# DepEd Enhanced ALS, Inclusive Education and Special Programs

How DepEd school heads match learners to programs: Enhanced ALS (DO 001, s. 2026), inclusive education (RA 11650), IPEd, ALIVE, ARAL and emergencies.

This is the Markdown copy of [DepEd Enhanced ALS, Inclusive Education and Special Programs](https://nash.com.ph/blog/deped-als-inclusive-education-programs), an article on the NASH Reviewer Blog by Mark Anthony Llego, published Oct 26, 2026, updated Nov 4, 2026. Topics: School leadership, Aspiring school heads. NASH Reviewer is an independent practice platform not affiliated with DepEd, BHROD, or NEAP.

Each group of learners who do not fit the regular class has a Department of Education (DepEd) program that serves it now, and each program gives the school head work to do. The programs include the Enhanced Alternative Learning System (ALS) under [DepEd Order (DO) No. 001, s. 2026](https://www.deped.gov.ph/2026/01/19/january-19-2026-do-001-s-2026-implementing-guidelines-of-the-enhanced-alternative-learning-system/) and inclusive education for learners with disabilities under [Republic Act (RA) No. 11650](https://www.officialgazette.gov.ph/2022/03/11/republic-act-no-11650/). They also include Indigenous Peoples Education (IPEd), the Madrasah Education Program (MEP), special curricular programs, learning continuity in emergencies and the Academic Recovery and Accessible Learning (ARAL) Program.

The rules below are those in force on October 26, 2026. For the National Assessment for School Heads (NASH, formerly the NQESH), this work maps to five strands of the Philippine Professional Standards for School Heads (PPSSH): 1.5, 2.5, 2.6, 3.7 and 5.3.

## Key points

- **ALS now runs on DO 001, s. 2026.** The order repealed [DO 13, s. 2019](https://www.deped.gov.ph/2019/06/25/june-25-2019-do-013-s-2019-policy-guidelines-on-the-implementation-of-enhanced-alternative-learning-system-2-0/) (ALS 2.0) and puts the Revised ALS Curriculum in use from School Year (SY) 2026-2027. Accreditation and Equivalency (A&E) certification now combines a Presentation Portfolio Assessment with the A&E Test.
- **No school may refuse a learner because of disability.** [RA 11650](https://www.officialgazette.gov.ph/2022/03/11/republic-act-no-11650/) makes inclusion the policy of every public and private school. Learners with disabilities receive services and reasonable accommodation based on an Individualized Education Plan (IEP), with support from Inclusive Learning Resource Centers (ILRCs).
- **School-age children belong in the formal school first.** DO 001, s. 2026, citing [RA 11510](https://www.officialgazette.gov.ph/2020/12/23/republic-act-no-11510/), tells ALS implementers to refer school-age learners to the formal system. ALS takes a school-age child only as a verified special case.
- **IPEd and the MEP are partnerships with communities.** IPEd rests on [DO 62, s. 2011](https://www.deped.gov.ph/2011/08/08/do-62-s-2011-adopting-the-national-indigenous-peoples-ip-education-policy-framework/) and [DO 32, s. 2015](https://www.deped.gov.ph/2015/07/29/do-32-s-2015-adopting-the-indigenous-peoples-education-curriculum-framework/). The MEP rests on [DO 41, s. 2017](https://www.deped.gov.ph/2017/08/11/do-41-s-2017-policy-guidelines-on-madrasah-education-in-the-k-to-12-basic-education-program/), and its fund rules give support to Arabic Language and Islamic Values Education (ALIVE) classes with at least 10 Muslim learners.
- **Emergencies now have four levels.** [DO 014, s. 2026](https://www.deped.gov.ph/2026/06/04/june-4-2026-do-014-s-2026-guidelines-on-learning-continuity-in-emergencies/) replaced the old alternative delivery mode (ADM) terms with a Learning Continuity Framework: Hayo, Hinay, Hinga and Hinto. The school head decides the level, reports it within 12 hours and keeps a Learning and Service Continuity Plan (LSCP).
- **Learners who fall behind go to ARAL.** [RA 12028](https://www.officialgazette.gov.ph/2024/10/16/republic-act-no-12028/) and [DO 018, s. 2025](https://www.deped.gov.ph/2025/06/13/june-13-2025-do-018-s-2025-implementing-guidelines-of-the-academic-recovery-and-accessible-learning-program/) made ARAL DepEd's umbrella program for learning recovery in Kindergarten to Grade 10. School heads manage it at the school level.

## DepEd programs by learner group: the summary table

For each group of learners, the table names the program DepEd offers now, the legal basis and the school head's main role. The sections after it explain each row.

| Learner group | Current program | Legal basis | The school head's role |
|---|---|---|---|
| Out-of-school youth and adults who did not finish basic education | Enhanced ALS: Basic Literacy Program (BLP), A&E Elementary, A&E Junior High School (JHS), ALS Senior High School (SHS) | RA 11510; DO 001, s. 2026; [DO 017, s. 2025](https://www.deped.gov.ph/2025/06/13/june-13-2025-do-017-s-2025-revised-basic-education-enrollment-policy/) | Approves the class program of school-based ALS implementers, opens school facilities after class hours, tracks attendance and completion, mobilizes partners |
| School-age children who left school | Return to the formal school as Balik-Aral learners, with ARAL support; ALS only for verified special cases | RA 11510, Sec. 3(h); DO 001, s. 2026; DO 017, s. 2025; RA 12028 | Re-enrolls and tags the learner, assesses, follows up attendance |
| Learners with disabilities | Inclusive education with special needs education (SNEd) services, IEP, reasonable accommodation and ILRC support | RA 11650 and its IRR; [DO 44, s. 2021](https://www.deped.gov.ph/2021/11/02/november-2-2021-do-044-s-2021-policy-guidelines-on-the-provision-of-educational-programs-and-services-for-learners-with-disabilities-in-the-k-to-12-basic-education-program/); [DO 023, s. 2022](https://www.deped.gov.ph/2022/05/25/may-25-2022-do-023-s-2022-child-find-policy-for-learners-with-disabilities-towards-inclusive-education/); [DO 032, s. 2025](https://www.deped.gov.ph/2025/10/03/october-3-2025-do-032-s-2025-guidelines-on-the-selection-of-recipients-and-minimum-requirements-for-the-construction-of-inclusive-learning-resource-centers/) | Admits every learner, runs child find, refers for assessment, sets up a resource room, keeps the facilities accessible |
| Indigenous Peoples (IP) learners | IPEd | DO 62, s. 2011; DO 32, s. 2015; [DO 016, s. 2026](https://www.deped.gov.ph/2026/06/04/june-4-2026-do-016-s-2026-guidelines-on-lesson-planning-and-learning-design/) | Builds a partnership with the community, plans lessons with elders, respects cultural expressions |
| Muslim learners | MEP: ALIVE classes in public schools, Kindergarten Madrasah | DO 41, s. 2017; [DO 025, s. 2021](https://www.deped.gov.ph/2021/06/21/june-21-2021-do-025-s-2021-revised-implementing-guidelines-on-the-utilization-of-fund-for-madrasah-education-program/) as amended by [DO 011, s. 2024](https://www.deped.gov.ph/2024/08/06/august-6-2024-do-011-s-2024-amendment-to-deped-order-no-025-s-2021-revised-implementing-guidelines-on-the-utilization-of-fund-for-madrasah-education-program/) | Organizes ALIVE classes, supervises the asatidz, tags learners in the Learner Information System (LIS) |
| Learners with special talents | Special curricular programs (SPA, SPS, STE, SPFL, SPJ, SPTVE), special science in elementary, acceleration; elective clusters in SHS | [DO 21, s. 2019](https://www.deped.gov.ph/2019/08/22/august-22-2019-do-021-s-2019-policy-guidelines-on-the-k-to-12-basic-education-program/); [DO 010, s. 2024](https://www.deped.gov.ph/2024/07/23/july-23-2024-do-010-s-2024-policy-guidelines-on-the-implementation-of-the-matatag-curriculum/); [DO 25, s. 2015](https://www.deped.gov.ph/2015/06/23/do-25-s-2015-implementing-guidelines-on-the-special-program-in-sports-sps/); [DO 017, s. 2026](https://www.deped.gov.ph/2026/06/04/june-4-2026-do-017-s-2026-strengthened-senior-high-school-curriculum/) | Offers a program only with the teachers and facilities it needs, screens fairly, guides careers |
| Learners in emergencies | Learning Continuity Framework; flexible learning programs (FLP) when disruption lasts | DO 014, s. 2026; [DO 022, s. 2024](https://www.deped.gov.ph/2024/12/23/december-23-2024-do-022-s-2024-revised-guidelines-on-class-and-work-suspension-in-schools-during-disasters-and-emergencies/) | Prepares the LSCP, decides and reports the level, distributes materials, plans makeup classes |
| Learners who fall behind | ARAL Reading, Mathematics and Science; summer programs; Summer Remedial Class | RA 12028; DO 018, s. 2025; [DO 015, s. 2026](https://www.deped.gov.ph/2026/06/04/june-4-2026-do-015-s-2026-revised-guidelines-on-classroom-assessment-grading-system-and-awards-and-recognition-for-the-k-to-12-basic-education-program/); [DO 010, s. 2026](https://www.deped.gov.ph/2026/04/29/april-28-2026-do-010-s-2026-guidelines-for-the-implementation-of-2026-summer-remediation-programs/) | Manages ARAL, runs the assessments, refers learners who do not improve, assigns tutors and teachers |
| Youth and adults who finished elementary and need flexible secondary schooling | Open High School System | [RA 10665](https://www.officialgazette.gov.ph/2015/07/09/republic-act-no-10665/) | Runs the program as the "mother high school" where authorized |

Some groups overlap. A learner can be IP, Muslim or a learner with a disability and also fall behind in reading. The school head's job is to make sure each need gets its program, and that no program becomes a reason to exclude the learner from the regular class.

