Republic of the Philippines Tarlac City

Tarlac State University

COLLEGE OF TEACHER EDUCATION
Lucinda Extension Campus, Tarlac City

Instituting a Policy of
Inclusion and Services for
Learners with Disabilities in
Support of Inclusive
Education Act
(R.A. No. 11650)
Submitted by:
Angelika Joy M. Sagadraca
BSED Mathematics – 2B

Submitted to:
Dr. Nelvin R. Nool
Professor – EDUC 104
 I. Introduction

Instituting a Policy of Inclusion and Services for Learners with Disabilities in Support of
Inclusive Education Act (R.A. No. 11650) is a significant step towards creating an inclusive
educational environment for learners with disabilities. This policy aims to ensure that all
learners, regardless of their abilities, have equal access to quality education and are provided
with the necessary support and accommodations to thrive in the educational setting.

The Inclusive Education Act recognizes the rights of learners with disabilities to receive
education in a mainstream setting alongside their peers without disabilities. It emphasizes the
importance of creating an inclusive and supportive learning environment that fosters the holistic
development of all learners.

By instituting this policy, educational institutions are mandated to develop and implement
inclusive education programs and services that cater to the diverse needs of learners with
disabilities. This includes providing reasonable accommodations, specialized support services,
and assistive technologies to facilitate their participation and learning.
 The policy also emphasizes the importance of training and capacity-building for teachers and
educational personnel to effectively support learners with disabilities. It calls for the
development of inclusive teaching strategies, the promotion of positive attitudes towards
disability, and the provision of professional development opportunities to enhance the skills and
knowledge of educators in inclusive practices.

Institutionalizing a policy of inclusion and services for learners with disabilities not only
promotes equal opportunities for education but also fosters a more inclusive and accepting
society. It paves the way for learners with disabilities to fully participate in educational, social,
and economic activities, empowering them to reach their full potential and contribute
meaningfully to society.

By embracing the principles of inclusive education and implementing the provisions of R.A.
No. 11650, educational institutions can create a more inclusive and equitable educational
landscape that celebrates diversity and ensures the right to education for all learners, regardless
of their abilities.

II. Discussions
Republic Act (R.A.) 11650, also known as the "Instituting a Policy of Inclusion and Services for
Learners with Disabilities in Support of Inclusive Education Act," a law enacted in the
Philippines. It was signed into law on February 15, 2022, with the aim of promoting inclusive
education and providing support for learners with additional needs.

The law emphasizes the holistic development of learners with disabilities by providing them with
the necessary support services, accommodations, and reasonable adjustments. It acknowledges
that each learner has unique needs and strengths, and it aims to cater to those needs to facilitate
their learning and development.

By enacting R.A. 11650, the Philippines aims to create an inclusive educational environment that
supports the needs of learners with disabilities, promotes their rights, and ensures their access to
quality education. The law provides a legal framework for the implementation of inclusive
education programs, support services, and accommodations to facilitate the full participation and
development of learners with disabilities.

So what are the Objectives of the law

Section 3. Objectives. - This Act shall pursue to the following objectives:

(a) To provide learners with disabilities free and appropriate public early and basic education and
support and related services based on their needs, and in preparation for independent living and
community life;

(b) To provide learners with disabilities access to the general education system through formal
school systems, including the implementation of alternative delivery modes, in accordance with
the "United Nations Convention on the Rights of Persons with Disabilities", "UNESCO
Convention Against Discrimination in Education", "The Incheon Strategy to Make the Rights
Real for Persons with Disabilities in Asia and the Pacific", Republic Act No. 11510 or the
"Alternative Learning System Act", and other specific rights and benefits under existing laws;

(c) To establish and maintain Inclusive Learning Resource Centers of Learners with Disabilities
in support of their inclusion in the general education system, particularly to the formal school
system as provided in the Individualized Education Plan;

(d) To ensure that learners with disabilities develop their full potential toward self-sufficiency
and become fully participative members of society;

(e) To create significant and positive changes in community orientation towards disability to
ensure that learners with disabilities are understood, appreciated, and respected for their
differences by the members of their communities and by society in general;

