(Enclosure to DepEd Order No. , s.

2022)

Title: CHILD FIITID PTOLICY FOR LEARNERS WITH DISABILITIES (LWDsf

TOWARDS IilCLUSIVE EDUCATION

I. Rationale
In line with the mandate of the Philippine Constitution, the state shall protect
and promote the right of all citiz,ens to quality education at all levels and shall
take appropriate steps to make education accessible to all. Republic Ac17277,
the Magna Carta for Persons with Disability and Presidential Decree No. 603,
the Child and Youth Welfare Code uphold and support this provision of the
Constitution.

In relation to this, the Department of Education (DepEd) has issued and

implemented several policies such as the DepEd Order No. 03, s. 2018 Basic
Education Enrollment Policy to ensure equitable access to education and
DepEd Order No. 72, s.2OO9 Inclusive Education as a Stratery to Increase
Participation Rate of Children to reach out and serve all learners assessed
and observed with disabilities including those at risk requiring special
education services. DepEd order No. 44 s.2O2l outlines the overall direction
for Special Education Program to ensure educational services to learners with
disabilities in both public and private basic educational institutions.
while the policy on Special Education Program outlines referral and
placement options for learners with disabilities, challenges in screening and
identifying children at risk and those with disabilities had to be addressed as
well. Barriers preventing children and youth from attending school include
prejudices and negative social attitudes, stigmatization resulting to parent's
refusal to send their children to school, and some disabilities, hidden nature,
or lack of diagnosis for proper classifrcation (UNESCO, 20O 1). The low number
of children at risk and those with disabilities enrolled in schools may further
be attributed to the lack of available medical diagnostic documentation or
referral from medical or allied health specialist.

To strictly adhere with the provision cited in DepEd Order Ilo. 6, s' 2(X)6,
policles and Guidellnes for Special Education at the secondary Level,
(Handbook, p. a, 2006l, that learners with special needs may be admitted
any'time during the year, if circumstances warrant such admission'
As stated in the uN convention on the Rights of Persons with Disabilities
(UNCRPD), the Department of Education recognizes that "disability is an
evolving concept". Following the UNCRPD to which the Philippines is a
signatory, DepEd recognizes that "persons with disabilities include those who
have long term physical, mental, intellectual or sensory impairments which
in interaction with various barriers hinder their full and effective participation
in society on an equal basis with others" (UNCRPD, 2006, p' 6)'

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The National Disability Prevalence Survey estimated those with severe
disability to be around l2o/o of the general population (Philippine Statistics
Authority, 2O 19). In the study entitled "Situation of Children in the
Philippines," the Department of Social Welfare and Development (DSWD)
stated that around 53% of children with disabilities are from poor households
and are not attending school. The study underlined that child with disabilities
continue to experience barriers to access social and educational services
(Development Academy of the Philippines, 2019).

In view ofthe above statements, there is a need to put into policy the processes
of developing partnerships, raising awaretress, locating, and screening
children with disabilities to increase their participation and ensure access to
quality and equitable education. DepEd recognizes the need for family
support, access to health care, targeted allied health / rehabilitative services,
and social care for Children and Youth with Disabilities (CYWDs) and with
developmental delays. To opLimize participation in education of CYWDs and
with developmental delays, commitment and active participation of a wide
range of sectors shall be engaged. For Child Find, interagency coordination
with national, local government units, communities, and other stakeholders
who shared responsibility for the care and support of children and youth with
disabilities are integral.

II. Scope ofthe Policy

This policy provides guidance to each governance level to public schoole in
implementing Child Find to ensure children aged 5 to 2a @. 18, DepEd Order
No. 044 s. 2021), are diagnosed with disabilities or observed to have
developmental delays requiring special education and related services are
enrolled for educational programs and services under the K to 12 Basic
Education Program.

This policy covers raising awareness, locating, screening, and subsequent

endorsement of learners diagnosed with disabilities or those with
developmental delays for enrollment in public schools.

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UI. Definition of Terms

For purposes of this policy, the following terms are defined and understood as
follows:

Assessment refers to the process of observing, gathering, recording, interpreting

information to understand the learners, making instructional decisions and
determining the extent and nature of support they need to participate in basic
education.

Children at risk refer to learners experiencing difficulties in learning, having

disability or illness due to biological, psychological or environmental risk factors.

Child Find shall refer to the identification, location, and evaluation of children
above the age of 5, with disabilities or at risk for developing disabilities who need
special education and related health services to facilitate their inclusion into the
general basic education system (United Nations, n.d.)