## What changed since the older ALS, SPED and ADM rules

Many reviewers still teach the programs of 2015 to 2019. The table shows the current rule for each.

| Older rule or term | Current rule (October 2026) |
|---|---|
| ALS 2.0 under DO 13, s. 2019 | Enhanced ALS under DO 001, s. 2026, which repealed DO 13 in its entirety |
| ALS under the Governance of Basic Education Act (RA 9155) only | RA 11510, the Alternative Learning System Act (2020), created the Bureau of Alternative Education (BAE) and set ALS teachers, community learning centers (CLCs) and funding rules |
| A&E Test as the only route to certification | A&E certification for Elementary and JHS includes both a Presentation Portfolio Assessment and the A&E Test |
| Special Education (SPED) under DO 26, s. 1997 and [DO 72, s. 2009](https://www.deped.gov.ph/2009/07/06/do-72-s-2009-inclusive-education-as-strategy-for-increasing-participation-rate-of-children/) | Inclusion under RA 11650 (2022) and its IRR, with DO 44, s. 2021. The law replaced the term SPED with "Special Needs Education", and SPED Centers become ILRCs |
| ADMs and flexible learning options (FLOs) such as MISOSA and IMPACT | DO 014, s. 2026 defines "flexible learning programs" for learners at risk of dropping out and says this definition repeals the earlier definitions of ADMs and FLOs |
| Learning continuity plans of the pandemic years | A Learning and Service Continuity Plan, developed every year before the school year and updated every term (DO 014, s. 2026) |
| National Learning Recovery Program, Catch-up Fridays, National Learning Camp | ARAL Program (RA 12028; DO 018, s. 2025). DO 018 repealed the recovery program order and Catch-up Fridays, and DO 010, s. 2026 ended the National Learning Camp |
| Remedial classes under [DO 8, s. 2015](https://www.deped.gov.ph/2015/04/01/do-8-s-2015-policy-guidelines-on-classroom-assessment-for-the-k-to-12-basic-education-program/) | Summer Remedial Class and in-term remediation under DO 015, s. 2026, from SY 2026-2027 |

## The Enhanced ALS under DepEd Order No. 001, s. 2026

### What ALS is and who it serves

RA 11510 defines ALS as "a parallel learning system that provides a viable alternative to the existing formal education instruction". It covers both nonformal and informal sources of knowledge and skills. The law serves "out-of-school children in special cases and adults", and DO 001, s. 2026 adds youth to that group.

The law defines out-of-school children in special cases as children of school age who are not in school because of economic, geographic, political, cultural or social barriers. The law names learners with disabilities or conditions, Indigenous Peoples, children in conflict with the law and learners in emergency situations. An adult is a person 18 years old or older.

ALS is not a place for every child who left school. DO 001, s. 2026 tells all ALS implementers to refer school-age prospective learners to the formal system, citing Section 3(h) of RA 11510. The Revised Basic Education Enrollment Policy, [DO 017, s. 2025](https://www.deped.gov.ph/2025/06/13/june-13-2025-do-017-s-2025-revised-basic-education-enrollment-policy/), admits a school-age child to ALS only when the child's circumstances are verified as a special case and ALS is the only viable option. Learners above school age who dropped out of elementary or secondary school may enroll in ALS.

### ALS programs and levels under the Revised ALS Curriculum

DO 001, s. 2026 sets the Revised ALS Curriculum for the BLP, A&E Elementary and A&E JHS from SY 2026-2027. ALS SHS keeps its current curriculum until a strengthened ALS SHS curriculum is issued. The curriculum groups competencies into six learning strands (LS):

1. Communication Skills (English and Filipino)
2. Scientific and Critical Thinking Skills
3. Mathematical and Problem-Solving Skills
4. Life and Career Skills
5. Understanding the Self and Society
6. Digital Citizenship

| ALS program | Formal-school equivalent | Competency levels | Learning strands | Where completers go |
|---|---|---|---|---|
| Basic Literacy Program (BLP) | Key Stage 1, Kindergarten to Grade 3 | Beginning (Kindergarten to early Grade 1), Developing (Grades 2 to 3) | LS 1 and 3, with foundational parts of the others | A&E Elementary or Grade 4 of the formal school |
| A&E Elementary | Key Stage 2, Grades 4 to 6 | Intermediate | LS 1 to 6 | A&E JHS or Grade 7 |
| A&E Junior High School | Key Stage 3, Grades 7 to 10 | Upper Intermediate (Grades 7 to 8), Proficient (Grades 9 to 10) | LS 1 to 6 | ALS SHS or formal SHS |
| ALS Senior High School | Key Stage 4, Grades 11 to 12 | No levels set | LS 1 to 6, clustered by SHS subject | Exit requirements equivalent to formal SHS |

RA 11510 also names three other ALS programs: the Indigenous Peoples Education Program, the Academic-Focused Bridging Program and the Functional Education and Literacy Program. DO 001, s. 2026 says separate guidelines for these will be issued. Filipino and English are the media of teaching and learning, and the learner's first language may be used as an auxiliary language to clarify concepts.

### How learners enter ALS

1. **Literacy mapping and advocacy.** Before classes start, every ALS implementer maps the community to find prospective learners and tells the community about the programs.
2. **Enrollment.** The learner fills out the ALS Enrollment Form and is entered in the LIS at the beginning of the school year. Learners who come later in the year are still accepted.
3. **Entry assessment.** BLP learners take the Assessment of Basic Literacy (ABL). A&E Elementary and JHS learners take the Functional Literacy Test (FLT). Both are used with a Recognition of Prior Learning (RPL), and neither applies to ALS SHS.
4. **Individual Learning Agreement (ILA).** The ALS implementer and the learner agree on the competencies, tasks and timeline. A parent or guardian confirms it for a minor. They review it at least once a month.
5. **Learning and portfolio.** Learning happens through modules, online or mobile learning, face-to-face sessions, radio or television, or a blend. Completion is based on demonstrated mastery, not on the time spent in sessions.
6. **Exit or certification.** BLP completers who pass the post-ABL receive a Certificate of Program Completion. A&E Elementary and JHS certification includes a Presentation Portfolio Assessment and the A&E Test, which the Bureau of Education Assessment administers with the BAE. A learner with a shorter goal may leave with a certificate of mastered competencies.

RA 11510, Section 20 makes all DepEd ALS programs free. No fee of any kind may be collected, and ALS teachers and CLC officers who collect fees are administratively liable.

### Community learning centers and the use of school facilities

A CLC is any convenient and conducive place where ALS sessions are held. DO 001, s. 2026 recognizes school-based learning centers (SBLCs) and community-based learning centers (CBLCs). It sorts CLCs into five types, from a temporary meeting place with tables and chairs to a permanent resource center that serves the whole community.

RA 11510, Section 13 requires at least one CLC in every municipality and city, provided by DepEd, the local government unit (LGU) or both. It also says the facilities of DepEd schools shall be used as learning centers on days without classes and after regular class hours. A&E JHS and ALS SHS learners may need science and computer laboratories. The Division ALS Focal Person coordinates and endorses their requests to use such facilities.

### What the school head does for ALS

DO 001, s. 2026 gives this list to "The School/Community Learning Center through the School Principal/EPS II for ALS to be assisted by the Public Schools District Supervisor (PSDS)". The duties are paraphrased below.

| Duty under DO 001, s. 2026, para. 73 | What it looks like in a school |
|---|---|
| Support the professional development of ALS teachers | Include the ALS teacher in the school's in-service training and learning action cells |
| Conduct school-based or CLC-based in-service training | Plan at least one session on the Revised ALS Curriculum and the ILA |
| Facilitate peer support and coaching | Pair the ALS teacher with English, Science and Mathematics teachers for team teaching at the A&E JHS level |
| Track attendance, progress, completion and passing rates | Review the ALS class records each term, as you review the formal classes |
| Ensure proper use and safekeeping of ALS materials | Keep the modules and portfolios in a secure space |
| Contextualize and adapt materials | Ask the ALS teacher to use local examples from work and livelihood |
| Mobilize local stakeholders and partners | Bring ALS needs to the barangay, the LGU and the Local School Board |
| Provide a safe, inclusive and accessible environment | Open a classroom after class hours, with lights and a toilet that learners can use |

The school head also approves the class program of ALS implementers assigned to a school-based learning center. The Division ALS Focal Person approves the class program for community-based centers.

## Inclusive education for learners with disabilities under RA 11650

### What the law and DepEd require

[RA 11650](https://www.officialgazette.gov.ph/2022/03/11/republic-act-no-11650/) (2022) institutes a policy of inclusion in all early and basic education schools, public and private. Section 5 requires every school to give every learner with disability equitable access to quality education, "such that no learner shall be denied admission on the basis of disability". The [IRR of RA 11650](https://www.deped.gov.ph/2025/03/03/implementing-rules-and-regulations-of-republic-act-no-11650-otherwise-known-as-the-instituting-a-policy-of-inclusion-and-services-for-learners-with-disabilities-in-support-of-inclusive-education-a/) lists four minimum conditions for every school's admission system:

- Accommodation, modification and, when appropriate, assistive devices during admission.
- Facilities that comply with Batas Pambansa (BP) Blg. 344, the Accessibility Law.
- A pre-referral and assessment process for early detection.
- Other forms of reasonable accommodation that DepEd may require.

The IRR also tells schools to refer learners with disabilities, and children at risk of disabilities, to the ILRCs for assessment of their needs. The law defines an IEP as a plan that states the learner's present level of performance, the services to be provided and the accommodations and modifications needed. Section 12 requires the IEP to be reviewed at least once a year, and earlier when the parents or the school ask.

