SPED 607

DEPED ORDER NO. 023, S. 2022

CHILD FIND POLICY FOR LEARNERS WITH DISABILITIES TOWARDS
INCLUSIVE EDUCATION

Brief Summary
The document is the DepEd Order on the Child Find Policy for Learners
with Disabilities (LWDs) in the Philippines.

It establishes a clear system for identifying, locating, screening, and

enrolling children with disabilities or developmental delays so they can
participate in regular or special education programs under the K to 12
curriculum.

Key points:

Child Find means actively searching for children (aged 5-18) with
disabilities or delays, even if they’re not in school yet.
Interagency coordination is vital: schools, health centers, LGUs, DSWD,
NGOs all work together.

Teachers and schools must:

Run awareness campaigns to fight stigma.

Conduct mapping, home visits, and screenings.
Refer suspected cases to professionals for assessment.

Data is recorded in the Learners Information System (LIS) to track each

child’s educational path.
Children with disabilities cannot be denied enrollment for any reason.
Monitoring ensures implementation at national, regional, division, and
school levels.

Real-Life Scenario
Scenario:
A barangay health worker notices a 7-year-old boy named Carlo
who hasn’t started school and struggles to speak clearly and
follow instructions.

She informs the local elementary school. A teacher visits Carlo’s

home to observe him. Suspecting a developmental delay, the
 teacher logs Carlo’s details and refers him to the nearest SPED
center for screening.

While awaiting formal medical diagnosis, the school uses

available tools (like the Multi-Factored Assessment Tool) to
assess Carlo’s abilities and plan how to include him in school.
Meanwhile, they help his parents connect with social workers for
possible financial or health support.

Carlo is enrolled under the K to 12 system and assigned a

program that fits his learning needs. His data is recorded in the
LIS to ensure he’s monitored and receives services as needed.

In a Nutshell
The Child Find Policy ensures no child is left behind simply because of
disability or developmental delays. It puts processes in place so children are
found, assessed, and supported to participate fully in education.
Brief Summary with School-Based
Examples
The Child Find Policy ensures children with disabilities or developmental
delays are identified, assessed, and supported to join the K to 12 educational
system.

Here’s how it plays out in schools:

1. Awareness Campaigns
Example:
A school holds a Disability Awareness Week.

Teachers explain to students what disabilities are and how to support

classmates who might learn or behave differently.
Posters around school remind parents that if their child struggles with
learning, speaking, moving, or socializing, they should inform teachers for
help.

2. Locating Learners
Example:
During Early Registration Month, a teacher notices a Grade 3 student, Ana,
who still struggles to write her name and keeps to herself.

The teacher speaks gently to Ana and learns that she’s been repeating
grades and is very shy.
Ana’s details are recorded for screening and possible referral.

3. Screening Learners
Example:
A SPED teacher uses the Multi-Factored Assessment Tool (MFAT)
to check Ana’s skills:

How she holds a pencil

Her speech clarity
Her memory and attention span
Results show Ana may have a learning disability.

4. Referring Learners
 Example:

Ana’s parents are invited to school. The teacher explains that Ana needs
further evaluation from specialists (e.g., a developmental pediatrician or
psychologist).
The school gives the parents a referral letter and connects them with a health
center that offers free assessments.

5. Providing Support
Example:
While waiting for a formal diagnosis, Ana remains in class but gets special help:

She joins a pull-out session with the SPED teacher twice a week for
reading exercises.
Her regular teacher gives her simplified worksheets and extra time
during tests.
Teachers document Ana’s progress in her school records.

6. Inclusion in LIS (Learner Information System)

Example:
Ana’s data—including her suspected learning disability—is entered in the
LIS.

This ensures she’s officially recognized as a learner who needs support.

Future teachers will know about Ana’s needs and continue helping her.

7. No Denial of Enrollment
Example:
A child named Bryan uses a wheelchair. His parents worry he can’t be
enrolled because the school has stairs.

Under the Child Find Policy, the school must accept Bryan.
The school coordinates with the barangay for a ramp to be installed. Bryan is
enrolled, and teachers adjust classroom seating to accommodate him.

8. Working with LGUs and Community Partners

Example:
The school works with the barangay health workers and social workers to:

Visit far-flung areas to locate children who’ve never been to school.

 Identify kids who might have speech delays, hearing problems, or autism.
Help parents understand how to seek services.

In a Nutshell
In schools, the Child Find Policy turns into real actions:

Teachers and SPED staff look for struggling learners.

Parents are involved early.
No child is denied enrollment due to disability.
Schools link with health and social services to support learners’ unique
needs.

Goal: No child is left behind, and every learner can join school and learn to
the best of their ability.

Summary + Specific School

Examples
Child Find Policy = Find and help kids with disabilities so they can go to
school and learn.

Here’s how it looks for specific disabilities in a real school setting:

1. Learning Disability (e.g. Dyslexia)

Example:
Miguel, Grade 4, reads very slowly and often reverses letters like “b” and “d.”

His teacher notices he avoids reading aloud.

The teacher talks to Miguel’s parents and records his details for
screening.
A SPED teacher tests Miguel’s reading and writing skills.
While waiting for a doctor’s assessment, Miguel gets special reading
sessions and worksheets with larger print.

2. Autism Spectrum Disorder (ASD)

Example:
Sarah, Kindergarten, hardly speaks and gets upset when routines change.

