Inclusion and Services for Learners with Disabilities

Policy, purpose, and guiding approach

Section 2 declares State policy to protect and promote the right of all citizens to quality education at all levels and to take steps to make education accessible to all.
Section 2 requires recognition, protection, and promotion of the rights of all learners with disabilities, including those belonging to ethnic, religious, or linguistic minorities or persons of indigenous origin, to inclusive, equitable, and quality education.
Section 2 mandates a whole-of-community approach for inclusion of learners with disabilities in the general education system, fostering collaborative action among the school community, the academe, and other stakeholders (public and private).
Section 2 requires encouragement of learning institutions (including higher learning institutions and technical and vocational institutions) to consider diverse needs in the use of school facilities, class schedules, and physical education requirements, and to promote and support provision of services that facilitate learning.
Section 2 guarantees that no learner with disability is deprived of access to protection, health care, and rehabilitation services consistent with the right to the highest attainable standard of health.
Section 2 recognizes the vital role of learners with disabilities in society and requires social protection and facilitation of their active participation and inclusion in public, civic, and State affairs.

Objectives and target outcomes

Section 3 requires free and appropriate public early and basic education and support and related services for learners with disabilities based on their needs, and in preparation for independent living and community life.
Section 3 mandates access to the general education system through formal school systems, including alternative delivery modes, aligned with Republic Act No. 11510 (Alternative Learning System Act) and other listed frameworks.
Section 3 establishes and requires maintenance of ILRCs to support inclusion in the general education system, particularly the formal school system as provided in the Individualized Education Plan (IEP).
Section 3 requires development of learners with disabilities toward self-sufficiency and full participation in society.
Section 3 requires creation of positive community orientation toward disability to ensure learners with disabilities are understood, appreciated, and respected for their differences.
Section 3 requires development of a system for identification, referral, and intervention, including a Child Find System (CFS) for learners with disabilities ages three (3) to twenty-four (24) and infants and toddlers under three (3) in compliance with Republic Act No. 10410 (Early Years Act (EYA) of 2013).
Section 3 requires institutionalization of development, implementation, and review of the IEP to support quality education.
Section 3 requires parental or guardian information and opportunities to participate in educational placement options and programs to make informed choices.
Section 3 mandates training and equipping of teachers (including teachers with disabilities), parents, guardians, and family members for detection, referral, and introduction of interventions.
Section 3 requires training and equipping of child development teachers and workers, principals, administrators, non-teaching staff, sign language interpreters, parents, guardians, and care providers as partners in care, development, education, and advancement of learners with disabilities.
Section 3 requires increasing school retention and cohort survival of learners with disabilities.
Section 3 requires an effective consultative mechanism involving learners with disabilities, and their representative organizations when appropriate, in implementation and issue resolution.

