Philippines House Bill 8080 PDF

Congress of the Philippines Eighteenth Congress Second Regular Session } HOUSE OF REPRESENTATIVES H. No. 8080 By Representatives Cabochan, Suansing (E.), Suansing (H.), Vargas, Biazo...

Congress of the Philippines Eighteenth Congress Second Regular Session } HOUSE OF REPRESENTATIVES H. No. 8080 By Representatives Cabochan, Suansing (E.), Suansing (H.), Vargas, Biazon, Gatchalian, Olivarez, Castelo, Villar, Fortun, Villarica, Guico, Tambunting, Dy (F.), Villanueva (E.), Rivera, Rodriguez, Andaya, Delos Santos, De Venecia, Castro (F.L.), Romulo, Yap (E.), Arenas, Hernandez, Garcia (P.J.), Romualdo, Belmonte, Ermita-Buhain, Salceda, Cua, Tejada, Violago, Gasataya, Jalosjos, Matugas, Garcia (J.E.), Gonzaga, Haresco, Cuaresma, Uy (J.), Daza, Limkaichong, Zubiri, Sagarbarria, Bautista-Bandigan, Calderon, Campos, Suarez (D.), Gonzalez, Momo, Frasco, Zamora (W.K.), Baundong, Barba, Bernos, Bravo, Bascug, Caminero, Cari, Dalog, Deloso-Montalla, Dimaporo (A.), Espino, FariNas (R.C.), Fortuno, Hofer, Jimenez, Labadlabad, Marino, Natividad-NagaNo, Nava, Ortega, Ouano-Dizon, Plaza, Revilla, Roman, Sanchez, Silverio, Singson-Meehan, Tiangco, Tutor, Ty (D.), Vergara, Co (E.), Cabatbat, Dagooc, Guya, Quimbo, Babasa, Enverga, Mendoza, Nograles (J.J.), Ramirez-Sato, Sangcopan, Sarmiento, Suntay, Villafuerte, Lara and Maceda, per Committee Report No. 612 ANACT INSTITUTING SERVICES FOR LEARNERS WITH DISABILITIES IN SUPPORT OF INCLUSIVE EDUCATION, ESTABLISHING INCLUSIVE LEARNING RESOURCE CENTERS IN ALL SCHOOL DISTRICTS, PROVIDING FOR STANDARDS, AND APPROPRIATING FUNDS THEREFOR Be it enacted by the Senate and the House ofRepresentatives of the Philippines in Congress assembled: 1 Section 1. Short Title. - This Act shall be known as the “Instituting Services for Learners with 2 Disabilities (LWDs) in Support of Inclusive Education Act.” 3 4 ARTICLE I 5 POLICIES AND OBJECTIVES 6 7 Sec. 2. Declaration ofPolicy. - The following are hereby declared the policies of the State: 8 9 (a) Promote and protect the rights of LWDs to quality education on the basis of equal opportunity 10 by making education compulsory and accessible to them; 11 (b) Recognize the vital role of LWDs in society, consider their needs as integral part of national 12 development strategies, and facilitate their active participation and integration in public service, 13 civic and state affairs; 14 (c) Give full support for the welfare and development of LWDs to ensure their full inclusion in 15 society; 16 (d) Consider the special requirements of persons with disabilities (PWDs) in the formulation of 17 inclusive educational policies and programs;  1 (e) Encourage learning institutions to take into consideration the special needs of LWDs with 2 respect to the use of school facilities, class schedules, physical education requirements, and 3 other pertinent considerations; 4 (f) Support learning institutions, including higher learning institutions, in providing auxiliary 5 services that will facilitate the learning process for PWDs, ensure inclusive and equitable 6 quality education and promote lifelong learning opportunities for all; 7 (g) Recognize the right of LWDs to the highest attainable standard of health and to facilities for the 8 treatment of illness and rehabilitation of health to ensure that no child is deprived access to such 9 health care and rehabilitation services; and 10 (h) Ensure that LWDs belonging to ethnic, religious or linguistic minorities or persons of 11 indigenous origin shall not be denied the right to education, health treatment, or health 12 rehabilitation in community with other members, to enjoy their own culture, profess and 13 practice their own religion, or to use their own language. 14 15 Sec. 3. Objectives. This Act shall pursue the following objectives: 16 17 (a) To provide LWDs free and appropriate public education and related services in accordance with 18 their needs, and in preparation for adult living and community life; 19 (b) To provide LWDs access to general education curriculum through formal school systems and 20 alternative delivery services in education in accordance with the “UnitedNations Convention on 21 the Rights of Persons with Disabilities ” and “the Incheon Strategy to Make the Rights Real for 22 Persons with Disabilities in Asia and the Pacific ”; 23 (c) To establish Inclusive Learning Resource Centers (ILRCs) for inclusion of LWDs in the formal 24 school system in the least restrictive environment; 25 (d) To ensure that LWDs fully develop their potential toward self-sufficiency and become fully 26 participative members of society; 27 (e) To ensure that LWDs are understood, appreciated, and respected for their differences by the 28 members of their communities and by society in general; 29 (f) To identify, through a Child Find System, LWDs ages three (3) to twenty-four (24), and infants 30 and toddlers under the age of three (3), in compliance with Republic Act (R.A.) No. 10410, 31 