(i) To provide parents or guardians of learners with disabilities with information and
opportunities to actively participate in the determination of educational placement options and
programs to enable them to make informed choices and decisions;
(j) To enable and empower all teachers, including those with disabilities, parents, guardians, and
family members by training and equipping them with capabilities for the detection, referral or
introduction of interventions with regard to disorders, disabilities, and abilities of the learners;

Section 4. Definition of Terms. - As used in this Act, the following shall be defined as follows:

(d) Inclusive Education refers to the process of addressing and responding to the diversity of
needs of all learners by moving towards the end-goal of full participation, presence and
achievement in learning cultures and communities, which involves accommodation,
modification, adaptation, and individualization in content, approaches, structures, and strategies.
It involves equitable opportunities for learners with disabilities to receive educational services,
and the needed support and related services with their age-appropriate peer groups and, as far as
practicable, in such schools or ILRCs nearest their homes or residences, in order to prepare them
to live as fully functional members of society;

(e) Inclusion refers to a process where all learners, regardless of their background and abilities,
are given an equal chance to play, learn, and interact together in the same learning environment
and the community. It is an approach where every learner is valued, supported, and given access
to equal opportunities and learning experiences within an Inclusive Learning Resource Center,
CDC or school setting, and the community;

(f) Inclusive Learning Resource Center of Learners with Disabilities (ILRC) refers to a physical
or virtual center that provides support and related services to teaching and learning, using
appropriate, accessible, disability, linguistically-culturally-, and gender-sensitive instructional
learning materials, tools, devices, gadgets, and equipment to facilitate and enhance learning, and
assessment tools and instruments, to evaluate developmental domains and specific areas of
concern to determine appropriate services and placement decisions, with support and related
services from medical, health, and allied professionals for care, rehabilitation, and development
of learners with disabilities;

(j) Learners with Disabilities refers to learners in general early and basic education system who
require additional support and related services and adoptive pedagogic method due to their long
or short-term physical, mental, intellectual or sensory impairments which in interaction with
various barriers may hinder their full and effective participation in society on an equal basis with
others to develop them to their maximum capability;

(r) Special Needs Educations refers to the customized instructional program or service designed
to meet the diverse needs of an individual with disability, which may necessitate supplementary
aids and services and teaching strategies in the classroom or non-academic settings. They include
instructions on physical and vocational education, social skills development, and basic survival
needs, and providing reasonable accommodations, modifications, adaptations, and
individualization, as needed. It includes learners with disabilities in the general education system
to enable them to realize their full potential and prepare them as independent functioning
members of society. The term "Special Needs Education" shall replace the term "Special
Education (SPED)";

(h) Individualized Education Plan (IEP) refers to the systematic, purposive, and developmental
educational programming of curricular and instructional priorities and contents designed to meet
the educational requirements of a learner with disability and ensure mastery learning of skills and
behaviors. It includes the services to be provided and the duration and frequency of such
services, describes the learner's present level of performance, how the learner's disabilities affect
academic performance, and specific accommodations and modifications. An IEP shall be
designed to meet the unique educational needs of a learner with disability who shall receive
appropriate services, have real opportunities for equality, and fully participate in the general
education system and the community. It shall likewise aim at developing the learner's strengths
and talents to achieve the greatest possible self-sufficiency and independent living;

(v) Universal Design for Learning (UDL) refers to a scientifically valid framework for guiding
educational practice that:

(1) Provides flexibility in the way information is presented, students respond or demonstrate
knowledge and skills, and their engagement; and

(2) Reduces barriers in instruction, provides appropriate accommodations, support mental and
physical challenges, and maintain high achievement expectations for all students, including
learners with disabilities.

Inclusion Policy for Learners with Disabilities in Public and Private Schools. (Sec. 5)

The policy of inclusion is hereby instituted in all early and basic education schools, both public
and private.
All schools, whether public or private, shall ensure equitable access to quality education to every
learner with disability, such that no learner shall be denied admission on the basis of disability.

For this purpose, the implementing rules and regulations shall provide the minimum services and
conditions that must be included in the admissions systems and policies of all school, including,
but not limited to, the provision of assistive devices, facilities and infrastructure in the admission
process, and other forms of reasonable accommodation.
All learners with disabilities, whether enrolled in public or private schools, shall be accorded
services and reasonable accommodation based on the IEP and shall have the right to avail of the
appropriate support and related services under Section 7 of this Act.
Establishment of ILRCs (Sec. 6)

• The DepEd, in collaboration with local government units (LGUs), shall initially establish and
maintain at least one (1) ILRC in all cities and municipalities:
in cities and municipalities requiring the establishment of such ILRCs shall be established based
on the multi-year roadmap, or as resources may allow.

