MANILA, Philippines – The implementation of the Inclusive Education Act (RA 11650) in the Philippines is facing setbacks due to a shortage of specialized healthcare professionals, according to the Second Congressional Commission on Education (EDCOM 2). 

Lawmakers are now calling on the Department of Health (DOH) to address the gaps in the health workforce, which are crucial in providing support for learners with disabilities.

The Commission’s Year 2 Report noted that despite the passage of RA 11650 in 2022, the law’s implementation remains slow, primarily due to the lack of multidisciplinary specialists required to provide adequate support to learners with disabilities.

RA 11650 mandates the establishment of Inclusive Learning Resource Centers (ILRCs) to assist students with special needs by employing development pediatricians, occupational therapists, speech therapists, psychologists, and other specialists. 

However, while the Department of Education (DepEd) has started converting 32 SPED Centers into ILRCs—with 12 being partially functional—staffing issues have prevented their full operationalization.

Shortage of specialists stalls implementation

The implementation of inclusive education heavily relies on specialized health professionals. EDCOM 2 Co-Chairperson Rep. Roman Romulo underscored this challenge, stating, “The essence of the ILRCs is the Multidisciplinary Team composed of representatives from DepEd, TESDA, DSWD, including various therapists who can cater to learners with special needs.”

The shortage of healthcare workers has long been a pressing issue. A study commissioned by EDCOM 2 and led by National Scientist Carmencita Padilla found that in 2022, the DOH estimated a national shortfall of 194,000 health workers.

EDCOM 2 Co-Chairperson Senator Sherwin Gatchalian echoed the urgency of the matter, emphasizing the vital role of specialists in the education system. 

“There is a need for specialists. We need these specialists and therapists. They play crucial roles in identifying learners with special needs and crafting the necessary support to ensure these students can fully participate and benefit from inclusive education,” Gatchalian said.

Among the most alarming figures shared during discussions was that there are currently only 99 development pediatricians nationwide, severely limiting the ability to diagnose and provide early intervention for children with special needs.

Health workforce gaps in schools

Even within the general school system, the shortage of healthcare professionals remains critical. DepEd Order No. 19, series of 2016, sets the standard ratio at one nurse per 5,000 students, but current figures show a shortfall, with the actual ratio at one nurse for every 7,624 students. 

This forces school nurses to rotate across multiple schools, reducing access to healthcare services for students. The situation is even more concerning for dental care, with only one dentist available for every 46,000 learners.

Due to this shortage, DepEd issued DepEd Order No. 014, series of 2020, which designated teachers as “clinic teachers” to manage school clinics, provide basic health services, and facilitate medical referrals in the absence of professionals. 

However, experts argue that this workaround is not a sustainable solution to the systemic issue.

During the hearing, EDCOM 2 also questioned the implementation of RA 11358, the National Vision Screening Act of 2019, which mandates vision testing for all Kindergarten students. 

DepEd responded that the Implementing Rules and Regulations for the law were recently finalized and that pilot tests for the program have begun.