Inclusive Education for Learners with Disabilities Lags Years After Law

Four years after the passage of Republic Act No. 11650, a law mandating inclusive education for learners with disabilities (LWDs), lawmakers are questioning the slow pace of its implementation. During a Department of Education (DepEd) briefing before the House basic education committee on Monday, July 20, Pasig City Representative Roman Romulo flagged the lack of multidisciplinary teams (MDTs) in all three Inclusive Learning Resource Centers (ILRCs) in Metro Manila. The ILRCs are located at Batino Elementary School in Quezon City, Alabang Elementary School in Muntinlupa City, and P. Gomez Elementary School in the City of Manila. Romulo stressed that MDTs are crucial for assessing, monitoring, and integrating LWDs into the basic education system, as stipulated by the law. DepEd Assistant Secretary Jerome Buenviaje admitted that while the ILRCs are partially operational, their staff is incomplete, and MDTs are being sourced through partnerships with universities and other health agencies. Romulo emphasized that professionals like developmental pediatricians are essential for accurately assessing each learner's abilities and needs, without which true inclusivity cannot be achieved. A study released by the Second Congressional Commission on Education (EDCOM 2) in November 2025 revealed that a significant majority of children with disabilities remain out of school. In SY 2024-2025, only 391,089 learners with disabilities were enrolled in public schools, representing a mere 8% of the estimated 5.1 million children with disabilities nationwide, indicating substantial gaps in identification and enrollment. Financial challenges also persist. EDCOM 2 Executive Director Karol Mark Yee pointed out that while the Special Needs Education Program budget increased to P1.04 billion in 2026, the funds are "unevenly distributed," "insufficient," and "usually delayed." These funds are intended for learner assessments, teacher training, and inclusive learning materials. However, EDCOM 2 findings show that some schools received as little as P333 per learner. Furthermore, a shortage or lack of access to educational materials for LWDs is prevalent in most schools. Learning aids are supposed to be converted into various inclusive formats such as braille, large print, audio, digital copies, augmentative and alternative communication, and Filipino Sign Language, but this system is not yet fully in place. Romulo urged the education department to gain a clearer picture of the ground realities and to adopt a more proactive approach. Information Source: Rappler Philippines