Children wtth disabiltties include those who have long term physical, mental,
intellectual, or sensory impairments which in interaction with various barriers
may hinder full and effective participation in societ5r on an equal basis with
others." (World Health Organization, 2Ol2l

child Mapping refers to the process of locating and gathering basic information
on the status of learners with disabilities in the communit5r for screening,
referral and registration.

Developmental delay refers to the condition of a child who experiences

significant variation in the achievement of expected milestones for actual age.

Equitable Education ensures that learners with disabilities receive equal

opportunitlr in accessing quality education.

Interagency Coordination refers to the collaboration and partnership with

government agencies such as Department of Social Welfare and Development
(DSWD), Council for the Welfare of Children (CWC), Early Child Care and
Development (ECCD), Local Govemment Units (LGU) , philHealth and others

Learners with Disabilities (LwDf refer to learners in the general early and basic
education system, who require additional support and adaptive pedagogic
methods due to their long-term physical, intellectual, or sensory impairments,
which, in interaction with various barriers, may hinder their full and effective
participation in societ5z on an equal basis with others. They are placed in the age-
appropriate grade levels by the multidisciplinary team based on the latter,s
assessments and diagnoses of the learners.

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Multidieciplinary Team refers to a group of professionals who has a specihc
role in the provision of educational assessment, medical diagnosis, and other
needs of learners with disabilities.

Out of School Children (OSCI/ Out of School Youth (OSYI - refers to school-
age children/youth with special cases who are not enrolled in schools.

Referral refers to a written or oral request, which can be provided by the child's
parent, guardian, school screening team (SPED teachers, teacher, Guidance
counselor/ advocate, conducting the initial screening. The document shall be
submitted to the multidisciplinary team for further assessment and evaluation.

Related Setwices refer to support services which include, but not limited to,
linguistic solutions for deaf learners' concerns, speech-language pathologr and
audiolog, services, interpreting services, intervenor services, psychological
services, physical and occupational therapy, recreation, social services, school
health services, counseling and rehabilitation services, orientation and mobility
services, medical services, and transportation services, as may be required to
assist a learner with disability to fully enjoy the rights and benefits from
education services.

Screening refers to the preliminary process of identifying the learners with

disabilities through interview, observation for possible intervention and referral
to the multidisciplinary team based on the results.

IV. Policy Statement

Parallel with DepEd Order No. 03, s. 2018, the Department of Education
reiterates the importance of enrolling Out of School Children (OSC) and Out of
School Youth (OSY) especially those who are bounded by disability or have
developmental delays. As these children require diagnostic assessment which
may not be readily available as basis for enrollment and educational placement
for special education program, DepEd shall provide accommodations in the early
registration process of children above the age of5 who are either diagnosed with
disability or have developmental delays to ensure that "no child is left behind".

This policy articulates the processes in ensuring that learners with disabilities
are identified, located, ald screened to facilitate provision of educational
prograrns and services for learners with disabilities in the K to 12 Basic
Education Program. Furthermore, this policy ensures that learners with
disabilities will have access and full participation in the basic education
program.

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V. Procedures

A. Child Find Program

Referred to as the process of locating and gathering basic information
on children at risk or those with disabilities to facilitate registration
and attendance to school, Child Find Program shall be done prior to
the early enrolment registration. In accordance with the Early
Enrollment Policy of the Department of Education, schools must
endeavor to register and actively invoive Out of School Children and
Youth (OSCY) in the community who may be characterized as
disadvantaged and marginalized learners. These are the learners who
are living with disability/ies, difficulty/ies, living in off-grid/far-flung
community; a barangag without a school, or a geographically isolated
area; displaced due to natural disaster; living in an armed conflict
area or area with high level of criminality/ drug abuse; having chronic
illness or nutritional problem/s; victim of child abuse or economic
exploitation; stateless/undocumented; in conflict with the law; living
on the streets; and no longer in school but interested in going back to
school and for learners in school but not receiving appropriate
educational and social services.

Information about children obtained during Child Find activities

should be logged following procedures for completing Annex 1 of
DepEd Order No.03 s.2018. This shal1 be used for planning SPED
Programs for children at risk or those with disabilities.