All existing SPED Centers shall be converted to and renamed as "Inclusive Learning Resource
Center".
The LGUs may establish satellite ILRCs in schools, the operations and maintenance of which
shall be included in the School Improvement Plan (SIP).

• The SIP refers to a roadmap that lay down the school's specific interventions and solutions to
corresponding identified priority improvement areas and aims to improve the three (3) key result
areas in basic education: access, quality, and governance.

Private early or basic education schools may likewise establish additional facilities needed for
the education of learners with disabilities in coordination with ILRCs within their cities or
municipalities:
DepEd shall provide the minimum standards for compliance to be considered an ILRC
DepEd shall provide non-monetary incentives, such as seat of excellence awards scheme to
LGUs and schools to encourage the establishment and maintenance of better ILRC services and
facilities,

Functions of the ILRC (Sec. 7)

• The ILRC shall deliver free support and related services towards the fulfillment of the goals of
inclusive education.

(a) implement the CFS to ensure that all learners with disabilities who are not receiving early and
basic education services are identified, located, and evaluated, and facilitate their inclusion into
the general education system;

Child Find System (Sec. 3c)

Child Find System (CFS) refers to the system of identification, location, and evaluation of all
learners with disabilities not more than twenty-four (24) years of age who are not receiving basic
education services for purposes of facilitating their inclusion into the general basic education
system.
It likewise covers learners with disabilities below five (5) years old who are not receiving early
education services and program under Republic Act No. 10410.

(b) utilize the expertise of a multi-disciplinary team to conduct educational assessments and
diagnoses of learners with disabilities, to identify specific developmental areas of concern and
determine appropriate services and placement options for the preparation of their IEPs;

(d) provide appropriate support and related services, including school- based trainings to learners
with disabilities and their diverse needs for their inclusion in the general education system;
(e) produce and ensure the availability of appropriate teaching and instructional materials for
learners with disabilities;
(f) provide and facilitate 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 on
the the education of learners with disabilities:

(g) establish a referral system that shall provide and organize multidisciplinary services needed
by learners with disabilities and their families to mobilize community resources;

(i) deliver such services under the ILRC's alternative educational programs, early intervention
program, and transition program among others;

Alternative Educational Programs (Sec. 7)

Alternative Educational Programs refer to the programs provided to learners with disabilities
who are not able to attend school due to the severity of their disabilities or other circumstances,
or both.
The range of alternative educational programs or placements may include, but not limited to,
home-based, hospital- based or community-based instruction.

Early Intervention Program (Sec. 7)

Early Intervention Program refers to any form of educational program, therapy, treatment,
nutritional intervention or family support designed to reduce the effects of disabilities or prevent
the occurrence of learning and development problems, or both, later in the life of the children
from birth to five (5) years presumed to be at risk for such problems.

Functions of the ILRC (Sec. 7)

The ILRC may also provide the same services to all other learners, including learners with
disabilities under the ALS Program, as identified by school officials and teachers, parents,
guardians, or the learners themselves.
Hiring of ILRC Personnel (Sec. 8 )

In addition to teachers with special training, special needs education teachers, para-teachers,
learning support aides, licensed social worker, and other allied professionals with the knowledge,
skills, and special training in interacting and dealing with learners with disabilities, the DepEd
shall hire the necessary personnel and support staff, including qualified persons with disabilities,
to operate. administer, and oversee the ILRC.