The program DepEd runs under the law is in [DO 44, s. 2021](https://www.deped.gov.ph/2021/11/02/november-2-2021-do-044-s-2021-policy-guidelines-on-the-provision-of-educational-programs-and-services-for-learners-with-disabilities-in-the-k-to-12-basic-education-program/), the Policy Guidelines on the Provision of Educational Programs and Services for Learners with Disabilities. DO 44 predates RA 11650 and still uses the word SPED. The MATATAG curriculum policy, [DO 010, s. 2024](https://www.deped.gov.ph/2024/07/23/july-23-2024-do-010-s-2024-policy-guidelines-on-the-implementation-of-the-matatag-curriculum/), still names DO 44 as the guideline for the Special Needs Education (SNEd) Program.

A note on words. RA 11650 uses person-first language: "learners with disabilities", "learners with visual impairments", "deaf learners". Use these terms in school documents and conversations. The labels of the 1990s orders are not used anymore.

### How learners with disabilities are found, assessed and placed

[DO 023, s. 2022](https://www.deped.gov.ph/2022/05/25/may-25-2022-do-023-s-2022-child-find-policy-for-learners-with-disabilities-towards-inclusive-education/), the Child Find Policy, has schools look for children with disabilities before early registration. Schools ask the barangay to help with home visits to children who have never been in school. The steps below follow DO 023 and DO 44, s. 2021:

1. **Advocacy.** The school holds disability-awareness activities and asks partner LGUs and organizations to refer children.
2. **Locating.** Teachers find children who have never been in school and children in school who are struggling.
3. **Screening.** While a medical diagnosis is pending, teachers may screen with the Multi-Factored Assessment Tool (MFAT) as an interim basis for services.
4. **Referral.** The teacher explains the observations to the parents and helps refer the learner to specialists. If services are lacking, the school gives the parents a written request for support from community partners.
5. **Placement.** The assessment results guide placement, and they are discussed with the learner and the family. The information is kept confidential.

DO 44, s. 2021 offers three placements. In full inclusion, the learner stays in the general education class with accommodations. In partial inclusion, the learner spends most of the time in the regular class and specific periods in the resource room. A self-contained class is only for learners with severe to profound disabilities. Instruction may be school-based, community-based, hospital-based or home-based, depending on distance, family and health.

Learners with disabilities register like everyone else. DO 017, s. 2025 lets them pre-register during early registration and lists a Persons with Disability (PWD) ID or a medical diagnosis as documents to submit "if available". DO 023, s. 2022 adds that there are no late enrollees among learners with disabilities: the school accepts them at any time of the school year.

### Inclusive Learning Resource Centers and DO 032, s. 2025

An ILRC is a physical or virtual center that provides assessment, support and related services to learners with disabilities, their teachers and their families. RA 11650 requires at least one ILRC in every city and municipality and converts existing SPED Centers into ILRCs. The school head of a school-based ILRC is a member of its multidisciplinary team, with the general education teachers.

[DO 032, s. 2025](https://www.deped.gov.ph/2025/10/03/october-3-2025-do-032-s-2025-guidelines-on-the-selection-of-recipients-and-minimum-requirements-for-the-construction-of-inclusive-learning-resource-centers/) sets how new ILRC sites are chosen. Priority goes to schools with the highest number of learners with disabilities in the Basic Education Information System (BEIS), counting both diagnosed learners and those with manifestations. The site must be within a school whose lot is fully owned by and duly donated to DepEd. A school head whose site qualifies writes a letter of intent to the Schools Division Superintendent and attaches four kinds of documents:

1. Enrollment data of learners with disabilities in the school, the city or municipality, or adjacent LGUs.
2. The latest School Improvement Plan (SIP) and Annual Implementation Plan (AIP), with the SNEd programs highlighted.
3. A certified true copy of the land title.
4. Proof of LGU and nongovernment support, such as a Sanggunian resolution or a memorandum of agreement.

The data matter here. A school that tags its learners with disabilities correctly in the LIS has the evidence to ask for an ILRC. A school that does not tag them looks as if it has no need. [RA 11650 and Learners With Disabilities](https://nash.com.ph/blog/learners-with-disabilities-ra-11650-edcom-ii) covers what EDCOM II found about how many learners with disabilities are identified and enrolled, and the state of the ILRCs.

### What the school head does for learners with disabilities

DO 44, s. 2021 makes the school the primary implementer and lists the school head's duties. The main ones are below.

| Duty under DO 44, s. 2021 | What it means in practice |
|---|---|
| Assign a teacher with a SPED item to learners with disabilities | Use the item where the school has one; plan with the Schools Division Office (SDO) how SPED teachers can support schools without one |
| Keep learners with mild to moderate disabilities in regular classes | Do not segregate them in self-contained classes |
| Put programs for learners with disabilities in the SIP and AIP | Consult the learners and their parents when you plan |
| Make the facilities comply with BP 344 | Ramps, handrails and accessible toilets |
| Set up a resource room | Required in schools with learners with disabilities, except those with or served by an ILRC |
| Keep the data correct | Tag learners with disabilities properly in the LIS |
| Include learners in assessments and activities | National assessments, school programs and community events |
| Build referral partnerships | Families, LGUs, health offices and nongovernment groups |

[DO 016, s. 2026](https://www.deped.gov.ph/2026/06/04/june-4-2026-do-016-s-2026-guidelines-on-lesson-planning-and-learning-design/) adds the classroom link. The IEP "shall serve as a critical reference in lesson planning", and lesson plans must provide reasonable accommodations and modifications. [DO 015, s. 2026](https://www.deped.gov.ph/2026/06/04/june-4-2026-do-015-s-2026-revised-guidelines-on-classroom-assessment-grading-system-and-awards-and-recognition-for-the-k-to-12-basic-education-program/) requires assessment accommodations in time, format, setting and response mode, planned with parents and specialists. The [guide to DO 016, s. 2026](https://nash.com.ph/blog/deped-lesson-planning-do-016-s-2026) and the [guide to DO 015, s. 2026](https://nash.com.ph/blog/deped-classroom-assessment-do-015-s-2026) explain both orders.

ALS also serves learners with disabilities. RA 11510 asks for specialized ALS programs for them, and [DepEd Memorandum (DM) No. 042, s. 2026](https://www.deped.gov.ph/2026/06/25/june-25-2026-dm-042-s-2026-guidelines-on-the-pilot-implementation-of-mapping-and-referral-mechanism-for-learners-with-disabilities-in-the-alternative-learning-system-in-select-schools-div/) pilots a mapping and referral mechanism for learners with disabilities in ALS in selected divisions for SY 2026-2027.

## Indigenous Peoples Education (IPEd)

### What IPEd is and who it serves

DO 017, s. 2025 defines an IP learner as a learner born of either or both parents who are IP under RA 8371, the Indigenous Peoples' Rights Act (IPRA) of 1997. [DO 62, s. 2011](https://www.deped.gov.ph/2011/08/08/do-62-s-2011-adopting-the-national-indigenous-peoples-ip-education-policy-framework/) adopted the National IPEd Policy Framework. It commits DepEd to culture-responsive basic education, delivered through both the formal school and ALS.

[DO 32, s. 2015](https://www.deped.gov.ph/2015/07/29/do-32-s-2015-adopting-the-indigenous-peoples-education-curriculum-framework/) adopted the IPEd Curriculum Framework. Its cover memorandum states the core idea: "Fundamental to IPEd is establishing institutionalized partnership between indigenous communities and the respective schools/learning programs which serve them". The framework asks schools to recognize the community's Indigenous Knowledge Systems and Practices (IKSPs) and Indigenous Learning Systems (ILS) in the curriculum. The MATATAG curriculum policy still names DO 62, s. 2011 as the guideline for the IPEd Program.

### How IP learners enter IPEd

IP learners enter through regular enrollment, and the school tags them in the LIS. In a community-based IPEd school, the community takes part in deciding what is taught and how. In a mixed school with a few IP learners, IPEd shows in respect for their identity and in lessons that use their community's knowledge where it fits.

One older provision has changed. DO 62, s. 2011 asked schools to develop mother tongue-based multilingual education for IP learners. RA 12027 (2024) later discontinued the mother tongue as the medium of instruction in Kindergarten to Grade 3 and made its use optional in monolingual classes. Check the current medium-of-instruction rules before planning language use.

### What the school head does for IP learners

1. **Start with the community.** Meet the elders and leaders before planning, and agree on how they will take part. The [guide to contextualization, localization and indigenization](https://nash.com.ph/blog/curriculum-contextualization-localization) explains what a school may adapt.
2. **Plan lessons with culture bearers.** DO 016, s. 2026 says its lesson planning components may guide collaborative planning between IPEd teachers and community resource persons, such as elders and leaders. Community competencies and IKSPs should appear in the lesson plan.
3. **Protect cultural expressions.** DO 32, s. 2015 records the communities' concern that dances, chants, instruments and attire be respected, not misused in school programs. It points to [DO 51, s. 2014](https://www.deped.gov.ph/2014/12/19/do-51-s-2014-guidelines-on-the-conduct-of-activities-and-use-of-materials-involving-aspects-of-indigenous-peoples-culture/), the Guidelines on the Conduct of Activities and Use of Materials Involving Aspects of Indigenous Peoples Culture.
4. **Include local knowledge in emergency decisions.** DO 014, s. 2026 asks school heads to consider community views, cultural considerations and local knowledge of hazards. It names IP elders as useful members of the LSCP planning team.
5. **Count and report.** Keep the IP tags in the LIS accurate. Divisions use them to plan IPEd support.

## The Madrasah Education Program and ALIVE

### What the MEP is and who it serves

[DO 41, s. 2017](https://www.deped.gov.ph/2017/08/11/do-41-s-2017-policy-guidelines-on-madrasah-education-in-the-k-to-12-basic-education-program/), the Policy Guidelines on Madrasah Education in the K to 12 Basic Education Program, governs the MEP. The program serves Muslim learners in public schools and private madaris. In public schools, it takes the form of ALIVE: additional subjects in Arabic Language and Islamic Values within the regular curriculum. DO 41 also provides a Kindergarten Madrasah curriculum for five-year-old Muslim learners. The MATATAG curriculum policy still cites DO 41 for the MEP.