otherwise known as the “Early Years Act of2013"\ 32 (g) To develop, implement, and review Individualized Education Plan; 33 (h) To provide parents or guardians of LWDs with information and opportunities to actively 34 participate in the decisions for school placement options and educational programs for their 35 children and to enable them to make informed choices and decisions; 36 (i) To enable and empower parents, guardians, and family members to assist in the prevention, 37 referral or intervention with regard to disorders, disabilities, and abilities of their children; 38 (j) To train and equip special education (SPED) teachers, regular teachers, principals or 39 administrators, non-teaching staff of the school, and caregivers as primary sources of care, 40 development, education and advancement of LWDs; 41 (k) To increase school retention and cohort survival of LWDs; 42 (l) To create significant and positive changes in community orientation towards disability and the 43 need to provide inclusive education and proper care of LWDs; and 44 (m)To regularly consult and actively involve PWDs, including LWDs, through their representative 45 organizations, in the implementation of this Act and issues relating to it. 46 47 ARTICLE II 48 DEFINITION OF TERMS 49 50 Sec. 4. Definition of Terms. - As used in this Act: 51  1\:, ^a) Basic education - refers to a program of instruction intended to meet the basic learning needs 2 , >i which provide, the foimdation on which subsequent learning can be based. It encompasses 3 kindergarten, elementary and secondary education as well as Alternative Learning Systems 4 , (ALS) for out-of-school learners and those with special needs as provided in Section 3 of R.A. 5 10533, or theEnhanced Basic Education Act of2013." 6 (b) Child Find System (CFS) - refers to the process of identifying, locating, and evaluating every 7 LWDs so that the concerned child development teachers or workers who are imder the 8 jurisdiction of local government units (LGUs) can notify parents or guardians of those who are 9 not receiving public education services of the right of their children to receive the same and 10 facilitate such children’s integration into the school system. 11 (c) Learners with disabilities (LWDs) - refer to children and youth with intellectual or learning 12 disabilities, mental, emotional or behavioral disorders, speech and language sensory 13 impairments, autism, long term physical or health disabilities, deafblindedness and multiple 14 handicappingconditions which, in interaction with various barriers, may hinder their full and 15 effective participation in society on an equal basis with others and are in need of special 16 education as well as services for rehabilitation. They differ from the average children in 17 neuropsychological characteristics, sensory and cognitive abilities, neuromuscular or physical. 18 characteristics, and social attributes to such an extent that the use of adaptions in school 19 practices or special education services are required to develop them to maximum capability. 20 (d) Disability - refers to 1) long-term physical, mental, intellectual or sensory impairment that 21 substantially limit one or more physiological or anatomical function of an individual or 22 activities of such individual; 2) limitation or difficulty encountered by an individual in 23 executing a task or action; and 3) a participation restriction or problem experienced by an 24 individual in coping with life situations. 25 (e) Inclusive education - refers to providing all learners, including those, with significant 26 disabilities, equitable opportunities to receive educational services and the needed 27 supplementary aids and support services in age-appropriate classrooms in their neighborhood 28 schools in order to prepare them to live as fully fimctioning members of society. It requires that 29 schools educate LWDs in general education classrooms. Removal of LWDs from the regular 30 educational environment may occur only when education in regular classes, even with the use 31 of supplementary aids and services, cannot be made satisfactorily due to the nature of the 32 disability. 33 (f) Inclusive Learning Resource Center (ILRC) - refers to a teaching or learning support system for 34 students, teachers, school personnel and other education stakeholders of L\^s. It includes 35 appropriate, accessible, disability-, cultural- and gender-sensitive instructional learning 36 material, tools, devices, gadgets, equipment to facilitate and enhance learning; assessment tools 37 and instruments to evaluate development domains and specific areas of concern necessary in 38 determining appropriate services and placement decisions. It also provides and/or coordinates 39 the services of a multi-disciplinary team. 40 (g) Individual Education Program (lEP) - refers to the systematic, purposive and developmental 41 educational programming of curricular and instructional priorities and contents designed to 42 meet the needs of LWDs and aimed at ensuring mastery of target skills and behaviors. It 43 specifies the services to be provided and the duration and frequency of such services; describes 44 the learner’s present level of performances and how the learner’s disabilities affect academic 45 performances; and specifies accommodations and modifications to be provided to the learner. 