Core definitions and institutional terms

Section 4(a) defines Basic Education to include kindergarten, elementary, secondary education, and Alternative Learning Systems (ALS) under Republic Act No. 11510, and Republic Act No. 10533 (Enhanced Basic Education Act of 2013).
Section 4(b) defines Child Development Centers (CDCs) as day care centers in every barangay established under Republic Act No. 6972, converted under Republic Act No. 10410, providing health, nutrition, early education, and social services for learners with disabilities below five (5) years old, and including national CDCs under Republic Act No. 10410.
Section 4(c) defines Child Find System (CFS) as identification, location, and evaluation of learners with disabilities not more than twenty-four (24) who are not receiving basic education services for inclusion in the general basic education system, and covering learners with disabilities below five (5) not receiving early education services and programs under Republic Act No. 10410.
Section 4(d) defines Inclusive Education as addressing diversity of needs and achieving full participation, presence, and achievement through accommodation, modification, adaptation, and individualization in content, approaches, structures, and strategies, with age-appropriate peer grouping and needed support and related services in schools or ILRCs nearest homes.
Section 4(e) defines Inclusion as equal chance for learners to play, learn, and interact together in the same learning environment and community, with equal opportunities and learning experiences within an ILRC, CDC, school setting, and community.
Section 4(f) defines an ILRC as a physical or virtual center providing support and related services using appropriate accessible disability-, linguistically-, culturally-, and gender-sensitive instructional materials, tools, devices, gadgets, and equipment; assessment tools to evaluate developmental domains and specific areas of concern for placement decisions; and support from medical, health, and allied professionals for care, rehabilitation, and development.
Section 4(g) defines ILRC Personnel as personnel qualified by DepEd to administer special needs services, including guidance counselors; qualified teachers of sign language or Braille; para-teachers; learning support aides; and other qualified persons under DepEd to teach learners with disabilities in an ILRC, CDC, resource room, or inside or outside a classroom.
Section 4(h) defines IEP as systematic, purposive, developmental educational programming designed to meet a learner’s educational requirements and ensure mastery learning, including services, duration, frequency, present level of performance, disability impacts, and specific accommodations and modifications, designed to meet unique needs, support equality and full participation, and develop strengths for self-sufficiency and independent living.
Section 4(i) defines Instructional Materials for Learners with Disabilities to include Braille, large-type, audio, digital, or Filipino Sign Language (FSL) materials for deaf learners, augmentative and alternative instructional materials for learners with development disabilities, and any medium or apparatus conveying information to learners with disabilities or otherwise contributing to learning.
Section 4(j) defines Learners with Disabilities as learners in the general early and basic education system who require additional support and related services and adoptive pedagogic method due to long or short-term physical, mental, intellectual, or sensory impairments interacting with barriers that hinder full and effective participation on an equal basis.
Section 4(m) defines Multi-year Roadmap as aligned with DepEd’s basic education roadmap; contains policy, practices, gaps, challenges affecting early and basic education of learners with disabilities; detailed targets and outcomes for at least five (5) years; actions and interventions; implementation and monitoring strategies; and annual budgetary requirements, with periodic review and updating.
Section 4(n) defines Para-teachers as persons who took the teacher licensure examination but did not qualify, and were issued a special permit indicating area of assignment and completion of training programs on special needs education or inclusive education to teach learners with disabilities in accordance with Republic Act No. 9293.
Section 4(p) defines Private Sector Participation as indispensable, substantial, meaningful participation by private individuals, partnerships, groups or entities, organizations of persons with disabilities, community-based organizations or NGOs, and business and industry groups in delivery of educational and rehabilitative services.
Section 4(o) defines Private Sector Participation; Section 4(p) defines Related Services to include linguistic solutions, speech-language pathology and audiology, interpreting, intervenor services, psychological services, physical and occupational therapy, recreation, social services, school health services, orientation and mobility services, medical services, and transportation services as needed to assist learners with disabilities in education rights and benefits.
Section 4(q) defines Reasonable Accommodation as necessary and appropriate modification and adjustments not imposing disproportionate or undue burden to ensure equal enjoyment or exercise of human rights and fundamental freedoms, including right to quality education.
Section 4(r) defines Special Needs Education and provides that the term “Special Needs Education” replaces “Special Education (SPED).”
Section 4(s) defines Special Needs Education Teacher as an individual teaching academic and life skills using strategies targeting holistic development, working in partnership with general education teachers, with specified degree qualifications including Bachelor of Special Needs Education, certain specialization degrees, or allied degrees with eighteen (18) units in Special Needs Education, and qualified to teach under DepEd rules and regulations.
Section 4(u) defines Universal Design as design of products, environments, programs, and services usable by all people to the greatest extent possible without need for adaptation or specialized design, without excluding assistive devices where needed.
Section 4(v) defines Universal Design for Learning (UDL) as a scientifically valid framework providing flexibility in information presentation, student response/demonstration, and engagement; reducing barriers; providing appropriate accommodations and support; maintaining high achievement expectations; and includes principles of Recognition, Strategic Learning, and Affective Learning.