B- Child Find Activities

To facilitate provision of educational programs and services for

learners with disabilities (DepEd Order No. O44 s. 2O2l\, the following
Child Find activities shall be organized by public schools'
administrators and teachers. These activities commence with disabiliry
advocacy campaign followed by locating, and screening as detailed
below:

1. Disability AdvocacY CanPaign

a. Irter-agencY Coordination
The DepEd recognizes the need for family support, access to health
care, targeted allied health / rehabititative services, and social care for
Children and Youth with Disabilities (CYWDs) and developmental
delays. To optimize participation in education of CYWDs and

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developmental delays, commitment, and active participation of a wide
range of sectors shall be engaged. For Child Find, interagency
coordination with both national and local counterparts of the following
agencies who shared responsibility for the care and support of children
and youth with disabilities shall be engaged:
- Health: Early identification, assessment, early
intervention, and comprehensive rehabilitation allow
children with disability to transition better from birth
through school age. At the forefront of quality health and
rehabilitative service provision, partnerships with
national (Regional Hospitals / Medical Centers, and local
health units (Provincial, City / Municipal Health Offices)
are solicited to facilitate information dissemination on
educational services and mapping of children identified
as having developmental delays or those diagnosed with
disabilities.
- Social Welfare and Development: Mainly responsible for
providing social services, social workers empower
children and families by organizing communities and
ECD. Partnerships with social welfare and development
units (Provincial, City / Municipal Social Welfare
Development Office) are important to ensure the
educational advancement of children with disabilities.
- Other service providers and non-government
organizations: Aimed at supporting government programs
by enhancing access to both health and social services,
non-government organizaLions (professionals, charitable,
private, and other stakeholders for children and youth
with disabilities) form part of the comprehensive and
integrated network to support and sustain the education
of children and youth with disability. Partnership is
engaged to seek support in identiffing children requiring
special educational and programs and services
i. Local Government Units holding jurisdiction and Organizations
covering public schools concerned shall be identified and engaged
by the Schools District Supervisor through a MOU / MOA about
how all parties can work together in disseminating information
about educational programs & services and mapping of children
with disabilities or those with developmental delays.

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 b. Raising Awareness
In the Executive Summary of the State of World's Children published
in 2O13, attitudinal change was highlighted as an important factor
in changing the lives of children with disabilities. Ignorance about
the nature and causes of impairments, invisibility of the children
themselves, serious underestimation of their potential and
capacities, and other impediments to equal opportunities and
treatment all conspire to keep children with disabilities silenced and
marginalized (UNICEF, 2013). For Child Find, the DepEd shall
continue activities that help promote a positive view of disability.

Schools shall implement activities on disability awareness (ie.

symposium, distribution of IEC materials, etc,) and encourage
partner LGUs and organizations to implement their own activities
about the importance of referring children with disabilities for
provision of educational program and services
Partner LGUs and organizations shall be encouraged to include
disability and developmental delay information in registries or
database of children under their jurisdiction
111. With reference to the Basic Education Enrollment Policy, partner
LGUs and organizations shall be engaged to complete and submit
a Child Mapping Tool (see Annex 1 of DepEd Order No. 003
s.2018). This shall be submitted to the Teacher concerned via the
Schools District Supervisor for use in locating children.
lv. Schools shall ensure adherence to Data Privacy Act of 2012 (RA
No. 1O173) in handling all information submitted by partners

2. L,ocating
To increase the full participation and inclusion of all learners
including the learners with disabilities in public schools, Teachers
shall lind children who have never been in school and those who are
already in school and are struggling in learning regardless of their
ethnicity, cultural diversity, academic strengths and weaknesses,
physical, mental, social and emotional capabilities.

I To locate children who have never been enrolled in school,

Schools shall engage the help of the Barangay in doing home
visits or facilitating school visit ofthe parent / guardian and child
for enrollment
ll. For children already in school and are struggling, endorsement
and a short report on the concem prepared by the previous
Teacher should be submitted

Teacher shall list the located children using Annex 1 -School: List of Learners
with Disabilities That Underwent Child Find Activlties

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 lll. Teacher shall ensure adherence to Data Privacy Act of 2O12 (RA
No. 10173) in handling all data related to the enrollment and
subsequent screening of learners

3. Screening
Due to challenges in obtaining diagnostic evaluation by a medical
professional, many children with disabilities and developmental delays
remain undiagnosed with no formal medical assessment and
intervention provided prior to school age. In case a child is observed to
have disabilities or developmental delays, screening is recommended.

While formal medical evaluation and diagnosis is in process,

screening with the use of MFAT based on DO 29, s. 2018, Policy
on the Implementation of the Multi-Factored Assessment Tool is
recommended to identify developmental delays, strength, and
weaknesses which shall serve as interim basis for provision of
educational programs and services.
11 Screening through MFAT shall be in compliance with relevant
policies on the use and interpretation of MFAT.

4. Referral
In case a learner is found to be at risk for disability or developmental
delays based on screening, the following are recommended.