46 An lEP shall be designed to meet the unique educational needs of a child in the appropriate and 47 least restrictive environment.. 48 (h) Least Restrictive Environment (LRE) - refers to the situation where LWDs are accorded the 49 opportunity to be educated with non-disabled peers to the greatest extent appropriate. The 50 LWDs should have access to the general education curriculum, or any other program that non- 51 disabled peers are able to access. The LWDs shall be provided with supplementary aids and  1 services necessary to achieve educational goals if placed in a setting with non-disabled peers, 2 and shall receive an appropriate version of education and social benefits which non-disabled 3 students routinely receive in school. 4 (i) Multidisciplinary team - refers to a group of people that provides for the overall health and 5 well-being of learners. The team shall include professionals for further and specialized 6 assessment of learners. 7 (j) Private sector participation - refers to all forms of indispensable, substantial and meaningful 8 participation of private individuals, partnerships, groups or entities, organizations of persons 9 with disabilities, community-based organizations or non-government organizations, and 10 business and industry groups in the delivery of educational and rehabilitative services for 11 LWDs. 12 (k) Related services - refer to provisions of transportation and various developmental, corrective, 13 and other support services, such as speech-language pathology and audiology services, 14 interpreting services, psychological services, physical and occupational therapy, recreation, 15 social work services, school health services, counselling and rehabilitation services, orientation 16 and mobility services, and medical services, as may be required to assist a child with a disability 17 in order for them to fully enjoy the benefits from education services, including the early 18 identification and assessment of any disabling condition. 19 (l) Special Education (SPED) - refers to the customized instructional program or service designed 20 to meet the unique needs of individual children and youth with special needs, which may 21 necessitate the use of supplementary aids, devices, and services and teaching strategies in 22 classroom and non-academic settings and includes instructions on physical and vocational 23 education, social skills development and travel training. 24 (m) Instructional Materials for Leaners with Disabilities - refer to textbooks in Braille, large type, 25 audio, digital or any other medium or apparatus that convey information to LWDs or otherwise 26 contributes to the learning process. 27 (n) Transition Program - refers to a coordinated set of courses and activities for LWDs that: 28 29 (1) Is designed within an outcome-oriented process, which promotes movement from school 30 to post-school activities that includes post-secondary education, vocational training, 31 integrated employment, supported employment, continuing and adult education, adult 32 services, independent living, or community participation; 33 (2) Is based upon the individual student's needs, taking into account the student's 34 preferences and interests; and 35 (3) Includes instruction, related services, and community experiences. 36 37 (o) Universal Design for Learning (UDL) - refers to a scientifically valid framework for guiding 38 educational practice that: 39 40 (1) Provides flexibility in the way information is presented, students respond or demonstrate 41 knowledge and skills, and their engagement; and 42 (2) Reduces barriers in instruction, provides appropriate accommodations, supports mental 43 and physical challenges, and maintains high achievement expectations for all students, 44 including LWDs. 45 46 It also refers to a set of principles that guides the design of inclusive classroom instruction and 47 accessible course materials. The three principles of UDL are: 48 49 i. Recognition - refers to multiple methods of representation that give learners a variety 50 of ways to acquire information and build knowledge;  1. 