Inclusive education mandate in schools

Section 5 institutes inclusion policy for learners with disabilities in all early and basic education schools, both public and private.
Section 5 requires every school, public or private, to ensure equitable access to quality education for every learner with disability.
Section 5 prohibits denial of admission to any learner with disability on the basis of disability.
Section 5 requires the implementing rules and regulations to provide minimum services and conditions included in admissions systems and policies, including assistive devices, facilities and infrastructure, and other reasonable accommodation measures.
Section 5 requires that all learners with disabilities enrolled in public or private schools be accorded services and reasonable accommodation based on the IEP.
Section 5 grants the right to avail of appropriate support and related services under Section 7.

ILRC establishment and conversion requirements

Section 6 requires DepEd, in collaboration with LGUs, to initially establish and maintain at least one (1) ILRC in all cities and municipalities.
Section 6 allows establishment based on the multi-year roadmap or as resources allow for cities and municipalities requiring ILRC establishment.
Section 6 requires conversion and renaming of existing SPEC Centers to ILRCs.
Section 6 authorizes LGUs to establish satellite ILRCs in schools, with operations and maintenance included in the School Improvement Plan (SIP).
Section 6 authorizes private early or basic education schools to establish additional facilities needed for education of learners with disabilities in coordination with ILRCs in the city or municipality.
Section 6 requires DepEd to provide minimum standards for compliance for facilities to be considered ILRCs.
Section 6 requires DepEd to provide non-monetary incentives, including a seal of excellence awards scheme, to LGUs and schools to encourage ILRC establishment and maintenance.
Section 6 requires ILRCs and additional facilities to comply with Batas Pambansa Blg. 344 (Accessibility Law) and to adopt Universal Design and UDL concepts under Section 4(u) and Section 4(v).

ILRC functions and service delivery

Section 7 requires ILRCs to deliver free support and related services toward the fulfillment of inclusive education goals.
Section 7(a) requires ILRCs to implement CFS to identify, locate, and evaluate learners with disabilities not receiving early and basic education services and facilitate inclusion in the general education system.
Section 7(b) requires ILRCs to use a multi-disciplinary team to conduct educational assessments and diagnoses to identify developmental concerns and determine services and placement options for IEP preparation.
Section 7(c) requires ILRCs to spearhead preparation, implementation, and review of the IEP.
Section 7(d) requires ILRCs to provide appropriate support and related services including school-based trainings for learners with disabilities and their diverse needs for general education inclusion.
Section 7(e) requires ILRCs to produce and ensure availability of appropriate teaching and instructional materials for learners with disabilities.
Section 7(f) requires ILRCs to provide consultative mechanism, counseling, technical assistance, and training to general basic education teachers, administrators, CDC child development workers and teachers, non-teaching personnel, parents/care providers/guardians, or other family members.
Section 7(g) requires ILRCs to establish and organize a referral system for multidisciplinary services needed by learners with disabilities and families to mobilize community resources.
Section 7(h) requires ILRCs to monitor and ensure learners with disabilities in the city/municipality or school district receive appropriate services, including FSL interpreting.
Section 7(i) requires ILRCs to deliver services under alternative educational programs, early intervention programs, transition programs, and other programs.
Section 7 defines Alternative Educational Programs as programs for learners with disabilities unable to attend school due to severity of disabilities or other circumstances, including home-based, hospital-based, or community-based instruction.
Section 7 defines Early Intervention Program as educational program, therapy, treatment, nutritional intervention, or family support designed to reduce effects of disabilities or prevent learning/development problems from birth to five (5) years presumed at risk.
Section 7 defines Transition Program as coordinated courses and activities promoting school-to-post-school movement, based on learner needs and preferences, including instruction, related services, and community experiences toward post-secondary education, vocational training, integrated employment, supported employment, continuing and adult education, adult services, independent living, and community participation.
Section 7(j) requires ILRCs to initiate research-based innovative approaches and adopt/replicate best practices in providing educational/support-related services.
Section 7(k) requires ILRCs to orient LGUs served on diverse needs and potentials of learners with disabilities.
Section 7(l) requires ILRCs to familiarize themselves and their personnel with the city/municipality served and diverse needs and potentials of learners with disabilities.
Section 7(m) requires ILRCs to provide access to auxiliary aids and services that are non-educational but enhance education, including:
- Language and speech therapy, occupational therapy, physical and physiotherapy through multidisciplinary teams;
- Quality reading and writing materials, including Braille materials, or other effective communication delivery methods;
- Acquisition and adaptation of equipment or devices;
- Consultation for creating appropriate and reasonable accommodation in the classroom;
- Provision of qualified sign language interpreters for deaf learners;
- Assistance and monitoring in transfer/admission of eligible learners to post-secondary or tertiary institutions;
- Other similar services and actions facilitating learning.
Section 7 authorizes ILRCs to provide the same services to all other learners, including learners under ALS Program, as identified by school officials/teachers, parents/guardians, or the learners themselves.