The teachers shall orient the parents or person responsible for

the child about observations during preliminary screening and
inform them ofthe need for further evaluation
l1 Teacher shall provide assistance for referral of the learner to
appropriate specialists. In case health or social services are
deemed lacking, schools shall provide the child's parent with a
written request to facilitate support from partners and
stakeholders in the communities. The referral shall clearly state
the reasons why the child needs health, social or other services.

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 Below is the matrix of responsibilities of each level of governance in
the implementation of child find

Level of Governance Responsibilities

Public Awareness
o Facilitate circulation of information through official
Central OIIice government media channels including the
Department's website and social media pages.
Reporting
r The Bureau of Learning Delivery-Student
Inclusion Division checks and ensures that all
the data on learners with disabilities under the
child find activities are all captured and included in
the report from schools, divisions, and regions.
Regioaal OIIice The Curriculum and Learning Management
Divisioa shall organize a Regional Team of
Experts that includes those Supervisors
who are in-charge of Special Education,
Division Supervisors in-Charge of SPED and
selected trained SPED teachers. They shall
supervise and monitor division activities to
ensure proper implementation of the
pfogram.
Issues an implementation plan for child frnd
activities consistent with the national
issuances

Public Awareness
r Execute Child Find Program for the division
and coordinate with Regional Office about
facilitators and challenges to the conduct of
activities.
Inter-agency Coordination
o SDOs collaborate with other GOs and NGOs in
planning and implementing mechanisms for
early registration of LWDs/ with difficulties
o Identify partners at the LGU and other
Schools Division community organizations working for and with
Office children with disabilities The Public School
District Supervisor shall designate a focal
person to work and communicate with the
concerned Barangay Chairperson for early
registration to be done in the barangay.
Reporting
o Prepare summary reports on the
implementation/ conduct of Child Find
Program for submission to RO.

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 Public Awareness
a Implement Child Find Programs in public
Schools schools with reference to established
guidelines as stated in the CO Memo.
a Designate a Teacher in Charge to
accommodate the needs of children with
disabilities or developmental delays.
a The school head or the SPED Coordinator shall
orient all school personnel updates on proper
data reporting of enrolled learners with
disabilities.

Inter-agency Coordination
Collaborate with LGU and community
organizations as partners in the conduct of
Child Find activities

Reporting
o Prepare summary reports on the
implementation/ conduct of Child Find
Program for submission to DO

VI. Enrolment Data Management

The Learners Information System (LIS) and Basic Information Education
System (BEIS) serve as the primary information systems of the
Department of Education. The LIS is designed to give information on
enrollment of all learners including the l,earners with Disabilities (LWDs)
and lrarners with Difficulties. The information includes age, sex, the type
of learners as graded and non-graded, types of disability for those with
cognitive, educational, and medical diagrrosis, types of difficulty for those
without diagnosis, and the referral source.

The school head or the SPED Coordinator shall be responsible for

conducting orientation to all school personnel on systems updates based
on the current guidelines including the proper reporting ofdata.

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 The classihcation of learners in the kamers Information System (LIS)
are the following:

A. For learners with diagnosis from licensed medical specialists

A. Visual Impairment
B. Hearing Impairment
C. l,earning Disability
D. Intellectual Disability
E. Autism Spectrum Disorder
F. Emotional-Behavioral Disorder
G. Orthopedic/Physical Handicap
H. Speech/ Language Disorder
I. Cerebral Palsy
J. Special Health Problem/Chronic Disease
K. Multiple Disabilities

B. Learners without Medical Diagnosis but with manifestations

of disabilities based on International Classification of
Functioning (lCF)
1 . Difliculty in Seeing

2. Difficulty in Hearing
3. Difficulty in Basic Learning and Applying Knowledge
4. Difliculty in Remembering, Concentrating, Paying
Attention and Understanding
5. Difficulty in Applying Adaptive Skills
6. Difliculty in Displaying Interpersonal Behavior
7. Difficulty in Mobility (Walking, Climbing and Grasping)
8. Diffrculty in Communicating
Every LWDs in the basic education system shall be issued with only one
unique and permanent Learner's Reference Number (LRN) that he/she shall
use throughout the entire basic education program.

The search learner facility of the LIS shall aid in determining whether the
LWDs already has an LRN or not. Learner's disability and difficulty prohle
must always be established before creating the LRN.

Pre-registration of incoming non-graded enrollees shall be included in the

early registration and shall be encoded by the LIS/lCT Coordinator in the
LIS under the Early Registration Module and monitored by the School Head.
However, there are no late enrollees for LWDs since they shall be accepted
and encoded by the LIS/ICT Coordinator in the LIS anytime ofthe school
year. Private schools and SUCs/LUCs offering basic education with different

11
 school calendars are also required to encode the date of attendance of LWDs
at any time of the school year.