7 f Strategic Learning — refers to multiple means of student action and expression that 2 ' ! provide learners alternative modes for demonstrating what they have learned; and 3 iii. Affective Learning - refers to multiple modes of student engagement that tap into 4 learners’ interests, challenge them appropriately, and motivate them to leam. 5 6 ARTICLE in 7 INCLUSIVE LEARNING RESOURCE CENTER 8 9 Sec. 5. Establishment of Inclusive Learning Resource Center (ILRC). - The DepEd shall 10 establish an ILRC for LWDs in all school districts: Provided, That all ILRCs shall comply with the 11 UDL as defined under Section 4, subparagraph (o) of this Act and the requirements of Batas Pambansa 12 Bilang 344, otherwise known as the "Accessibility LawP 13 14 Sec. 6. Functions of the ILRC. — The ILRC shall assist in the implementation of inclusive 15 education. This includes capacitating schools to effectively handle the needs of LWDs. It shall: 16 17 (a) Assess LWDs to identify specific developmental areas of concern and determine appropriate 18 services and placement options; 19 (b) Support LWDs in such a manner that they could be included in regular schools in the least 20 restrictive environment; 21 (c) Provide school-based trainings of LWDs; 22 (d) Ensure the availability of appropriate educational materials for LWDs; 23 (e) Facilitate school-based trainings of teachers, administrators, non-teaching personnel, and 24 parents on inclusive education; 25 (f) Monitor case management of LWDs within the school district; 26 (g) Ensure that LWDs shall receive the appropriate services needed; 27 (h) Support the implementation of lEP, transition program, alternative education programs, and 28 early intervention program; 29 (i) Provide access to auxiliary aids, devices, and services that are basically non-educational but 30 which enhance the education process for LWDs. These aids and services may include: 31 32 (1) language and speech therapy, occupational therapy, physical and physiotherapy, among 33 other modes of therapy, through a multi-disciplinaiy specialist team; 34 (2) quality reading or other effective methods of delivering reading materials to individuals 35 with visual impairments; 36 (3) acquisition or modification of equipment or devices; 37 (4) appropriate classroom accommodation; 38 (5) other similar services and actions or all types of aids and services that facilitate the learning 39 process; and 40 (6) assistance in the transfer of admission of qualified LWDs to post-secondary or tertiary 41 education institutions. 42 43 The ILRC may provide the same services to other learners, as appropriate. 44 45 ARTICLE IV 46 PARTNERSHIP MECHANISM AND ROLES OF PARTNERS 47 48 Sec. 7. Partnership Mechanism. — The DepEd and the concerned agencies may coordinate and 49 enter into cooperative agreement, arrangement or contract with other government agencies, private and 50 non-profit agencies, institutions or organizations duly accredited or recognized by the government  1 agencies, civil society, business and industrial sector, and other concerned sectors in the furtherance of 2 the provisions of this Act: 3 4 (a) Technical assistance to teachers who are preparing to serve or are serving in the ILRC; 5 (b) Training of professional or related services personnel, including all regular teachers; 6 (c) Replication of successful innovative approaches in providing educational or related services to 7 LWDs; 8 (d) Facilitation of parental involvement in the education of LWDs; 9 (e) Diagnosis and educational evaluation of LWDs; 10 (f) Consultative, counseling and training services for the families of LWDs; 11 (g) Familiarization of the municipality or city being served by an ILRC with the problems and 12 potentials of children and youth; and 13 (h) Entering into agreements with medical and allied medical professional groups. 14 15 Sec. 8. Responsibilities of Government Agencies. — In conformity with their respective charters 16 and mandates, government agencies shall define and delineate their respective areas of responsibility 17 with respect to the impleihentation of this Act. These areas shall be subject to periodic assessment of 18 the Inter-Agency Coordinating Council on Learners with Disabilities (lACC-LWDs), as provided in 19 Sec. 9 of this Act, whenever necessary. 20 21 For purposes of this Act, the different agencies shall have the following roles: 22 23 (a) Department of Education (DepEd) - The DepEd shall be the lead government agency 24 responsible for the implementation of this Act and ensure inter-agency coordination and 25 integration of services among school systems, early intervention programs, in coordination with 26 the Early Childhood Care and Developmental (ECCD) Covmcil, mainstreaming of LWDs in the 27 regular classroom set-up, availability of access and classification of developmental domains, 28 establishment of CFS, redress mechanism for parents or guardians. 29 (b) Department of Health (DOH) - The DOH shall make available health care services for LWDs, 30 child mental health service providers, health plans, oral health providers, family-to-family 31 health information and education, advocacy organizations and other community organizations 32 serving LWDs, and their families. Due to the importance of integrating primary care with 33 mental health services, the DOH shall collaborate with the National Nutrition Council (NNC) 34 and the ECCD in the provision of inclusive health and nutrition services for the implementation 35 of this Act. 36 (c) Department of Social Welfare and Development (DSWD) - The DSWD shall be responsible for 37 the effective management and provision of social welfare services for LWDs based on their 38 assessed needs, subject to guidelines it shall prescribe. 