Funding comes from the MEP Program Support Funds (PSF) under [DO 025, s. 2021](https://www.deped.gov.ph/2021/06/21/june-21-2021-do-025-s-2021-revised-implementing-guidelines-on-the-utilization-of-fund-for-madrasah-education-program/). [DO 011, s. 2024](https://www.deped.gov.ph/2024/08/06/august-6-2024-do-011-s-2024-amendment-to-deped-order-no-025-s-2021-revised-implementing-guidelines-on-the-utilization-of-fund-for-madrasah-education-program/) amended it from Fiscal Year 2024. SDOs with public schools that have organized ALIVE classes of at least 10 Muslim learners per class receive the PSF. Each contract-of-service ustadz or ustadzah receives PHP 12,500 a month, inclusive of the instructional materials allowance, upon meeting the criteria of DO 025.

### How Muslim learners enter ALIVE

The learner enrolls in the regular grade, and the school organizes ALIVE classes for Muslim learners. The teachers are asatidz (the plural of ustadz). An applicant must pass the Qualifying Examination in Arabic Language and Islamic Studies (QEALIS), which the Bureau of Education Assessment runs. The SDO reviews the applications and evaluates the qualified applicants for hiring.

### What the school head does for the MEP

DO 41, s. 2017 lists the school head's duties in schools implementing ALIVE:

| Area | Duties under DO 41, s. 2017 |
|---|---|
| School leadership | Organize ALIVE classes with an adequate number of Muslim learners; provide classrooms and a schedule; supervise the asatidz; observe classes and give technical assistance with the master teacher; include ALIVE teachers in in-service training and learning action cells |
| Support systems | Ensure the asatidz receive their monthly honoraria and allowances under accounting and auditing rules; include ALIVE in the SIP and AIP; put MEP activities such as the Musabaqah, Eid'l Fitr and Eid'l Adha in the school calendar |
| Advocacy and partnerships | Work with organizations and local communities; include the MEP in barangay assemblies and other advocacy; report these activities to the SDO |
| Data | Ensure ALIVE learners are tagged in the LIS. LIS data are the basis for releasing funds |

DO 41 refers to the Daily Lesson Log and Detailed Lesson Plan when it describes lesson supervision. DO 016, s. 2026 has since replaced those formats with one lesson plan, so the school head reviews ALIVE lessons under the new rules.

## Special curricular programs for learners with special talents

### What the programs are

DepEd serves learners with special talents through special curricular programs (SCPs). [DO 21, s. 2019](https://www.deped.gov.ph/2019/08/22/august-22-2019-do-021-s-2019-policy-guidelines-on-the-k-to-12-basic-education-program/), the Policy Guidelines on the K to 12 Basic Education Program, lists six for secondary schools. The MATATAG curriculum policy lists them among its "Programs for the Gifted and Talented", together with an Acceleration Program. It states that "The Special Curricular Program (SCP) shall complement the MATATAG Curriculum to cater to the needs of learners with potential, skills, and talents".

| Program | What it develops (DO 21, s. 2019) |
|---|---|
| Special Program in the Arts (SPA) | Visual arts, music, theater arts, dance arts, media arts and creative writing in English and Filipino |
| Special Program in Sports (SPS) | Athletic talent for national and international competitions; governed by [DO 25, s. 2015](https://www.deped.gov.ph/2015/06/23/do-25-s-2015-implementing-guidelines-on-the-special-program-in-sports-sps/) |
| Science, Technology and Engineering (STE) Program | An enriched science and technology curriculum, formerly the Engineering and Science Education Program (ESEP) |
| Special Program in Foreign Language (SPFL) | At least one of Spanish, Japanese, French, German, Chinese (Mandarin) and Korean |
| Special Program in Journalism (SPJ) | Writing and broadcasting, and responsible journalism in print, online and broadcast media |
| Special Program in Technical-Vocational Education (SPTVE) | Technical-vocational competencies that prepare JHS learners for further specialization in SHS |

In elementary schools, DO 21, s. 2019 describes the Special Science Elementary School (SSES) and SPA and SPS for Grades 4 to 6. DO 44, s. 2021 moved the program for gifted and talented learners out of SPED and into the special curricular programs. MATATAG says the policy on acceleration will be a separate issuance.

In SHS, talent development now runs through the Strengthened SHS Curriculum of [DO 017, s. 2026](https://www.deped.gov.ph/2026/06/04/june-4-2026-do-017-s-2026-strengthened-senior-high-school-curriculum/). The Academic track has elective clusters such as Arts, Social Sciences, and Humanities; Sports, Health, and Wellness; and Science, Technology, Engineering, and Mathematics. Its Field Experience cluster includes Arts Apprenticeship and In-Campus Field Exposure for Sports. The Tech-Pro track includes Creative Arts and Design Technologies.

### How learners enter a special curricular program

Entry follows each program's own guidelines. DO 25, s. 2015 is the most detailed. It opens SPS to high school-aged learners who show potential in more than one sport offered and have joined sports competitions. They must also pass a physical fitness test and submit a medical certificate and parental consent. A Committee on Admission at the school screens the applicants, and admitted learners form a separate class. A learner who transfers out of SPS joins the regular program without any deficiency.

### What the school head does for special curricular programs

1. **Offer a program only with the capacity to sustain it.** DO 25, s. 2015 requires trained teachers, facilities and equipment, and a track record of winning sports competitions at the division and regional levels for the past three years. A program without these cannot serve the learners it admits.
2. **Screen fairly and openly.** Publish the criteria and the schedule. Include learners from all barangays and from IP and Muslim families.
3. **Protect the academic program.** DO 21, s. 2019 says the SCP is an additional subject in JHS, not a replacement for Technology and Livelihood Education (TLE).
4. **Guide careers.** These programs lead to career paths. Link them to the career guidance program and to the SHS elective clusters the learner may take next.

## Learning continuity in emergencies under DepEd Order No. 014, s. 2026

### The four levels of learning continuity

[DO 014, s. 2026](https://www.deped.gov.ph/2026/06/04/june-4-2026-do-014-s-2026-guidelines-on-learning-continuity-in-emergencies/), the Guidelines on Learning Continuity in Emergencies, sets a levels-based framework. The order states: "The framework is anchored on the principle that teacher and learner well-being is foundational to education". It applies once the school head, the local chief executive or another government agency declares a suspension.

| Level | Learners' situation | Learning priority | Learning experiences | Maximum days at this level |
|---|---|---|---|---|
| Hayo (Continue) | Safe and ready to learn | Regular in-person classes and remediation | All learning experiences | Not applicable |
| Hinay (Ease-in) | Mild stress; routines and home support uneven | Learning slowed down; fewer subjects and shorter activities | Online synchronous classes, digital modules, broadcast materials, print modules or learning packets; family kits | 3 consecutive class days, then narrow goals and strengthen home-school communication |
| Hinga (Check-in) | Heightened stress; community recovery ongoing | Academic demands heavily reduced; well-being checks | Broadcast materials, learning packets, check-in guides; offline resources first | 4 consecutive class days, then shift to an FLP |
| Hinto (Stop) | Safety and basic needs at risk | Academic learning stopped; protection and relief | Check-ins and mental health and psychosocial support (MHPSS) only | 5 consecutive class days, then shift to an FLP once safety returns |

Annex A of the order links each level to hazards under [DO 022, s. 2024](https://www.deped.gov.ph/2024/12/23/december-23-2024-do-022-s-2024-revised-guidelines-on-class-and-work-suspension-in-schools-during-disasters-and-emergencies/), the class suspension rules. For example, Tropical Cyclone Wind Signal No. 3 is a Hinga situation, and work, ALS and in-person classes at all levels are automatically suspended.

The order also guards against overuse. It says the framework "shall not be used to automatically suspend classes, reduce academic expectations, or substitute lighter learning resources" when learners are safe and ready for the regular curriculum. A teacher may still use it for one learner or one class after a fire, a death in the family or a displacement.

### Flexible learning programs replace the old ADM terms

DO 014, s. 2026 defines flexible learning programs (FLP) as DepEd general education programs "deliberately designed to address the needs of learners at risk of dropping out". It says this definition repeals the definitions of ADMs and FLOs in earlier orders, to keep FLPs separate from education in emergencies. When an emergency lasts at the Hinga or Hinto level, the school shifts to an FLP as an alternative normal.

### What the school head does before, during and after an emergency

| When | The school head's duty under DO 014, s. 2026 |
|---|---|
| Before the school year | Leads the LSCP, developed with teachers, non-teaching staff, learners, parents and community representatives, and updated every term. Runs capability mapping of teachers and learners during early registration. Keeps a stock of print modules, learning packets and emergency learning kits |
| Opening Block | Orients parents and guardians on the LSCP and the materials used at each level |
| At least once a year | Holds at least one in-service training session on learning continuity, such as trauma-informed teaching or psychological first aid |
| When a disruption starts | Decides the level using "sound professional judgment", reports it on the EiE: Learning Continuity dashboard within the first 12 hours, and activates the emergency call tree |
| If learners are sent home without materials | Gives a week's worth of printed materials and emergency learning kits before they leave |
| During the emergency | Reports every 24 hours until the school returns to Hayo; assigns a co-teacher when a homeroom teacher cannot check on learners |
| After the emergency | Plans a gradual return to Hayo, refers distressed learners for counseling, runs remediation, schedules makeup classes if class days fall below 90% of the mandatory contact days, and has the school's disaster risk reduction and management (DRRM) coordinator file the incident management report |

The order protects school heads who act in good faith. Actions taken in good faith and in compliance with the policy do not make school heads or teachers personally liable. Resource limits do not lead to sanctions when good faith efforts are shown.

For the 2026–2027 El Niño specifically, see [Super El Niño 2026: A School Head's Continuity Guide](https://nash.com.ph/blog/el-nino-2026-school-heads-learning-continuity).