ILRC staffing structure and roles

Section 8 requires DepEd to hire necessary ILRC personnel and support staff, including qualified persons with disabilities, to operate, administer, and oversee ILRCs.
Section 8 requires each ILRC to have an ILRC Supervisor and a multidisciplinary team, supported by mobile teachers and mobile multidisciplinary teams and para-teachers wherever necessary.
Section 8(a) requires the ILRC Supervisor to:
- Administer and supervise ILRC programs and oversee components;
- Monitor and supervise provision of technical assistance, training, and enhancement programs for ILRC personnel;
- Prepare regular reports on ILRC operations, including progress of learners with disabilities, and submit them to the Secretary through the Schools Division Office;
- Ensure performance of ILRC functions and implementation of Act objectives; and
- Perform other functions under IRR.
Section 8(b) requires the multidisciplinary team to prepare IEPs based on assessments/diagnoses, monitor and evaluate IEP implementation, and ensure inclusion in the general education system with appropriate qualified personnel close to homes and alongside age-appropriate peer groups.
Section 8(b) requires the multidisciplinary team composition to include any or all specialists as necessary, including the listed professions and roles (e.g., educational psychologist, guidance counselor, developmental pediatrician, physical/occupational therapists, speech-language therapists/pathologists, reading specialist, Braille/augmentative communication specialist, FSL specialist/interpreter, sign communication/visual specialist, special needs teacher as lead interventionist, and ILRC supervisor), and includes school head (for school-based ILRC) and general educational teachers as team members.
Section 8(c) requires mobile teachers to assist in the CFS and determine appropriate learning modalities; share responsibility with the multidisciplinary team for planning and scheduling; assist isolated or remote schools with specialized equipment and individualized programs/curriculum adjustment and teaching aids; and perform other related functions, with mobile teachers either being special needs teachers or teachers trained in special needs education per DepEd.
Section 8(d) requires at least one (1) mobile multidisciplinary team in every municipality and city, or school district with an existing ILRC, organized by the ILRC Supervisor; to serve as mobile consultants of schools, ILRCs, and LGUs; and to be composed of needed multidisciplinary specialists, prioritized for efficient deployment, with DepEd in consultation considering programs for allied medical professionals to join.
Section 8(e) requires para-teachers to be hired and assigned where there is shortage or absence of special needs teachers, perform the same tasks, and have completed inclusive education training prior to assignment, with completion indicated in the special permit.
Section 8(e) requires prioritization of para-teachers for employment as learning support aides or other plantilla positions suitable to qualifications after special permit expiration, and requires DepEd to provide opportunities to further develop skills in special needs education.
Section 8 authorizes DepEd, DOH, and DSWD to hire other necessary personnel and support staff for ILRC such as learning support aides.

