I. Discuss the salient provisions of the proposed bill.

How do these provisions of the bill

address the specific concerns regarding the issues, which our current laws are not able
to address properly?

Section 5 resolves the issue of having difficult access to special education because it aims to
provide public school divisions nationwide where there are no existing SPED centers. This means
that it requires every municipality to have said SPED centers and these shall be called Inclusive
Education Learning Resource Centers.
Section 6 entitled functions of the Inclusive Education Learning Center resolving the issue of
having untrained teachers for CYSNS by requiring that these centers provide training to regular
teachers, administrators, non-teaching personnel, and parents on inclusive education. It also
resolved the problem of isolation of/discrimination against CYNS by including them in regular
classes. The center will also produce the appropriate teaching materials for CYNS thus, solving
the issue of lack of equipment for special education of CYSNS. The maximum potential of CYNS
will be developed through the creation of programs such as individualized education, plan,
transition program, and other alternative education programs.
In said alternative programs, it provides in addressing the concerns of Access to Special Education
& Lack of Equipment.
Section 8 entitled Benefits and Incentives for personnel and staff of the Center resolves the
problem of having limited number of available teachers for CYNS by attracting them through
adequate remuneration, scholarship and training grants, teacher exchange programs, incentives
and allowances and other means of securing their job satisfaction.
Section 10 entitled Authority of the DepEd Secretary addresses the issue of parents being
embarrassed or afraid of having their special children enrolled in school by facilitation of parental
involvement in the education of the CYSNs; consultative, counseling, and training services for the
families of CYSNs.
Section 13 entitled Student Assistance addresses the parents’ financial problem of sending the
CYSNs to school by enabling the involved agencies to develop programs to support the financial
and educational needs of the marginalized or disadvantaged CYSNs, as define in Social Reform
and Poverty Alleviation Act. The Benefits accorded to RA No. 8545, or the E-GATSPE Act shall
likewise be extended to qualified VYSNs students in the secondary levels.
Section 15 entitled Special Instructional Materials addresses the issue of limited access to
instructional equipment by enabling the publishers (of books) to grant the DepEd of the authority
to transcribe adopted instructional materials into accessible format, without penalty or payment
of royalty in accordance with Republic Act 8293, otherwise known as Intellectual Property Code
of the Philippines. Digital copy as specified by the DepEd shall also be provided for the purpose
of producing accessible versions of the textbook for students with reading disabilities. The
accessible versions may be produced by the DepEd or by non-profit accessible book producers,
which may be copied and distributed upon request to as Schools Division for instructional
purposes. Copies of these instructional materials shall be furnished without cost to either the
CYSNs or the teacher who is handling their instruction.
Section 16 also addresses the issue of limited teachers for the CYSNs by providing incentives to
private sector who’ll participate and provide the necessary educational assistance and service of
CYSNs enrolled in public schools under RA 8525 and its implementing rules and regulations.
Section 17 also provides opportunity as to the concern regarding to Discrimination of pre-school
Children in enrolling in Child development centers and as to embarrassed parents themselves.
The said section requires that programs in Child Development Centers shall administer for the
early identification of disabilities and special needs and introductory educational and
intervention programs. The use of these CDCs and its facilities must be maximized for the
potential of the children to bloom at an early age, with the aid of the Early Childhood Care and
Development Council.
Section 19 addresses the issue of neglecting the needs of their CYSNs providing the parents,
siblings, and caregivers of CYSNs with working knowledge of special education, an understanding
of the psychology of CYSNs and awareness of their crucial role as educators. Parents should also
be apprised of the procedural safeguards to protect the educational rights of children
Sec. 20 addresses the issue of financial problem of having the CYSNs enrolled in school by
enabling the LGU to allocate a portion of their Special Education Fund for the provision of sites,
buildings or centers for special education of CYSNs, identification, coordination and the tapping
of public or private volunteers for information dissemination campaigns, funding programs and
other projects. To augment the funding of inclusive education programs and equipment among
others; Operation of inclusive education programs and delivery of health and nutrition services
and interventions. This enables for the needed participation and concern of every Local
Government in order to prevent isolation of the CYSNs from every municipality.
Section 22 also addresses the financial problem of having the CYSNs enrolled in a public school
by having its funding included in the annual General Appropriations Act. A separate line item
budget for CYSNs shall be incorporated in the budget of the DepEd.
Section 21 addresses the problem of non-awareness to the needs of CYSNs by a nationwide
information dissemination campaign on the prevention, early identification, early detection and
the strategic intervention programs for CYSNs. Through this, it prevents the issue of
discrimination and isolation of what most CYSNs experience. This enables concern and
widespread knowledge as to how to address CYSNs.