39 (d) Department of Public Works and Highways (DPWH) — The DPWH shall prescribe the proper 40 physical set-up of the ILRCs and shall construct and maintain roads to ensure their accessibility. 41 (e) Department of Labor and Employment (DOLE) - The DOLE shall coordinate with the DepEd 42 in developing a training program on transition from school to work of LWDs. It shall also 43 provide the ILRC with current market analysis and job coaching sessions before and during 44 employment until the learners become independent. The DOLE and its attached agencies, 45 Technical Education and Skills Development Administration (TESDA) and Public Employment 46 Service Office (PESO), shall facilitate apprenticeship and job placements. The TESDA shall 47 provide vocational training when necessary. The PESO, on the other hand, shall conduct 48 employability enhancement seminars, provide pre-employment counselling and orientation, and 49 offer programs and activities on employment assistance pursuant to R.A. 8759, otherwise 50 known as the uPESO Act of1999,” as amended. 51  1. The DOLE, TESDA, and , PESO shall lead the promotion of inclusion for people with 2 disabilities among public and private institutions and comply with the requirements set forth 3 under R.A. 7277, otherwise known as the uMagna Cartafor Disabled Personsf as amended. 4 (f) Department of Interior and Local Government (DILG) - The DILG shall promulgate the 5 policies and guidelines relevant to the implementation of this Act by the LGUs. 6 (g) Local Government Units (LGUs) - The LGUs shall allocate resources from their general funds 7 or a portion of their Special Education Fxmd for any of the following: 8 9 (1) Provision of sites, buildings or centers where there aire no existing school facilities that 10 may be used for purposes of this Act; 11 (2) Identification, coordination and partnership with public or private volunteers and private 12 organizations, national or international, duly recognized and accredited by appropriate 13 government office, for information dissemination campaigns and funding support to 14 augment the funding for the programs and activities pertaining to this Act; 15 (3) Provision of assistive devices, instructional materials and teacher’s training; 16 (4) Delivery of health and nutrition services and interventions and educational assessment 17 program for LWDs in their respective localities that shall be initiated by the DOH and 18 DepEd, respectively; 19 (5) Participation in all efforts concerning integration of LWDs to regular schools, health 20 services, transport services and other social and welfare services; 21 (6) Development of government and community awareness and responsiveness to the needs 22 of LWDs; 23 (7) Preparation of a means for redress in case parents are not amenable to educational 24 program for LWDs under the jurisdiction of the Local School Boards; 25 (8) Coordination with other agencies in ensuring the proper implementation of the provisions 26 of this Act within their territorial jurisdiction, including CFS; 27 (9) Provisions of trainings on livelihood and entrepreneurial skills, in coordination with 28 DOLE and TESDA; and 29 (10) Enactment of appropriate ordinances to implement the LGU’s role in this Act. 30 31 ARTICLE V 32 INTER-AGENCY COORDINATING COUNCIL FOR LEARNERS 33 WITH DISABILITIES 34 35 Sec. 9. Inter-Agency Coordinating Council for Learners with Disabilities. - For purposes of 36 policy integration, harmonization, and coordination of functions, there is hereby created an Inter- 37 Agency Coordinating Council for Learners with Disabilities (lACC-LWDs), which shall be attached to 38 the DepEd. The DepEd shall likewise act as the Coimcil’s secretariat. 39 40 The lACC-LWDs shall be composed of the following officials or their duly authorized 41 representatives, up to the level of Assistant Secretary or its equivalent, with subsections (d) to (j) as 42 Members thereof: 43 44 (a) DepEd Secretary, as Chairperson; 45 (b) DOH Secretary, as Co-Chairperson; 46 (c) DSWD Secretary, as Co-Chairperson; 47 (d) DPWH Secretary; 48 (e) DILG Secretary; 49 (f) DOLE Secretary; 50 (g) Secretary, Department of Finance (DOF); 51 (h) TESDA Director General;  1 (i) Chairperson, Commission on Higher Education (CHED); and 2 (j) Executive Director, National Council on Disability Affairs (NCDA). 