Remuneration, incentives, and human resource development

Section 9 requires salary grades, remuneration, benefits, and incentives of ILRC supervisors, teachers, and other personnel to follow the Revised Compensation and Position Classification System and other civil service rules.
Section 9 requires DepEd to endeavor to attract best qualified teaching staff through adequate remuneration, benefits, scholarship and training grants, teacher exchange programs, and incentives/allowances securing job satisfaction and tenure.
Section 9 requires a similar program designed for workers and health service professionals involved in education, health, and rehabilitation of learners with disabilities.

Scholarship program and service obligation

Section 10 requires DepEd, in collaboration with CHED, to develop a scholarship program for in-service teachers taking courses or required master's degree units on special needs education, inclusive education, or related courses.
Section 10 requires scholarship grantees to fulfill an obligation to return service in DepEd.
Section 10 requires DepEd to consider personnel requirements for incentive education of learners with disabilities at the regional level as indicated in the multi-year roadmap.

Pre-service and continuing training rules

Section 11 requires DepEd to collaborate with CHED to ensure teacher education institutions offering bachelor of elementary or secondary education degrees include updated inclusive education courses responsive to learners with disabilities.
Section 11 requires CHED, TESDA, and DepEd to coordinate and implement programs supporting continuing education of DepEd personnel, including a unified ladderized education system with a mechanism for conversion of career experience into degree credits.
Section 11 requires training pathways for transitions and progressions for teaching and non-teaching personnel, including programs to become special needs education teachers and guidance counselors, but requires that candidates pass licensure exams or be issued required certifications.
Section 11 requires DepEd to collaborate with relevant government, academe, and private sector partners to develop and conduct training programs, advanced seminars, and workshops on disability for in-service teachers, including those in private schools.
Section 11 requires the Professional Regulation Commission to incorporate a separate field of specialization on special needs education and inclusive education in the teachers’ licensure examination.
Section 11 requires establishment of at least one (1) teacher education institution from Luzon, Visayas, and Mindanao, and in Metro Manila, Metro Cebu, and Metro Davao as a Center of Excellence in special needs education.

IEP preparation, consent, and reviews

Section 12 requires that, with active participation of special needs teachers in collaboration with the multidisciplinary team, and with consent of parents or guardians of learners with disabilities and learners with disabilities themselves when appropriate, IEPs for all learners requiring specially designed instruction and educational support be prepared by schools, CDCs, and ILRCs.
Section 12 requires IEPs be based on educational assessment and diagnosis by the multidisciplinary team and other relevant specialists.
Section 12 requires parents or guardians to be given a copy of the IEP.
Section 12 requires annual review of the IEP or review at such other period as determined by the multidisciplinary team, and requires review not later than one (1) year from implementation to assess progress and revise when necessary.
Section 12 requires additional IEP review upon request of parents or school for early review when necessary.
Section 12 requires communication of review results or need to revise to parents or guardian and learners with disabilities themselves when appropriate.

Inter-agency coordination for inclusion

Section 13 creates the Inter-Agency Coordinating Council for Learners with Disabilities (IACC) for policy integration, harmonization, and coordination.
Section 13 requires the IACC to be composed of:
- DepEd Secretary as Chairperson;
- DOH Secretary as Co-Chairperson;
- DSWD Secretary as Co-Chairperson;
- DPWH Secretary;
- DILG Secretary;
- DOF Secretary; and
- NCDA Executive Director.
Section 13 authorizes the IACC to call upon other implementing national government agencies as necessary.
Section 13 mandates IACC functions including:
- Quarterly performance check of roles/responsibilities of government and private organizations implementing the Act;
- Ensuring formulation of a national policy on inclusive education;
- Ensuring preparation and regular review of a multi-year roadmap supported by annual work and financial plans;
- Developing policy guidelines and mechanisms for implementing and enforcing laws for educational, physical, and psychosocial well-being;
- Creating coordinated programs in health and related services, transportation, and access;
- Acting as catalyst of change and source of information;
- Authorizing expert groups for annual audit to determine ILRC compliance; and
- Coordinating with BLD and LGUs to ensure establishment of ILRCs.
Section 13 requires regular convening at least once every quarter.
Section 13 authorizes special meetings, with written notice to members at least three (3) days prior.

