs, service delivery status, partners, and other relevant information identified by DepEd. It must comply with the Data Privacy Act (RA 10173) and is linked to the CFS and other partner agencies’ information systems with access limited to data relevant to their roles.