3 4 The lACC-LWDs shall perform the following functions: 5 6 (a) Implement appropriate and coordinated programs in health and related physiological and 7 psychological health services, multidisciplinary domains, transportation and access for LWDs; 8 (b) Act as catalyst of change and source of information for the benefit of both regular students and 9 LWDs; 10 (c) Constitute and authorize a multidisciplinary body to conduct an aimual audit to determine the 11 compliance of the ILRCs on its operations; 12 (d) Document, monitor, evaluate, and assess the performance of the ILRCs and their personnel; and 13 (e) Coordinate and disseminate information with partner agencies or LGUs. 14 15 The Council shall regularly convene at least once every quarter. The Council Chairperson may 16 call a special meeting whenever necessary: Provided, That members are notified in writing at least 17 three (3) days prior to said meeting. 18 19 Sec. 10. The lACC-LWDs Technical Working Committee (TWCJ. - The lACC-LWDs shall be 20 supported by a TWC which shall be composed of representatives from the following agencies and 21 institutions: 22 23 (a) Bureau of Curriculum Development, DepEd; 24 (b) Bureau of Learning Delivery, DepEd; 25 (c) Bureau of Learning Resources, DepEd; 26 (d) Bureau of Education Assessment, DepEd; 27 (e) Early Childhood Care and Development Council (ECCD); 28 (f) National Council on Disability Affairs (NCDA); 29 (g) Council for the Welfare of Children (CWC); 30 (h) National Nutrition Council (NNC), DOH; 31 (i) Philippine Health Instance Corporation (PhilHealth); 32 (j) Relevant healthcare service bureaus of the DOH; 33 (k) Leagues of Provinces of the Philippines; 34 (l) League of Cities of the Philippines; 35 (m) League of Municipalities of the Philippines; 36 (n) Civil society orgamzations on persons with disability and indigenous peoples’ concerns; 37 (o) Professional organizations; and 38 (p) Academe. 39 40 The TWC shall provide groundwork technical support to the lACC-LWDs on its activities to 41 capture varied clientele scope and needs, mainstream programs, and reach grassroots level. 42 Representatives of civil society organizations, professional organizations, and the academe shall be 43 nominated through a process designed by the lACC-LWDs. 44 45 ARTICLE VI 46 ADMINISTRATIVE PROCEDURES 47 48 Sec. 11. Staffing and Responsibilities. - In addition to teachers with special training to handle 49 LWDs, each ILRC shall have a Supervisor and an Administrative Core and Placement Committee. 50 Mobile SPED teachers and the Mobile Multi-Specialist Division Support Team shall serve as human 51 resource complements. 8  1. 2 (a) Supervisor - The Supervisor shall: 3 4. (1) head the ILRC; 5 (2) administer and supervise the ILRC Program and oversee its other components; and 6 (3) monitor, supervise and provide technical assistance, training, and enhancement program h 7 the Center personnel. ^ 8 9 (b) Administrative Core and Placement Committee - The Administrative Core and Placement 10 Committee shall, in consultation with arid active participation of parents or guardians, ensure 11 that LWDs are educated by appropriate and qualified personnel as close as possible to their 12 homes and alongside their age-appropriate peer groups. The Committee is also tasked to 13 develop and maintain a data bank on LWDs in its respective jurisdiction. This Committee sball 14 be composed of the following positions: 15 16 (1) any one (1) of the following: Developmental Pediatrician, Neurological Psychiatrist, 17 Educational Psychologist, Guidance Counselor or Psychometrician; ' 18 (2) one (1) Physical Therapist; 19 (3) one (1) Occupational Therapist; 20 (4) one (1) Speech and Language Therapist or Speech Correction Teacher; 21 (5) one (1) Reading Specialist; 22 (6) one (1) Sign Language Specialist; and 23 (7) ILRC Supervisor. 24 25 (c) Mobile SPED Teachers - Mobile SPED teachers shall be appointed whenever necessary. Their 26 principal task is to undertake the CFS and determine appropriate learning modalities using the 27 program and services of the ILRC. They shall share responsibility for program planning and 28 scheduling, and assist isolated or remote schools with specialized equipment, individual 29 programs, cumculum adjustment, teaching aids and building modifications. The ALS shall be 30 , an integral component of the ILRC. 31 32 (d) Mobile Multi-Specialist Division Support Team — DepEd shall set-up each school district with a 33 Mobile Multi-Specialist Division Support Team comprised of the SPED Education Supervisor, 34 Occupational Therapist, Physical Therapist, Speech Therapist or Speech Pathologist, Sign 35 Language Specialist, Guidance and Coimseling Specialist, Developmental Pediatrician, 36 Educational Psychologist, Materials Production Specialist and other specialists deemed 37 necessary. They will serve as consultants and will be drawn firom professional organizations 38 based in the region or nearby region where the division is based. 39 40 ; To ensure the effective implementation of this Act, the DepEd, DOH, arid DSWD may hire 41 other necessary persoimel and support staff for the ILRC. 42 43, Sec. 12. Remuneration, Benefits and Incentives for ILRC Personnel and Staff. - The 44 remuneration, benefits and incentives of Special Education (SPED) teachers and the ILRC Supervisor 45 shall be in accordance with the Compensation and Position Classification System and other civil 46 service rules and regulations. 