THE SECOND Congressional Commission on Education (EDCOM 2) has urged the Department of Education (DepEd) to review its funding formula for Inclusive Education programs and clarify policies governing the procurement of accessible learning resources and assistive devices for learners with disabilities.

During a congressional oversight hearing, EDCOM 2 acknowledged that funding for the Special Needs Education (SNEd) Program has increased significantly, from P100 million in 2020 to P1.04 billion in 2026.

Despite the increase, the commission said consultations with schools revealed significant disparities in the Program Support Funds reaching learners with disabilities.

Citing an IDInsight study, EDCOM 2 said that while DepEd estimates an average allocation of P1,400 per learner, schools reported receiving only P488 or even P333 per student, raising concerns over how school-level allocations are computed and distributed across field offices.

EDCOM 2 Executive Director Karol Mark Yee said the current funding formula fails to adequately address the varying needs of learners with disabilities. He noted that assistive devices such as hearing aids can cost around P35,000, while wheelchairs may cost about P6,000. Based on consultations, he added, existing allocations are often consumed by learner assessment fees alone.

The commission urged DepEd to revisit its funding formula ahead of the 2027 national budget deliberations to ensure the full implementation of the Inclusive Education Act (Republic Act No. 11650), which guarantees learners with disabilities access to appropriate learning materials and assistive devices.

EDCOM 2 also pointed out that schools remain uncertain about which DepEd office is responsible for procuring assistive devices and producing accessible learning materials, including Braille books, large-print texts, audio materials, digital resources, Filipino Sign Language materials, and augmentative and alternative communication tools.

The commission noted that while Republic Act No. 11650 mandates the provision of learning materials in accessible formats and authorizes DepEd to produce adapted versions, its implementing rules and regulations do not clearly identify the offices responsible for funding, producing, procuring, and distributing these resources.

EDCOM 2 likewise raised concerns over the delayed release of SNEd Program Support Funds, saying schools typically receive the funds only in August or September, months after the school year has begun.

According to the commission, the delay hampers learner assessments and the preparation of Individualized Education Plans (IEPs), which are essential in determining the appropriate accommodations for students with disabilities.

During the hearing, DepEd officials confirmed that the 2026 SNEd Program Support Fund amounts to more than P537 million nationwide, with allocations for the National Capital Region downloaded to Schools Division Offices only on July 2.

EDCOM 2 Co-Chairperson and Pasig Rep. Roman Romulo emphasized that inclusive education should not simply mean placing learners with disabilities in regular classrooms without adequate support.

Romulo stressed that genuine inclusive education rests on three essential components: comprehensive learner assessment, reasonable accommodations, and individualized education plans. Without these, he warned, both learners and teachers would face significant challenges.

EDCOM 2 concluded by formally recommending that DepEd review the SNEd budget to better reflect the diverse needs of learners with disabilities, ensure the timely release of program funds at the start of every school year, and issue clear guidelines identifying the offices responsible for procuring and producing accessible learning resources and assistive devices.