Scholarship Program (Sec. 10)

The DepEd in collaboration with the Commission on Higher Education (CHED), shall develop a
scholarship program for in- service teachers who shall take courses or the required master's
degree units on special needs education, inclusive education, or other related courses to equip
them with knowledge on policies, principles, and pedagogies on inclusive education.
• The grantees shall be required to fulfill an obligation to return service in the DepEd
The DepEd shall take into consideration the personnel requirement for the incentive education of
learners with disabilities at the regional level as indicated in the multi-year
roadmap

Pre-Service Educ. and In-Service Training (Sec. 11)

DepEd shall collaborate with the CHED to ensure that teacher educations institutions offering
bachelor of elementary or secondary education degrees include in the curriculum courses on
inclusive education which are updated and responsive to the diverse needs of leamers with
disabilities.
In order to adequately provide the needed personnel for the implementation of this Act, the
CHED, TESDA, and DepEd shall closely coordinate and effectively implement programs
necessary to support the continuing education of DepEd personnel including a unified system for
ladderized education, which shall have a mechanism for conversion of career experience into
education degree credits.
The DepEd shall also collaborate with relevant partners in the government, the academe, and the
private sector to develop and conduct appropriate training programs, advanced seminars, and
workshops on disability for all in-service teachers, which may include those in private schools, to
upgrade their skills and develop new professional competencies and enhance the services for
learners with disabilities.
The Professional Regulation Commission shall ensure that a separate field of specialization on
special needs education and inclusive education shall be incorporated in the licensure
examination for teachers.
At least one (1) teacher education institution from Luzon, Visayas, and Mindanao, and in Metro
Manila, Metro Cebu and Metro Davao shall be established as a Center of Excellence in special
needs education.

Advisory Committee for Education of Learners with Disabilities (Sec. 16)

• An Advisory Committee for Education of Learners with Disabilities (Committee), which shall
be composed of representatives from various disability sectors and a representative from the
academe, is hereby created.)

Subject to prior consultation with organizations of persons with disabilities, other NGOs and
relevant stakeholders regarding the composition of the Committee and the qualification and
terms of office of the members, the DepEd, within sixty (60) days from the effectivity of this
Act, shall issue the necessary orders on the creation and composition of the Committee, and
direct the Department, bureaus, and its attached agencies to extend the necessary assistance and
cooperation to the Committee in the performance of its functions.
The composition of the Committee and the qualifications and terms of office of its members shall
be stated in the IRR of this Act.
The Committee is independent from the DepEd and Its members shall not be entitled to any
compensation in the performance of their functions.

Continuing Research to Identify the Needs of Learners with Disabilities (Sec. 18)
• The DepEd, through the Advisory Committee, by itself or in collaboration with relevant
national government agencies and the private sector, shall undertake continuing research to
identify and design strategies and programs that shall meet the diverse needs of learners with
disabilities.
Such continuing research shall also be used to develop instructional techniques and materials for
use by the ILRCs towards improving the acquisition of skills by learners with disabilities for
their transition to independent living, technical vocational training or competitive skills
development, and to design holistic programs for all schools and ILRCs to enhance the potential
of the learners with disabilities to participate and be integrated into community life.

Instructional Materials for Learners with Disabilities (Sec. 21)

Publishers shall grant the DepEd the authority to transcribe adopted instructional materials into
accessible format which include, but not limited to, Braille, large-print format, electronic, non-
print, or multimedia format for learners who are blind, visually impaired or otherwise print
disabled, without penalty or payment of royalty as provided in Republic Act No. 8293, otherwise
known as the "Intellectual Property Code of the Philippines", as amended.
The publishers of a newly adopted instructional material shall provide, not later than the second
working day after the adoption of a textbook title by the DepEd, the digital copy in accessible
format of such materials for the purpose of producing their accessible versions. for learners with
disabilities

Family Members, Guardians, and Care Providers' Education and Roles (Sec. 22)

Formal trainings, orientations, and counseling programs for parents, other family members,
guardians, and care providers of leamers with disabilities shall be developed and initiated by the
DepEd, and implemented in coordinated with the LGUs, DSWD, ECCD Council, and the private
sector.
These programs shall equip and provide them with awareness and understanding of inclusive
education such as the rights, privileges, benefits, and diverse needs of learners with disabilities.
These shall likewise set their essential roles as partners in educating leamers with disabilities, so
as to maximize their knowledge and skills to fully participate in developing the potentials of
learners with disabilites.

Incentives for Private Sector Participation (Sec. 23)

Partnership between government and the private sector catering to the diverse needs of learners
with disabilities shall be encouraged.
Any donation from the private sector in favor of the DepEd for the provision of the necessary
educational assistance, facilities, materials, and other appropriate support and related services for
learners with disabilities shall be entitled to the benefits and incentives provided under Section 5
of Republic Act No. 8525, otherwise known as the "Adopt-A- School Act of 1998", allowing for
additional deduction from the gross income equivalent to fifty percent (50%) of such expenses
notwithstanding the provisions of existing laws to the contrary.