47 48 The DepEd shall endeavor to attract the best available teaching staff and talents for the ILRCs 49. through adequate remimeration, benefits, scholarship and training grants, teacher exchange programs, 50 incentives and allowances and other means of securing the job satisfaction and tenure in their 51 respective posts. A similar program shall be designed for support personnel to include interpreters.  1 psychologists, social workers and health service professionals or workers involved in the education, 2 health and rehabilitation of LWDs. 3 4 Sec. 13. In-Service Training of Teachers, Administrators, and Non-Teaching Personnel. - To 5 enhance the services for LWDs, the DepEd shall coordinate with the appropriate national government 6 agencies to offer basic and advanced seminars on disability awareness and inclusive education for the 7 concerned education stakeholders. 8 9 The appropriate and necessary trainings, seminars and other opportunities for upgrading the 10 performance of DepEd teachers for purposes of this Act shall be conducted and evaluated by the 11 National Educators’ Academy of the Philippines. 12 13 The DepEd shall likewise identify at least one (1) leading institution or university in Luzon, 14 Visayas, Mindanao and in Metro Manila, Metro Cebu and Metro Davao whose faculty is regarded as 15 highly competent in the area of special education and where a uniform or standardized curriculum for 16 any post-graduate education program shall be designed to benefit SPED teachers and other personnel of 17 the ILRC. The manner of selection of such institution shall be provided under the rules and regulations 18 to be formulated to implement the provisions of this Act. 19 20 ARTICLE VII 21 RESEARCH, SCHOLARSHIPS, AND OTHER SUPPORT MECHANISMS 22 23 Sec. 14. Continuing Research to Identify the Needs ofLearners with Disabilities. — The DepEd, 24 by itself or in coordination with organizations or institution, shall undertake continuing research to 25 identify and design programs that shall meet the full range of needs of LWDs: Provided, That such 26 continuing research shall also be used to develop instructional techniques for use by the ILRCs for 27 vocational training or competitive skill development and towards improving the acquisition of skills by 28 LWDs necessary for their transition to independent living: Provided, further. That such continuing 29 research shall be used by the DepEd in designing holistic programs for all schools and the ILRCs to 30 enhance the potential of the children and youth to participate and be integrated into community life. 31 32 Sec. 15. Student Assistance. - The DepEd, DSWD, DOLE, NCDA and the LGUs shall develop 33 programs to support the financial and educational needs of persons with disabilities, as mandated in 34 R.A. 8425, otherwise known as the “Social Reform and Poverty Alleviation Act." The benefits 35 accorded by R.A. 6728, otherwise known as the “Government Assistance to Students and Teachers in 36 Private Education (GASTPE) Act" shall likewise be extended to qualified LWDs in the secondary 37 levels. 38 39 Sec. 16. Recreational and Artistic Opportunities. - The DepEd shall establish opportunities for 40 the safe, wholesome, interactive individual as well as group recreation and social activities of LWDs, 41 optimal use of leisure hours and advancement of physical, mental, social and cultural development. 42 43 Sec. 17. Special Instructional Materials. - Publishers shall grant the DepEd the authority to 44 transcribe adopted instructional materials into accessible format, without royalty penalty, in accordance 45 with R.A. 8293, otherwise known as the “Intellectual Property Code of the Philippines"'. Provided, 46 That publishers of a newly adopted instructional material shall provide, not later than the second 47 working day after the adoption of a textbook title by the DepEd, the digital copy as specified by the 48 DepEd for the purpose of producing accessible versions of the textbooks for students with reding 49 disabilities. The accessible versions may be produced by the DepEd or by non-profit accessible book 50 producers which may be copied and distributed upon request by a Schools Division for instructional 51 purposes. 10 1 r' 2 Copies of these instructional materials shall be furnished without cost either to the LWDs or 3 their teachers in charge. 4 5 Sec. 18. Family Members, Guardians, and Caregivers Education. - A formal training and 6 coxmseling program for family members, guardians, and caregivers of LWDs shall be developed jointly 7 by the DepEd, DSWD, LGUs, ECCD Council, organizations of persons with disabilities, parent- 8 support organizations, health professional organizations, healthcare services, non-government 9 organizations, and civil society organizations to provide them with a working knowledge of SPED and 10 an understanding of the physical and mental needs of LWDs, so as to maximize their knowledge and 11 skills to fully participate in developing the potentials ofLWDs. 