## Learners who fall behind: the ARAL Program and summer remediation

### Who ARAL covers

[RA 12028](https://www.officialgazette.gov.ph/2024/10/16/republic-act-no-12028/) (2024) established the ARAL Program for public school learners from Kindergarten to Grade 10 in three groups:

- Learners who have returned or are returning to school after a furlough.
- Learners below the minimum proficiency levels in reading, mathematics and science.
- Learners failing examinations and tests, as assessed by their teachers.

[DO 018, s. 2025](https://www.deped.gov.ph/2025/06/13/june-13-2025-do-018-s-2025-implementing-guidelines-of-the-academic-recovery-and-accessible-learning-program/) makes ARAL "the umbrella program of DepEd for learning recovery". It has four components: ARAL-Reading, ARAL-Mathematics, ARAL-Science and ARAL-Summer Programs. Reading and mathematics cover Grades 1 to 10, science covers Grades 3 to 10, and priority goes to Kindergarten to Grade 6.

### How learners enter ARAL

1. **Tag furlough returnees.** The school uses the LIS to tag learners returning after a furlough.
2. **Assess at the start of the year.** Schools assess learners in the first two weeks to one month of the school year. Reading uses the Comprehensive Rapid Literacy Assessment (CRLA) in Grades 1 to 3 and the Philippine Informal Reading Inventory (Phil-IRI) in Grades 4 to 10. Mathematics uses the Rapid Mathematics Assessment (RMA) in Grades 1 to 10.
3. **Use classroom results.** Learners failing in examinations and tests are identified from classroom assessment.
4. **Try classroom interventions first.** DO 018 says that learners who do not meet lesson objectives "may not necessarily become ARAL learners". They first receive the teacher's interventions, and those who still fall behind are referred.
5. **Monitor and decide.** A midline assessment checks progress. Learners at grade level exit, learners who improve continue, and teachers report learners who do not improve to the school head.
6. **Refer when needed.** Some learners in Grades 2 to 10 fail assessments and show developmental delays or learning difficulties. They are referred to the multidisciplinary team of an ILRC or to other professionals.

The order states that "The ARAL Program complements, rather than replaces, daily teaching-learning processes". Tutors may be teachers, para-teachers, pre-service teachers and other qualified individuals. Teachers may not tutor their own learners.

### Remediation inside the school year and in summer

DO 015, s. 2026 adds rules that apply from SY 2026-2027. Remediation may begin as early as Week 5 of a term. Teachers monitor attendance and act with parents by the end of Term 1 or when a learner reaches about 12 absences. At the end of the year, learners who fail at most two learning areas take a Summer Remedial Class, and a Recomputed Final Grade of 75 or higher means promotion. Learners who fail more than two learning areas are retained.

[DO 010, s. 2026](https://www.deped.gov.ph/2026/04/29/april-28-2026-do-010-s-2026-guidelines-for-the-implementation-of-2026-summer-remediation-programs/) set the 2026 summer remediation programs, held from May 6 to June 2, 2026. They were ARAL Summer-Reading, ARAL Summer-Mathematics, the SHS Remediation Program in English and Mathematics, and the Summer Academic Remedial Program. Classes kept a tutor-to-learner ratio of at most 1:10, and attendance was mandatory for identified learners. The order also stopped the National Learning Camp. Check the order DepEd issues for each coming summer.

### What the school head does for learners who fall behind

DO 018, s. 2025 states: "The school heads shall manage the program at the school level". In practice, the school head does six things:

- Schedules the beginning, midline and end-of-year assessments, and sends the results to the SDO.
- Uses [learning action cell](https://nash.com.ph/blog/deped-learning-action-cell) sessions to discuss results and interventions, as DO 018 suggests.
- Acts on the list of learners who do not improve, starting with referral to the ILRC multidisciplinary team.
- Assigns summer teachers by competence and willingness, with priority to master teachers for remedial classes.
- Orients learners and parents before summer programs begin.
- Reviews the weekly progress reports during summer programs.

## The Open High School System under RA 10665

[RA 10665](https://www.officialgazette.gov.ph/2015/07/09/republic-act-no-10665/), the Open High School System Act (2015), remains in force. It established the Open High School System as part of DepEd's alternative secondary education program. It uses open learning, which lets learners study at the time, place and pace their circumstances allow.

The system is open to all youth and adults who have finished elementary education. It is also open to high school qualifiers of the Philippine Educational Placement Test (PEPT) and the ALS A&E Test. A regular secondary school serves as the "mother high school". It keeps administrative management and instructional supervision over its learning centers and handles enrollment, evaluation and promotion. Its own teachers serve as Open High School teachers, while community advisers are hired by the LGU.

DO 21, s. 2019 described the Open High School Program as one of DepEd's ADMs. DO 014, s. 2026 has since replaced the ADM definitions with flexible learning programs. As of September 2026, DepEd had issued no separate order on flexible learning programs. A school head who wants to run an open high school should ask the SDO how it is authorized and reported today.

## Finding learners at risk and out-of-school children

A school head cannot match a learner to a program without first finding the learner. Some learners are in school but at risk of leaving. Others never reach the school at all. The national learner data show both groups. In SY 2023-2024, the [DepEd learner data for 47,814 public schools](https://nash.com.ph/blog/deped-learner-data-sy-2023-2024) counted 2,162,636 IP learners (9.3% of learners) and 329,954 learners in ALIVE classes (1.4%). They also counted 143,558 Balik-Aral learners (0.6%) and 24,956 learners in ADMs (0.1%).

The [report on IP, ALIVE and Balik-Aral learners](https://nash.com.ph/blog/deped-ip-alive-balik-aral-learners-sy-2023-2024) shows how these shares vary by region and grade. A school head should know the same numbers for his or her own school.

### Signals inside the school

| Data source | What to look for | Program it points to |
|---|---|---|
| Early registration list compared with the enrollment list | Learners who pre-registered but did not enroll | Home visit; Balik-Aral re-entry; ALS for those above school age |
| LIS tags | Balik-Aral returnees; learners with disabilities or difficulties; IP and ALIVE learners | ARAL; SNEd services and IEP; IPEd; MEP |
| Attendance records | A learner with about 12 absences, or one who is absent at harvest or fishing season | Parent conference and intervention (DO 015, s. 2026); an FLP if attendance stays irregular |
| Beginning-of-year assessments | CRLA, Phil-IRI and RMA results below minimum proficiency | ARAL |
| Grades and term results | Failing in written works, performance tasks or summative tests | In-term remediation; Summer Remedial Class |
| Screening and teacher referrals | Signs of developmental delay or learning difficulty | Child find screening; ILRC referral |

### Signals in the community

- **Literacy mapping.** DO 001, s. 2026 requires ALS implementers to map the community before classes start. RA 11510, Section 17 asks the Local School Board to ensure community literacy mapping and to coordinate with barangays in finding out-of-school children and adults.
- **Child find.** DO 023, s. 2022 has schools work with the barangay to visit the homes of children with disabilities who have never been in school.
- **Early registration advocacy.** DO 017, s. 2025 lists the groups that early registration information must reach. They include learners living with disability, learners in off-grid or isolated communities, displaced learners, children in armed conflict, stateless or undocumented children and those interested in going back to school.
- **Social welfare data.** RA 11510, Section 15 asks the Department of Social Welfare and Development to share its community mapping data and refer prospective ALS learners.

### A step-by-step routine for the school head

1. **During early registration**, run child find and literacy mapping with the barangay. DO 017, s. 2025 sets early registration from the last Saturday of January to the last Friday of February, unless DepEd sets another schedule.
2. **Before the opening**, compare the early registration list with last year's learners and list everyone who has not returned.
3. **In the first month**, check the LIS tags and the beginning-of-year assessments. List learners for ARAL, SNEd screening, ALIVE classes and IPEd support.
4. **Every term**, review attendance and results by section. For each listed learner, record the program, the person responsible and the next check date, and refer out-of-school youth and adults to ALS.
5. **Always**, protect the data. DO 023, s. 2022 tells schools to follow the Data Privacy Act of 2012 (RA 10173) when they handle information about learners.

Protecting learners from abuse, bullying and violence is covered in [DepEd Child Protection and Anti-Bullying: School Head Duties](https://nash.com.ph/blog/child-protection-anti-bullying-school-heads).

## Partnerships with LGUs and community learning centers

Every program in this post depends on partners outside the school. The laws name what each partner may give, which makes the school head's request specific.

| Partner | What the law allows the partner to provide | Basis |
|---|---|---|
| City or municipal LGU | Help identify ALS learners, provide CLC sites and Community ALS Implementors, and support post-program activities | RA 11510, Sec. 16 |
| Local School Board | Coordinate ALS and community literacy mapping; set aside part of the Special Education Fund (SEF) for ALS | RA 11510, Secs. 17 and 18 |
| Local School Board | Use part of the SEF for sites, assistive devices, instructional materials, teacher training and assessments for learners with disabilities | RA 11650, Sec. 24(g) |
| LGU | Establish satellite ILRCs in schools, with their operations included in the SIP | RA 11650, Sec. 6 |
| LGU | Provide safe venues for ARAL tutorials, refer tutors and encourage parents; pay para-teacher tutors from the SEF | RA 12028, Secs. 13, 16 and 21 |
| Barangay | Help with home visits for child find and host early registration in the barangay | DO 023, s. 2022; DO 017, s. 2025 |
| DSWD, TESDA, DOLE, DTI and DA | Share mapping data and refer learners; give skills training and national certificates; open jobs, apprenticeships and entrepreneurship support for ALS learners | RA 11510, Sec. 15 |
| National Commission on Indigenous Peoples and IP elders | Help develop a culturally responsive ALS curriculum; take part in IPEd planning | RA 11510, Sec. 15(i); DO 32, s. 2015 |
| Private donors | Donations for ALS are exempt from donor's tax; donations for learners with disabilities qualify for Adopt-a-School Act incentives | RA 11510, Sec. 21; RA 11650, Sec. 23 |
| LGU, for an open high school | Hire community advisers, with honoraria arranged with the Local School Board | RA 10665, Sec. 9 |

RA 11510 also asks that every CLC be open seven days a week, with learning resources and a space for childcare for parents attending ALS classes. A school-based CLC needs the school head's help to meet that standard.