The tagging of LWDs and learners with difficulty and capturing of other
related information can be done provided that the learners are already
enrolled on the LIS or the system.

LWDs can and do participate in open enrollment, which allows families to

enroll in any public, private schools and SUCs/LUCs offering basic
education. They shall not be denied for enrollment for the reason of having a
disability or difficulty.

All educational institutions, whether public or private, offering basic

education for LWDs shall ensure that they have updated school profiles and
other data elements in the BEIS, and that all LWDs enrolled in the school
are registered and have updated profiles in the LIS.

Enrollment data and other information shall be managed, safeguarded and

secured by the school head to ensure privacy and confidentiality.

VII. MONITORING AND EVALUATION

The Bureau of Learning Delivery-Student Inclusion Division (BLD-SID) of the

Central Office, Curriculum and Learning Management Division (CLMD) of the
Regional Oflice, and Curriculum Implementation Division of the Schools
Division Office (SDO) shall conduct monitoring of the conduct of Child Find
activities in the schools; gather concerns, issues, and feedback; and provide
technical assistance if needed.
The ROs shall ensure that all SDOs implement the policy. The CLMD in
coordination with RO QAD and PPRD shall submit to the BLD-SID a report
on the number of learners with disabilities that divisions and schools are able
to locate, screen, and refer for the school year.
The SDOS shall ensure that all public school shall comply with the provisions
stipulated in the policy. The SDO CID in coordination with SGOD shall
submit to CLMD a report on the number of learners with disabilities that
divisions and schools are able to locate, screen, and refer for the school year.

1-2
 VIII. Effectivity
This new DepEd Order modifies DO 3, s. 20?18, DO 72, s. 2009,
DO 27,2019 and other issuances accordingly and shall take effect
for immediately upon its publication in the DepEd official website,
Official Gazette, and upon filing with the University of the
Philippines-Office of the National Administrative Register (UP-
oNAR).

IX. References

Governmeat Issuances
DepEd Order No. 44, s. 2O2l (Policy Guidelines on the Provision of
Educational Programs and Services for Learners with Disabilities in
the K to 12 Basic Education Program)
DepEd Order No. 72, s.2OO9 (Inclusive Education as a Stratery to
Increase Participation Rate of Children)
1987 Philippine Constitution
DepEd Order No. 6, s. 2006 (Policies and Guidelines for Special
Education at the Secondary Level)
Presidential Decree No. 603 s. 1974 (Child and Youth Welfare
Code)
Republic Act 7277 (Magna Carta for Persons with Disabilities)

Manuals
Organization, World Health . International Classification of
htnctioning,
Disabilitg, and Health- World Health Organization,2OOT.

United Nations Convention on the Rights of Persons with

Disabilities (2006).

Policy Review Report

httos:/ /en.unesco.ors. (Sub-Education Policy Review Report on
Inclusive Education)

Press Releage
Philippine Statistics Authority (PSA), the National Disability
Prevalence Survey, 2019

Situational Analysis
Development Academy of the Philippines (DAP), Situation Analysis
of Children in the Philippines, 2O18

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Annex 1 to D.O. no. , s.2O22
School

LIST OF LEARNERS UIITH DISABILITIES

THAT I'NDERWENT CHILD FIND ACTWITIES

Direction: Kindly frll in the appropriate information for each column.

Name of the Child Gender Age Date Located Date Date

Screened Referred

Prepared by:

School SPED Coordinator

Noted by:

School Head

t4
Annex 1 to D.O. no. _, s.2O22
Dlvlsloa

LIST OF LEARNERS WITH DISABILITIES

THAT I'ilDERWENT CHILD FIND ACTTVITIES

Direction: Kindly frll in the appropriate information for each column.

Name of Summary of Number of Learners

School Located Screened Referred
Male FemaIe Male Female M ale Female

Prepared by:

Dvision SPED Focal Person

Noted by:

Schools Division Superintendent

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Annex 1 to D.O. no. , s.2O22
Region

LIST OF LIARNERS WITH DISABILITIES

THAT UNDERIIIET{T CHILD FIND ACTIVITIF^S

Dtection: Kindly frll in the appropriate information for each column.

Name of Name of Summary of Learners

Schools Municipality/
Division District
I,ocated Screened Referred
Male Female Male Female Male Female

Prepared by:

Reglonal SPED Focal Person

Noted by:

Regional Director

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