12 13 ARTICLE Vin 14 PRIVATE SECTOR PARTICIPATION 15 16 Sec. 19. Incentives to Private Sector Participation. - Partnership between the government and 17 private institutions catering to the needs of LWDs shall be encouraged. Private entities which team up 18 with the DepEd or provide the necessary educational assistance and service ofLWDs with the consent 19 or as referred by the public agency shall be entitled to the benefits and incentives provided imder R.A. 20 8525, otherwise known as the “Adopt-a-School Act.” 21 22 ARTICLE IX 23 PUBLIC INFORMATION AND DISSEMINATION 24 25 Sec. 20. Public Information, Education and Communication. — A nationwide information 26 dissemiriation campaign on prevention, early identification and intervention programs for LWDs shall 27 be intensified. This shall be the joint responsibility of the Philippine Information Agency, CWC, and 28 the DepEd. Likewise, the DepEd, in collaboration with the DOH, DOLE, CHED, TESDA, and DILG 29 shall disseminate materials and information concerning effective practices in working with, training 30 and education of LWDs. 31 32 ARTICLE X 33 PROCEDURAL SAFEGUARDS 34 35 Sec. 21. Procedural Safeguards. - The DepEd shall establish and maintain procedures to ensure 36 that LWDs and their parents or guardians are guaranteed procedural safeguards with respect to the 37 provision of firee and appropriate public education. Procedural safeguards shall include the creation of 38 policies, procedures, and other administrative approaches which include, but not limited to, the rights of 39 the LWDs or their parents or guardians to be informed in their mother tongue, and be served written 40 notice on matters affecting the education of the LWDs; the right to confidentiality of personally 41 identifiable information, including the right of parents to written notice of and written consent to the 42 exchange of such information among agencies. This shall also include the opportumty for the parents or 43 guardians of LWDs to examine all related records and to participate in meetings with respect to the 44 identification, evaluation, educational placement, and provision of education programs to LWDs. 45 46 The DepEd, through its district office, shall likewise ensure the speedy and timely administrative 47 resolution of complaints filed by LWDs, their parents, guardians, caregivers, or other immediate family 48 members, which shall be promptly acted upon and resolved not later than thirty (30) calendar days from 49 receipt of the complaint. Any DepEd official, teacher, or employee, and CDC or ILRC personnel who 50 shall cause any undue delay and fail to comply with the said prescribed period shall be held 51 administratively liable. 11  1 2 ARTICLE XI 3 PROGRAM SUPPORT FUND 4 5 Sec.22. Program Support Fund.- To ensure the institutionalization of services for LWDs, a 6 Program Support Fund (PSF) shall be provided to guarantee the implementation of the provisions of 7 this bill, including the following; 8 9 (a) Contract specialists for the diagnosis and assessment of LWDs and the prescription of 10 appropriate intervention; 11 (b) Defray expenses in the delivery of related services as stated in Sec. 4, subparagraph (k) of 12 this Act, such as transportation and various developmental, corrective and other support 13 services; and 14 (c) Purchase assistive devices, equipment, learning materials and other needed resources to 15 deliver services effectively. 16 The PSF shall be used solely for the delivery of services for LWDs and for the performance of the 17 functions of ILRCs and the lACC-LWDs. 18 19 ARTICLE XII 20 FINAL PROVISIONS 21 22 Sec. 23. Appropriations. - The Secretaries of the DepEd, DOH, and DSWD shall immediately 23 include in their respective Department’s programs the implementation of this Act, the funding of which 24 shall be included in the annual General Appropriations Act. 25 26 Sec. 24. Implementing Rules and Regulations. - Within ninety (90) days from the effectivity of 27 this Act, the DepEd, DOH and DSWD, in coordination with other concerned agencies of the 28 government, shall promulgate necessary rules and regulations for the effective implementation of this 29 Act. 30 31 Sec. 25. Separability Clause. - If any provision of this Act is declared unconstitutional, the 32 remainder of this Act or any provision not affected thereby shall remain in full force and effect. 33 34 Sec. 26. Repealing Clause. - All laws, executive orders, presidential decrees, proclamations, 35 rules, regulations, issuances and enactments or parts thereof inconsistent with this Act are hereby 36 repealed or modified accordingly. 37 38 Sec. 27. Effectivity. - This Act shall take effect fifteen (15) days after its publication in the 39 Official Gazette or in a newspaper of general circulation. 40 41 Approved, 12