Partnership requests work better with numbers. A letter to the Local School Board that states how many out-of-school youth the barangay mapped, what the CLC needs and what the school will provide is easier to approve. The [guide to the School Improvement Plan](https://nash.com.ph/blog/deped-school-improvement-plan) shows how to put these programs into the SIP and AIP.

## What the school head does: the school-year cycle

| When | Task | Document or system | Basis |
|---|---|---|---|
| January to February | Child find, literacy mapping, early registration advocacy, capability mapping | Early Registration Form; LIS early registration facility | DO 017, s. 2025; DO 023, s. 2022; DO 014, s. 2026 |
| Before the opening | Update the LSCP; place SNEd, ALIVE, IPEd and ALS activities in the SIP and AIP; approve the ALS class program | LSCP; SIP; AIP; ALS class program | DO 014, s. 2026; DO 44, s. 2021; DO 41, s. 2017; DO 001, s. 2026 |
| Opening Block | Orient parents on the LSCP; enroll and tag learners | Basic Education Enrollment Form; LIS | DO 014, s. 2026; DO 017, s. 2025 |
| First month | Beginning-of-year assessments; ARAL lists; ALS entry assessments and ILAs | CRLA, Phil-IRI, RMA results; ABL and FLT; ILA | DO 018, s. 2025; DO 001, s. 2026 |
| Every term | Attendance and remediation review; LSCP update; IEP progress; ALS records review | Learner Progress and Performance Report; IEP; ILA and Record of Learner's Progress | DO 015, s. 2026; DO 014, s. 2026; DO 001, s. 2026 |
| During emergencies | Decide the level, report within 12 hours, distribute materials | EiE: Learning Continuity dashboard; emergency call tree | DO 014, s. 2026 |
| End of the school year | End-of-year assessments; summer remediation; Summer Remedial Class; incident reports | Assessment results; Certificates of Recomputed Final Grade | DO 018, s. 2025; DO 015, s. 2026; DO 010, s. 2026 |

## Match the learner to the program: five cases

Read each case, decide the program and the school head's first steps, then compare your answer with the one below it. The cases are fictional.

**Case 1.** Ramil is 23. He left school in Grade 8 when his family moved to Bukidnon, and he now works mornings at a rice mill. He wants a junior high school credential so he can apply for a TESDA course.

*Answer.* Enhanced ALS, A&E Junior High School. He is above school age and left the formal system, so DO 001, s. 2026 allows him to enroll in ALS. He takes the FLT and an RPL, and he agrees on an ILA that fits his work hours. He earns certification through the Presentation Portfolio Assessment and the A&E Test, and under RA 11510 a JHS pass qualifies him for SHS or for selected TESDA programs. The school head lets the ALS class use a classroom after hours and tracks his progress in the school's ALS records.

**Case 2.** Liza is in Grade 1 and is deaf. Her mother says another school told her it had no SPED teacher and could not take her.

*Answer.* Inclusive education under RA 11650. The school admits Liza, because no learner may be denied admission on the basis of disability. With her mother's consent, the school refers her to the nearest ILRC or to specialists for assessment, and her IEP is prepared from the results. DO 44, s. 2021 asks schools to support deaf learners with Filipino Sign Language (FSL), including a class where receiving teachers can learn it. The school tags Liza in the LIS as a learner with a disability and plans her accommodations into lessons and assessment.

**Case 3.** A public elementary school in a Cavite town now has 16 Muslim learners in Grade 4. Their parents ask for Arabic and Islamic values classes.

*Answer.* The Madrasah Education Program, through an ALIVE class. The class meets the DO 011, s. 2024 threshold of at least 10 Muslim learners per class for Program Support Funds. The school head asks the SDO for an ustadz or ustadzah who has passed the QEALIS, provides a room and a schedule, and tags the learners in the LIS. The program goes into the SIP and AIP, and its events go into the school calendar.

**Case 4.** Jomar finished Grade 6 and played in the district and provincial meets in athletics and table tennis. His parents want him in the Special Program in Sports at the nearby high school.

*Answer.* A special curricular program, the SPS. Under DO 25, s. 2015, the high school's Committee on Admission screens him. It looks for potential in more than one sport offered, a passed physical fitness test and a competition record attested by his elementary principal. He also submits a medical certificate and parental consent. The receiving school head makes sure the program has trained teachers, facilities and academic support for athletes. In SHS, Jomar can continue in the Sports, Health, and Wellness cluster.

**Case 5.** At 6:00 a.m., the weather bureau raises Tropical Cyclone Wind Signal No. 3 over the municipality. The roads to two sitios are flooded.

*Answer.* DO 014, s. 2026, at the Hinga (Check-in) level. Under Signal No. 3, work, ALS and in-person classes at all levels are automatically suspended. The school head reports the level on the EiE: Learning Continuity dashboard within the first 12 hours and activates the emergency call tree. Teachers check on learners' safety through check-in guides and family kits, with no new academic demands. If the disruption reaches four consecutive class days, the school shifts to a flexible learning program. After the return to Hayo, the school runs remediation and schedules makeup classes if class days fall below 90% of the mandatory contact days.

## How this topic maps to the PPSSH

The PPSSH, adopted by [DepEd Order No. 024, s. 2020](https://www.deped.gov.ph/2020/09/07/september-7-2020-do-024-s-2020-national-adoption-and-implementation-of-the-philippine-professional-standards-for-school-heads/), describes Career Stage 1 as the stage of aspiring school heads. The table quotes the Career Stage 1 indicators of the five strands this topic serves.

| Strand | Career Stage 1 indicator | Where it shows in this topic |
|---|---|---|
| 1.5 Program design and implementation | 1.5.1 Display understanding of the implementation of programs in the school that support the development of learners. | Knowing what each program is, who it serves and how learners enter |
| 2.5 School safety for disaster preparedness, mitigation and resiliency | 2.5.1 Demonstrate knowledge and understanding of laws, policies, guidelines and issuances on managing school safety for disaster preparedness, mitigation and resiliency in ensuring continuous delivery of instruction. | The four levels of DO 014, s. 2026, the LSCP and the reporting rules |
| 2.6 Emerging opportunities and challenges | 2.6.1 Identify emerging opportunities and challenges in addressing the needs of learners, school personnel and other stakeholders. | Finding learners at risk and out-of-school children from school and community data |
| 3.7 Career awareness and opportunities | 3.7.1 Demonstrate knowledge and understanding of the integration of career awareness and opportunities in the provision of learning experiences aligned with the curriculum. | Special curricular programs, SHS elective clusters, ALS micro-certification and TESDA certificates |
| 5.3 Inclusive practice | 5.3.1 Demonstrate knowledge and understanding of inclusive practices, such as gender sensitivity, physical and mental health awareness and culture responsiveness, to foster awareness, acceptance and respect. | Inclusion of learners with disabilities, IPEd, the MEP and MHPSS in emergencies |

Partnership work also touches strand 5.5, Community engagement. The [guide to PPSSH Domain 1](https://nash.com.ph/blog/ppssh-domain-1-leading-strategically) and the [guide to PPSSH Domain 5](https://nash.com.ph/blog/ppssh-domain-5-building-connections) read those domains with DepEd data, and the [PPSSH guide on the app](https://nash.com.ph/ppssh) lists every indicator.

## Practice: how the NASH may test this

[DepEd Memorandum No. 069, s. 2025](https://www.deped.gov.ph/2025/08/11/august-11-2025-dm-069-s-2025-administration-of-the-national-assessment-for-school-heads-for-fiscal-year-2025/) describes the NASH as "conceptual and situational critical thinking questions" aligned with the PPSSH. Expect items that describe one learner or one community and ask what the school head should do first, or which statement best explains a program's purpose. The best answer usually follows the current law, starts from the learner's situation and involves the right partner. Options that exclude the learner, send a school-age child to ALS by default or skip assessment score low. The three items below follow the format of the [NASH practice questions with answers](https://nash.com.ph/blog/nash-practice-questions-with-answers). They are original practice items, not actual or recalled NASH items.

### Question 1

*Indicator 1.5.1, Program design and implementation. Career Stage 1, Situational, Moderate.*

A 13-year-old boy left Grade 5 a year ago to help his father fish. His mother visits the school and asks that he join the ALS class held at the barangay hall, because she thinks it will be easier for him. Which response best reflects current DepEd policy?

- **A.** Enroll him in the ALS class as his mother requests, since ALS is a parallel system that any learner may choose instead of the formal school.
- **B.** Re-enroll him in Grade 6 as a Balik-Aral learner, tag him in the LIS, assess his reading and mathematics for ARAL, and plan attendance support with his family.
- **C.** Re-enroll him in Grade 6 and tell his mother that he must attend every day, since a learner who misses classes for fishing will be retained.
- **D.** Ask him to take the A&E Test right away, since passing it would let him skip Grade 6 and enter junior high school with his former classmates.

**Answer and explanation**

**Best answer: B.** Points: A = 0, B = 3, C = 1, D = 0.

- **A (0 points, Prestructural).** DO 001, s. 2026, citing Section 3(h) of RA 11510, requires ALS implementers to refer school-age learners to the formal system. ALS takes a school-age child only as a verified special case where ALS is the only viable option.
- **B (3 points, Relational).** This returns him to the formal school, records him correctly and connects him to ARAL. RA 12028 covers learners returning after a furlough, and the attendance plan addresses the reason he left.
- **C (1 point, Unistructural).** Re-enrolling him is right, but the threat of retention ignores the cause of his absence. DO 015, s. 2026 asks for timely interventions with parents, not warnings.
- **D (0 points, Prestructural).** The A&E Test is part of ALS certification and comes after ALS learning, with a portfolio assessment. It is not a shortcut for a school-age learner in the formal system.