DepEd Bureau for implementation

Section 14 designates DepEd’s Bureau of Learning Delivery as implementing unit for the Act.
Section 14(a) requires the Bureau to serve as Secretariat of the IACC for coordination and meeting purposes.
Section 14(b) requires coordination with other national government agencies and offices as implementing partners for proper implementation and enforcement.
Section 14(c) requires, in consultation with the Advisory Committee and stakeholders, formulation and regular updating of national policy on inclusive education and preparation of multi-year roadmap supported by annual work and financial plans.
Section 14(d) requires participation in development and implementation of an efficient and effective CFS with LGUs, ILRCs, ECCD Council, and organizations of persons with disabilities.
Section 14(e) requires formulation and implementation of policies and standards for learning delivery modalities for learners with disabilities, including training on distance education for teachers and qualified persons.
Section 14(f) requires supervision, monitoring, evaluation, and assessment of compliance, operations, performance of schools and ILRCs and their personnel, including assessment of need for additional ILRCs, and regular reporting to the IACC.
Section 14(g) requires maintenance of a system for identification, referral, and intervention initiated by DepEd in coordination with ECCD Council and other stakeholders.
Section 14(h) requires, with multidisciplinary team and Advisory Committee, development of IEP framework and guidelines and evaluation of fundamental changes in education practice and services design for inclusion.
Section 14(i) requires performance of other functions assigned by the Secretary and IACC.

Progressive realization and targets roadmap

Section 15 requires the multi-year roadmap to ensure timely compliance with implementation of this Act and progressive realization of inclusive education.
Section 15 requires the roadmap to provide targets, including:
- Conversion of existing SPEC Centers to ILRCs, prioritizing those handling the most learners with disabilities;
- Creation of ILRCs in cities and municipalities without existing SPED Centers, prioritizing those with the most learners with disabilities, and requiring that ILRC establishment in every school district follow the roadmap or resources allow;
- Creation of plantilla positions for ILRC personnel and staff with career progression, consistent with Section 8; and
- Creation of plantilla positions for teaching and non-teaching personnel needed for implementation.
Section 15 requires DepEd to submit funding requirements with annual targets to DBM and other concerned agencies for budget allocation inclusion in the yearly national expenditure program.

Advisory committee composition and powers

Section 16 creates an Advisory Committee for Education of Learners with Disabilities composed of representatives from various disability sectors and a representative from the academe.
Section 16 provides that the Committee directly coordinates and collaborates with the Secretary.
Section 16 grants the Committee powers and functions including:
- Representing learners with disabilities and their organizations and participating in consultative meetings on policies, plans, strategies, educational programs, rules, guidelines, and regulatory changes;
- Conducting research and policy studies on inclusive education and matters related to education of learners with disabilities;
- Participating in crafting, amending, evaluating, or updating the roadmap;
- Subject to Republic Act No. 10173 (Data Privacy Act of 2012), gathering, consolidating, or interpreting relevant data and preparing reports for the Secretary;
- Monitoring service delivery for learners with disabilities;
- Reviewing existing laws and recommending new legislation to promote educational welfare and physical and psychosocial well-being; and
- Performing other similar functions.
Section 16 requires DepEd, after prior consultation with organizations of persons with disabilities, other NGOs and relevant stakeholders regarding composition, qualification, and terms, to issue orders on Committee creation and composition within sixty (60) days from effectivity of the Act.
Section 16 requires Committee composition, qualifications, and terms of office to be stated in the IRR.
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