During class, she covers her ears at loud noises.

Her teacher tells the SPED coordinator.
Sarah is screened and referred for evaluation.
Meanwhile, teachers use picture cards to help Sarah communicate and
keep a fixed classroom routine.

3. Hearing Impairment
Example:
Jasper, Grade 2, doesn’t answer when called and seems lost during lessons.

Teacher suspects hearing issues.

School refers Jasper to an ENT specialist.
While waiting, teacher lets Jasper sit in front and uses written
instructions.
The school contacts a sign language interpreter for support if needed.

4. Visual Impairment
Example:
Lucy, Grade 3, squints and holds books very close to her face.
 Teacher alerts the SPED team.
Lucy is screened and referred to an eye doctor.
Until she gets glasses, the teacher prints bigger text and seats her near
the board.

5. Intellectual Disability
Example:
Jonas, Grade 5, is 12 years old but reads and writes like a Grade 1 pupil.

Teachers screen him for developmental delays.

Jonas is referred for further testing.
Meanwhile, he’s included in a SPED class with simpler lessons
and hands-on activities.

6. Speech/Language Disorder
Example:
Ella, Grade 1, is very shy and can only say a few words clearly.

Her teacher suggests a screening for speech delay.

While waiting for therapy, teachers use gestures, pictures, and shorter
sentences to communicate with Ella.

7. Orthopedic/Physical Disability
Example:
Bryan, Grade 2, uses a wheelchair. The school has stairs only.

School talks to barangay officials about building a ramp.

Teachers arrange Bryan’s class on the ground floor so he can join
easily.
Bryan is enrolled and included in all activities.

8. Emotional-Behavioral Disorder
Example:
Kim, Grade 6, often cries and refuses to work.

Teachers notice Kim has problems focusing and gets angry quickly.
SPED teacher screens Kim.
School connects parents to a psychologist for further assessment.
Meanwhile, Kim gets one-on-one support to help with her emotions.

Important Reminders from the

Policy
 No child should be denied enrollment because of a disability.
Teachers, parents, doctors, LGUs, and social workers work together.
Schools must record data in the Learner Information System so learners
get proper support.

Simple Explanation
Child Find means:

“Look for kids who struggle. Help them get checked. Give them
the help they need so they can study and be happy in school.”

DEPED ORDER NO. 029, S. 2018

POLICY ON THE IMPLEMENTATION OF MULTI-FACTORED
ASSESSMENT TOOL

Brief Summary
What is MFAT?
MFAT stands for Multi-Factored Assessment Tool.
It’s a tool used to screen learners who may have disabilities or
developmental delays.

Helps teachers figure out:

If a child struggles in school because of a disability.

What kind of support or intervention is needed.

Why is MFAT Important?

Many kids have difficulties in school, but not all have a medical
diagnosis yet.
MFAT helps identify learning, behavioral, or developmental concerns
early.
This supports DepEd’s vision of Inclusive Education.
It ensures no child is left behind.

How Does MFAT Work?

Teachers observe and assess the learner using the MFAT forms.

It checks several areas, for example:

Cognition – memory, problem-solving

Communication – speaking, understanding words
Motor skills – writing, movement
Social skills – how they get along with others
Behavioral concerns

Based on the results:

Teachers decide if a referral to a specialist is

needed. Schools create a learning plan for the child.

Who Uses MFAT?

SPED teachers
Regular teachers trained in using MFAT
Guidance counselors
Other trained school personnel

When to Use MFAT?

When a child:
1. Struggles academically
2. Has behavioral problems
3. Shows delays in development
4. Comes from Child Find activities (like the policy you shared earlier)

Real-Life School Examples

Here’s how MFAT might look in action:

Example 1 – Difficulty Reading

Scenario: Mark, Grade 2, struggles to read even basic words.

Teacher uses MFAT to:

1. Check Mark’s memory, letter recognition, and phonics skills.

2. Observe if Mark mixes up letters, avoids reading, or gets anxious.

Result: MFAT suggests possible dyslexia. Mark is referred for further

assessment and receives specialized reading support while waiting.

Example 2 – Speech Delay

Scenario: Liza, Kinder, talks very little and is hard to understand.

Teacher uses MFAT to:

1. Observe Liza’s speech sounds, understanding of words, and

communication style.

Result: MFAT suggests possible speech/language disorder. Liza is

referred for speech therapy and given visual aids in class.

Example 3 – Behavioral Issues

Scenario: John, Grade 3, has frequent outbursts and leaves his seat during
lessons.

Teacher uses MFAT to:

1. Check John’s attention span, emotional responses, and social behavior.

Result: MFAT indicates possible ADHD or emotional-behavioral

issues. John is referred for further evaluation, and the teacher adjusts
class activities to help him focus.

Example 4 – Motor Skills

Scenario: Ana, Grade 1, struggles to hold a pencil and write letters.

Teacher uses MFAT to:

1. Observe fine motor skills, muscle control, and coordination.

Result: MFAT suggests possible motor delay. Ana is referred for

occupational therapy and given thicker pencils and hand exercises.

In a Nutshell
MFAT = a quick, school-based tool to spot children who may need:

More help in learning

Further medical or psychological evaluation
Specialized educational services

It helps ensure kids don’t fall through the cracks.