**Why.** This aligns with Career Stage 1 expectations because indicator 1.5.1 asks the aspiring school head to understand how programs that support learners are implemented. The relational answer joins three programs correctly: the formal school as the first placement, Balik-Aral enrollment and tagging, and ARAL for recovery. The option that sends him to ALS confuses a parallel system for adults and special cases with a choice open to any child.

*Indicator 1.5.1: Display understanding of the implementation of programs in the school that support the development of learners.*

*Sources: RA 11510, Sec. 3(h); DepEd Order No. 001, s. 2026; DepEd Order No. 017, s. 2025; RA 12028; DepEd Order No. 018, s. 2025; DepEd Order No. 015, s. 2026.*

### Question 2

*Indicator 5.3.1, Inclusive practice. Career Stage 1, Situational, Moderate.*

Elders of a Manobo community complain that, during the school's foundation day, a class performed their ritual dance in costume as a contest piece. They say the dance belongs to a ceremony and should not be judged for points. What should the school head do?

- **A.** Explain to the elders that the performance honored their culture, and invite them to serve as judges in next year's contest so their views are heard.
- **B.** Cancel all cultural presentations in future school programs, so that no community can feel that its traditions are being misused by the school.
- **C.** Apologize to the elders, and ask the teacher who directed the dance to write an explanation that the school will file with the incident records.
- **D.** Meet the elders to understand the dance's meaning, agree with them on how the culture may be shown in school, and plan lessons with them as resource persons.

**Answer and explanation**

**Best answer: D.** Points: A = 1, B = 0, C = 2, D = 3.

- **A (1 point, Unistructural).** Involving the elders is a step toward partnership, but defending the performance and keeping it as a contest repeats the misuse they object to.
- **B (0 points, Prestructural).** Removing culture from school is the opposite of culture-responsive education. DO 62, s. 2011 asks schools to integrate Indigenous Knowledge Systems and Practices, not to avoid them.
- **C (2 points, Multistructural).** The apology and the record show accountability, but they do not build the partnership with the community or change how the school plans its programs.
- **D (3 points, Relational).** DO 32, s. 2015 calls an institutionalized partnership with the community fundamental to IPEd and records the concern that cultural expressions not be misused. DO 016, s. 2026 lets IPEd teachers plan lessons with elders.

**Why.** This aligns with Career Stage 1 expectations because indicator 5.3.1 asks for knowledge and understanding of inclusive practices such as culture responsiveness. The relational answer treats the complaint as the start of a partnership. It connects respect for the dance's meaning with how the curriculum will use community knowledge. The option that cancels all cultural presentations confuses avoiding harm with being inclusive.

*Indicator 5.3.1: Demonstrate knowledge and understanding of inclusive practices, such as gender sensitivity, physical and mental health awareness and culture responsiveness, to foster awareness, acceptance and respect.*

*Sources: DepEd Order No. 62, s. 2011; DepEd Order No. 32, s. 2015; DepEd Order No. 51, s. 2014; DepEd Order No. 016, s. 2026.*

### Question 3

*Indicator 2.6.1, Emerging opportunities and challenges. Career Stage 1, Situational, Difficult.*

You are a new school head. The barangay captain says that several teenagers in two upland sitios are not in any school, but the school's enrollment has been stable for three years. Which first step best identifies the learners and the challenge behind them?

- **A.** Compare the early registration list and past LIS records with a home-visit list made with the barangay, then sort the learners found by age and need for referral.
- **B.** Announce in the next barangay assembly that the school is open to all, and wait for the families of out-of-school teenagers to come to the school and enroll.
- **C.** Ask the ALS teacher to open a new class in the sitios at once, since teenagers who are out of school are the responsibility of the ALS program.
- **D.** Report to the SDO that the school's stable enrollment shows no access problem, and suggest that the barangay's count be checked against census figures.

**Answer and explanation**

**Best answer: A.** Points: A = 3, B = 1, C = 2, D = 0.

- **A (3 points, Relational).** It joins school data with community data and sorts learners by age and need. School-age teenagers return to the formal school, and those above school age go to ALS. DO 017, s. 2025 and DO 023, s. 2022 ask schools to work with the barangay this way.
- **B (1 point, Unistructural).** An announcement is a form of advocacy, but it waits for families who may not know or be able to act, and it finds no one.
- **C (2 points, Multistructural).** An ALS class may be part of the answer, and ALS implementers must map their community. But school-age teenagers should be referred to the formal school first, and the school has not yet identified who they are.
- **D (0 points, Prestructural).** Stable enrollment can hide teenagers who never came to school. Dismissing the barangay's report misreads the data and ignores the school head's duty to find learners.

**Why.** This aligns with Career Stage 1 expectations because indicator 2.6.1 asks the aspiring school head to identify challenges in addressing the needs of learners. The relational answer finds the learners and the challenge behind them at the same time. It uses records the school already keeps and the barangay's knowledge of the sitios. The option that opens an ALS class at once acts before the learners and their ages are known.

*Indicator 2.6.1: Identify emerging opportunities and challenges in addressing the needs of learners, school personnel and other stakeholders.*

*Sources: DepEd Order No. 017, s. 2025; DepEd Order No. 023, s. 2022; DepEd Order No. 001, s. 2026; RA 11510.*

For more timed items across all five domains, use the [practice sets on the app](https://nash.com.ph/assessment).

## Frequently asked questions

### What is the Enhanced ALS under DepEd Order No. 001, s. 2026?

The Enhanced ALS is DepEd's current set of rules for the Alternative Learning System, issued on January 19, 2026 under RA 11510. It repealed DO 13, s. 2019 (ALS 2.0) and introduced the Revised ALS Curriculum for the BLP, A&E Elementary and A&E JHS from SY 2026-2027. It also requires a Presentation Portfolio Assessment together with the A&E Test for certification.

### Can a DepEd school refuse to enroll a learner with a disability?

No. RA 11650, Section 5 says that "no learner shall be denied admission on the basis of disability", in public and private schools alike. The school admits the learner, refers the learner for assessment with the parents' consent and provides services and reasonable accommodation based on an IEP.

### What are the four levels in DepEd's Guidelines on Learning Continuity in Emergencies?

The four levels in DO 014, s. 2026 are Hayo (Continue), Hinay (Ease-in), Hinga (Check-in) and Hinto (Stop). They run from regular in-person classes to a full stop of academic learning, and the school head decides the level using professional judgment. If a disruption lasts four consecutive class days at Hinga or five at Hinto, the school shifts to a flexible learning program.

### What are DepEd's special curricular programs?

DepEd has six special curricular programs in secondary school: the Special Programs in the Arts, Sports, Foreign Language, Journalism and Technical-Vocational Education, and the Science, Technology and Engineering Program. DO 21, s. 2019 lists them, and the MATATAG curriculum policy, DO 010, s. 2024, lists them among its programs for gifted and talented learners.

### Who is covered by the DepEd ARAL Program?

The ARAL Program covers public school learners from Kindergarten to Grade 10 in three groups. They are learners returning after a furlough, learners below minimum proficiency in reading, mathematics or science, and learners failing examinations and tests. RA 12028 created it in 2024, and DO 018, s. 2025 sets its implementing guidelines.

## More on school leadership

This post is part of a series on what a school head does under the DepEd rules in force today. The other posts, in reading order:

- [RA 9155 Duties of DepEd School Heads: 12 Areas Explained](https://nash.com.ph/blog/ra-9155-school-head-duties)
- [Leadership vs Management for School Heads: Five Practices](https://nash.com.ph/blog/leadership-vs-management-school-heads)
- [DepEd Revised SBM: DO 007, s. 2024 and the Self-Assessment](https://nash.com.ph/blog/deped-school-based-management)
- [DepEd School Improvement Plan (SIP): Steps, AIP and SRC](https://nash.com.ph/blog/deped-school-improvement-plan)
- [Root Cause Analysis for the DepEd School Improvement Plan](https://nash.com.ph/blog/root-cause-analysis-school-improvement-plan)
- [Organizational Diagnosis Models in Schools: 7S, SWOT, PESTLE](https://nash.com.ph/blog/organizational-diagnosis-school-heads)
- [Change Management in Schools: A Guide for DepEd School Heads](https://nash.com.ph/blog/leading-change-in-schools)
- [DepEd ILAW Lesson Plan, DO 016, s. 2026: School Head's Role](https://nash.com.ph/blog/deped-lesson-planning-do-016-s-2026)
- [DepEd Grading System, DO 015, s. 2026: School Head's Role](https://nash.com.ph/blog/deped-classroom-assessment-do-015-s-2026)
- [DepEd Contextualization, Localization and Indigenization](https://nash.com.ph/blog/curriculum-contextualization-localization)
- [DepEd Instructional Supervision: Observing and Coaching](https://nash.com.ph/blog/instructional-supervision-school-heads)
- [DepEd Learning Action Cell (LAC) Guidelines: DO 35, s. 2016](https://nash.com.ph/blog/deped-learning-action-cell)
- [DepEd PMES for Teachers: DM 089, s. 2025 for School Heads](https://nash.com.ph/blog/deped-pmes-teachers)
- [Human Resource Management for DepEd School Heads](https://nash.com.ph/blog/school-head-human-resource-management)
- [DepEd School MOOE: Allowable Expenses and Liquidation](https://nash.com.ph/blog/deped-school-mooe)
- [RA 6713 for DepEd School Heads: Ethics and Internal Control](https://nash.com.ph/blog/school-head-ethics-internal-control)
- [Leadership Styles of School Heads: What the Evidence Says](https://nash.com.ph/blog/school-leadership-styles)
- [Instructional Leadership for DepEd School Heads](https://nash.com.ph/blog/instructional-leadership-deped-school-heads)
- [Principal, Head Teacher or Teacher-in-Charge in DepEd](https://nash.com.ph/blog/principal-head-teacher-teacher-in-charge)
- [OPCRF for DepEd School Heads in 2026: What Applies Now](https://nash.com.ph/blog/opcrf-school-heads-deped)
- [RA 9155 at 25: Why Shared Governance Has Not Happened](https://nash.com.ph/blog/ra-9155-shared-governance-decentralization)
- On the app: [The roles of a school head](https://nash.com.ph/school-head-roles), the six roles in one guide, and the [PPSSH guide](https://nash.com.ph/ppssh)