Valuation of assistance other than money shall be based on the acquisition cost of the property
taking into consideration the depreciated value of the property in case said property has already
been used.
They may also be entitled to the benefits of the first paragraph of Section 6 of the said law.
The entitlement to such incentives shall be subject to the guidelines and minimum standards to
be formulated by the DepEd.

Inter-Agency Coordinating Council for Learners with Disabilities (Sec. 13)

(a) DepEd Secretary, as Chairperson;

(b) DOH Secretary, as Co- Chairperson;
(c) DSWD Secretary, as Co- Chairperson;
(d) Department of Public Works and Highways (DPWH) Secretary;
(e) Department of the Interior and Local Government (DILG) Secretary;
(f) Department of Finance (DOF) Secretary; and
(g) National Council on Disability Affairs (NCDA) Executive Director.
Responsibility of Government Agencies (Sec. 24)

(a) DepEd - The DepEd shall be the lead agency in the implementation of this Act and shall
ensure that learners with disabilities are guaranteed their right of access to free public early and
basic education services.

(b) DOH-The DOH shall provide learners with disabilities with healthcare needs services such as
child mental health service, health plans, oral health care, and family-to- family health
information and education, advocacy organizations and other community organizations serving
learners with disabilities and their families.
It shall likewise coordinate with the ILRC for the services of Barangay Health Workers.
Due to the importance of integrating primacy care with mental health services, the DOH shall
collaborate with the National Nutrition Council and the ECCD in the provision of inclusive
health and nutrition services for the implementation of this Act.

(c) DSWD - The DSWD shall be responsible for the effective management and provision of
social and welfare services, including auxiliary social services, for learners with disabilities
based on their assessed needs, subject to its prescribed guidelines.
It shall likewise coordinate with the DepEd and the DOH for the detail of necessary DSWD
personnel to the ILRC.

(d) DPWH - The DPWH shall prescribe the proper physical indoor and outdoor set-up of the
ILRC and ensure that the ILRC, roads, sidewalks, ramps, railings, and the like shall be
constructed, built, and maintained in accordance with Batas Pambansa Blg. 344, otherwise
known as the "Accessibility Law", and universal design concepts to ensure their accessibility and
the mobility of learners with disabilities.

(e) DOLE, TESDA, and Public Employment Service Office (PESO) - The DOLE shall
coordinate with the DepEd in developing a training program for the leamers with disabilities'
transition from school to work and provide to the ILRC current market analysis and job coaching
sessions before and during their employment.
The DOLE, TESDA and PESO shall facilitate job placements. The TESDA shall provide
technical and vocational training when necessary.
The PESO, on the other hand, shall conduct employability enhancement seminars, provide pre-
employment counseling and orientation, and offer programs and activities on employment
assistance pursuant to Republic Act No. 8759, otherwise known as the "Public Employment
Service Office Act of 1999", as amended.

The DOLE, TESDA, and PESO shall lead the promotion of inclusion of learners with disabilities
among public and private institutions and comply with the requirements set forth under Republic
Act No. 7277, otherwise known as the "Magna Carta for Disabled Persons", as amended by
Republic Act No. 10754.
They shall likewise disseminate materials and conduct orientation and information campaign
concerning effective practices in working with and training learners with disabilities.

(f) DILG-The DILG, in consultation with the DepEd, LGUs and other relevant agencies and
stakeholders, shall promulgate the policies and guidelines relevant to the implementation of this
Act by the LGUs.

(g) LGUs-The LGUs shall also perform the following functions and responsibilities:
(1) Partner with public or private volunteers and local or international private organizations, duly
recognized and accredited by appropriate government office, for technical guidance and
information dissemination campaigns and funding support to augment the funding for the
services pertaining to this Act;

(2) Participate in all efforts concerning inclusion of learners with disabilities in the general
education system, health services, transport services, and other social and welfare services;
(3) Adopt measures to raise awareness in the community to respond to the needs of learners with
disabilities;

(h) Barangays - The barangays shall coordinate with the Persons with Disability Affairs Office
(PDAO) established under Republic Act No. 7277, as amended by Republic Act No. 10070, in
their respective cities and municipalities for the assistance that they may provide for learners
with disabilities, their parents or guardians, care providers, and other family members on matters
affecting the education and provision of services to learners with disabilities as provided in this
Act.