## Sources

- [Republic Act No. 11510](https://www.officialgazette.gov.ph/2020/12/23/republic-act-no-11510/), Alternative Learning System Act, December 23, 2020.
- [Republic Act No. 11650](https://www.officialgazette.gov.ph/2022/03/11/republic-act-no-11650/), Instituting a Policy of Inclusion and Services for Learners with Disabilities in Support of Inclusive Education Act, March 11, 2022, and its [Implementing Rules and Regulations](https://www.deped.gov.ph/2025/03/03/implementing-rules-and-regulations-of-republic-act-no-11650-otherwise-known-as-the-instituting-a-policy-of-inclusion-and-services-for-learners-with-disabilities-in-support-of-inclusive-education-a/).
- [Republic Act No. 12028](https://www.officialgazette.gov.ph/2024/10/16/republic-act-no-12028/), Academic Recovery and Accessible Learning (ARAL) Program Act, October 16, 2024.
- [Republic Act No. 10665](https://www.officialgazette.gov.ph/2015/07/09/republic-act-no-10665/), Open High School System Act, July 9, 2015.
- [DepEd Order No. 001, s. 2026](https://www.deped.gov.ph/2026/01/19/january-19-2026-do-001-s-2026-implementing-guidelines-of-the-enhanced-alternative-learning-system/), Implementing Guidelines of the Enhanced Alternative Learning System.
- [DepEd Order No. 014, s. 2026](https://www.deped.gov.ph/2026/06/04/june-4-2026-do-014-s-2026-guidelines-on-learning-continuity-in-emergencies/), Guidelines on Learning Continuity in Emergencies.
- [DepEd Order No. 015, s. 2026](https://www.deped.gov.ph/2026/06/04/june-4-2026-do-015-s-2026-revised-guidelines-on-classroom-assessment-grading-system-and-awards-and-recognition-for-the-k-to-12-basic-education-program/), Revised Guidelines on Classroom Assessment, Grading System, and Awards and Recognition.
- [DepEd Order No. 016, s. 2026](https://www.deped.gov.ph/2026/06/04/june-4-2026-do-016-s-2026-guidelines-on-lesson-planning-and-learning-design/), Guidelines on Lesson Planning and Learning Design.
- [DepEd Order No. 017, s. 2026](https://www.deped.gov.ph/2026/06/04/june-4-2026-do-017-s-2026-strengthened-senior-high-school-curriculum/), Strengthened Senior High School Curriculum.
- [DepEd Order No. 010, s. 2026](https://www.deped.gov.ph/2026/04/29/april-28-2026-do-010-s-2026-guidelines-for-the-implementation-of-2026-summer-remediation-programs/), Guidelines for the Implementation of 2026 Summer Remediation Programs.
- [DepEd Order No. 018, s. 2025](https://www.deped.gov.ph/2025/06/13/june-13-2025-do-018-s-2025-implementing-guidelines-of-the-academic-recovery-and-accessible-learning-program/), Implementing Guidelines of the Academic Recovery and Accessible Learning Program.
- [DepEd Order No. 017, s. 2025](https://www.deped.gov.ph/2025/06/13/june-13-2025-do-017-s-2025-revised-basic-education-enrollment-policy/), Revised Basic Education Enrollment Policy.
- [DepEd Order No. 032, s. 2025](https://www.deped.gov.ph/2025/10/03/october-3-2025-do-032-s-2025-guidelines-on-the-selection-of-recipients-and-minimum-requirements-for-the-construction-of-inclusive-learning-resource-centers/), Guidelines on the Selection of Recipients and Minimum Requirements for the Construction of Inclusive Learning Resource Centers.
- [DepEd Order No. 010, s. 2024](https://www.deped.gov.ph/2024/07/23/july-23-2024-do-010-s-2024-policy-guidelines-on-the-implementation-of-the-matatag-curriculum/), Policy Guidelines on the Implementation of the MATATAG Curriculum.
- [DepEd Order No. 011, s. 2024](https://www.deped.gov.ph/2024/08/06/august-6-2024-do-011-s-2024-amendment-to-deped-order-no-025-s-2021-revised-implementing-guidelines-on-the-utilization-of-fund-for-madrasah-education-program/), Amendment to DepEd Order No. 025, s. 2021.
- [DepEd Order No. 022, s. 2024](https://www.deped.gov.ph/2024/12/23/december-23-2024-do-022-s-2024-revised-guidelines-on-class-and-work-suspension-in-schools-during-disasters-and-emergencies/), Revised Guidelines on Class and Work Suspension in Schools During Disasters and Emergencies.
- [DepEd Order No. 023, s. 2022](https://www.deped.gov.ph/2022/05/25/may-25-2022-do-023-s-2022-child-find-policy-for-learners-with-disabilities-towards-inclusive-education/), Child Find Policy for Learners with Disabilities Towards Inclusive Education.
- [DepEd Order No. 044, s. 2021](https://www.deped.gov.ph/2021/11/02/november-2-2021-do-044-s-2021-policy-guidelines-on-the-provision-of-educational-programs-and-services-for-learners-with-disabilities-in-the-k-to-12-basic-education-program/), 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. 025, s. 2021](https://www.deped.gov.ph/2021/06/21/june-21-2021-do-025-s-2021-revised-implementing-guidelines-on-the-utilization-of-fund-for-madrasah-education-program/), Revised Implementing Guidelines on the Utilization of Fund for Madrasah Education Program.
- [DepEd Order No. 21, s. 2019](https://www.deped.gov.ph/2019/08/22/august-22-2019-do-021-s-2019-policy-guidelines-on-the-k-to-12-basic-education-program/), Policy Guidelines on the K to 12 Basic Education Program.
- [DepEd Order No. 41, s. 2017](https://www.deped.gov.ph/2017/08/11/do-41-s-2017-policy-guidelines-on-madrasah-education-in-the-k-to-12-basic-education-program/), Policy Guidelines on Madrasah Education in the K to 12 Basic Education Program.
- [DepEd Order No. 25, s. 2015](https://www.deped.gov.ph/2015/06/23/do-25-s-2015-implementing-guidelines-on-the-special-program-in-sports-sps/), Implementing Guidelines on the Special Program in Sports.
- [DepEd Order No. 32, s. 2015](https://www.deped.gov.ph/2015/07/29/do-32-s-2015-adopting-the-indigenous-peoples-education-curriculum-framework/), Adopting the Indigenous Peoples Education Curriculum Framework.
- [DepEd Order No. 51, s. 2014](https://www.deped.gov.ph/2014/12/19/do-51-s-2014-guidelines-on-the-conduct-of-activities-and-use-of-materials-involving-aspects-of-indigenous-peoples-culture/), Guidelines on the Conduct of Activities and Use of Materials Involving Aspects of Indigenous Peoples Culture.
- [DepEd Order No. 62, s. 2011](https://www.deped.gov.ph/2011/08/08/do-62-s-2011-adopting-the-national-indigenous-peoples-ip-education-policy-framework/), Adopting the National Indigenous Peoples (IP) Education Policy Framework.
- [DepEd Memorandum No. 042, s. 2026](https://www.deped.gov.ph/2026/06/25/june-25-2026-dm-042-s-2026-guidelines-on-the-pilot-implementation-of-mapping-and-referral-mechanism-for-learners-with-disabilities-in-the-alternative-learning-system-in-select-schools-div/), Guidelines on the Pilot Implementation of Mapping and Referral Mechanism for Learners with Disabilities in the Alternative Learning System.
- [DepEd Order No. 024, s. 2020](https://www.deped.gov.ph/2020/09/07/september-7-2020-do-024-s-2020-national-adoption-and-implementation-of-the-philippine-professional-standards-for-school-heads/), National Adoption and Implementation of the Philippine Professional Standards for School Heads.
- [DepEd Memorandum No. 069, s. 2025](https://www.deped.gov.ph/2025/08/11/august-11-2025-dm-069-s-2025-administration-of-the-national-assessment-for-school-heads-for-fiscal-year-2025/), Administration of the National Assessment for School Heads for Fiscal Year 2025.
- NASH Reviewer, [DepEd Learner Data SY 2023-2024: IP, ALIVE and School Size](https://nash.com.ph/blog/deped-learner-data-sy-2023-2024) (DepEd public datasets).

*Written by Mark Anthony Llego for NASH Reviewer. Sources: RA 11510, RA 11650 and its IRR, RA 12028 and RA 10665; DepEd Orders No. 001, 010, 014, 015, 016 and 017, s. 2026; No. 017, 018 and 032, s. 2025; No. 010, 011 and 022, s. 2024; No. 023, s. 2022; No. 025 and 044, s. 2021; No. 21, s. 2019; No. 41, s. 2017; No. 25 and 32, s. 2015; No. 51, s. 2014; No. 62, s. 2011; DepEd Memorandum No. 042, s. 2026; DepEd Order No. 024, s. 2020 and the PPSSH; DepEd public datasets, SY 2023-2024.*

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© 2026 Mark Anthony Llego, NASH Reviewer. All rights reserved. You may quote up to 100 words from this article with the author's name, its title and a link. In research, cite it as: Llego, M. A. (2026, October 26). *DepEd Enhanced ALS, Inclusive Education and Special Programs*. NASH Reviewer. https://nash.com.ph/blog/deped-als-inclusive-education-programs. Any other reuse of the article, its charts or its data needs written permission: email support@nash.com.ph. Terms of Service: https://nash.com.ph/terms#website-content-and-data