A barangay may seek assistance from the ILRC in its area to facilitate the proper training of
barangay help desk personnel to perform their functions under this section.
The ILRC shall likewise ensure that necessary information and materials on the rights of learners
with disabilities under this Act and other existing laws are provided to the barangays.

Protection of Learners with Disabilities (Sec. 25)

The Secretary shall issue policies and guidelines for implementation at all governance levels of
DepEd to protect the learners with disabilities within the ILRC and school premises against
neglect, abuse, cruelty or exploitation, bullying, discrimination, and other acts or conditions
prejudicial to their physical and psychosocial well-being and development as provided in this
Act, Republic Act No. 7277, as amended, Republic Act No. 10627 or the "Anti-Bullying Act of
2013", Republic Act No. 7610 or the "Special Protection of Children Against Abuse,
Exploitation and Discrimination Act", and other existing laws.

Procedural Safeguards (Sec. 26)

The DepEd shall establish and maintain procedures to ensure that learners with disabilities and
their parents or guardians are guaranteed procedural safeguards for the enforcement and
protection of their rights under this Act, including the provision of free and appropriate public
education.
Procedural safeguards shall include the creation of policies, procedures, and other administrative
approaches which include, but not limited to, the rights of the learners with disabilities or their
parents or guardians to be informed in their mother tongue, and be served written notice on
matters affecting the education of the learners with disabilities; the right to confidentiality of
personal identifiable information including the right of parents to written notice and written
consent to the exchange of such information among agencies.
Procedural Safeguards (Sec. 26)

The DepEd shall likewise ensure the speedy and timely administrative resolution of complaints
filed by learners with disabilities, their parents, guardians, care providers, or other immediate
family members, which shall be promptly acted upon and resolved not later than thirty (30)
calendar days from receipt of the complaint.
Any private school, government official, and employee, and CDC or ILRC personnel who shall
cause any undue delay and fail to comply with the said prescribed period shall be held
administratively liable.

Public Information, Education and Communication (Sec. 27)

A nationwide information dissemination campaign on the rights of learners with disabilities

under this Act and other existing laws, prevention, early identification, assessment of a disabling
condition and strategy intervention programs for learners with disabilities shall be intensified and
jointly conducted by the DepEd and the Philippine Information Agency.
All information dissemination campaign materials shall be in accessible formats which include,
but not limited to, Braille, large-print format, electronic, non-print, or multimedia format.

Administrative Sanctions (Sec. 28)

The DepEd and other implementing agencies shall ensure compliance with the provisions of this
Act.
Any private school, government official, and employee, and CDC or ILRC personnel who shall
violate or fail to comply with any provision of this Act shall be dealt with administratively.

III. Summary
 The Instituting a Policy of Inclusion and Services for Learners with Disabilities in
Support of Inclusive Education Act (R.A. No. 11650) is a legislation in the
Philippines that aims to promote inclusive education and provide support for learners
with disabilities. The key points of this act include:

1. Inclusion and Services: The act establishes a policy of inclusion and services
for learners with disabilities, ensuring that they have equal access to quality
education.
2. Inclusive Learning Resource Centers: The act mandates the creation of
inclusive learning resource centers in all school districts, municipalities, and cities.
These centers will cater to the specific needs of learners with disabilities.
3. Reasonable Accommodations and Support: The act emphasizes the provision of
reasonable accommodations, specialized support services, and assistive technologies
to facilitate the participation and learning of learners with disabilities.
4. Teacher Training and Capacity-Building: The act highlights the importance of
training and capacity-building for teachers and educational personnel to effectively
support inclusive education practices.
5. Mainstream Education: The act recognizes the rights of learners with
disabilities to receive education in mainstream settings alongside their peers without
disabilities.

The Inclusive Education Act (R.A. No. 11650) aims to create an inclusive
educational environment that fosters the holistic development of all learners,
regardless of their abilities. It promotes equitable access to education and supports the
inclusion of learners with disabilities in the mainstream education system.