1 to teach learners with disabilities in the ILRC, CDC, a resource room, or inside or outside 2 a regular classroom. 3 4 5 (s) Transition Program refers to a coordinated set of courses and activities for learners with disabilities that: (1) is designed within an outcome-oriented process, which promotes 6 movement from school to post-schoolactivities 7 education, vocational training, integratedemployment, supported employment, 8 continuing and adult education, adult services, independent living, or community 9 participation; 10 11 12 that includepost-secondary (2) is based upon the individual learner's needs, taking into account the learner's preferences and Interests; and (3) includes instruction, related services, and community experiences. 13 (t) Universal Design as defined in the "United Nations Convention on the Rights 14 of Persons with Disabilities", refers to the design of products, environments, programs, 15 and services to be usable by all people, to the greatest extent possible, without the need 16 for adaptation or specialized design. "Universal design" shall not exclude assistive devices 17 for particular groups of persons with disabilities where this is needed. 18 19 Sec. 5. Inclusion Policy for Learners with Disabilities in Public and Private Schools. 20 - No learner with disability shall be denied admission and Inclusion in any public or private 21 early or basic education school in the country to afford such learners with equitable 22 opportunities to educational services and programs. 23 24 Sec. 6. Establishment of ILRCs. - The DepEd, in collaboration with local 25 government units (LGUs), shall establish and maintain at least one (1) ILRC in all cities 26 and municipalities. All existing SPED Centers shall be converted to and renamed as 27 "Inclusive Learning Resource Center". 28 The LGUs may establish satellite ILRCs in schools, the operations and maintenance 29 of which shall be included in the School Improvement Plan (SIP). The SIP refers to a 30 roadmap that lays down the school's specific Interventions and solutions to corresponding 31 identified priority Improvement areas and aims to Improve the three key result areas in 32 basic education: access, quality, and governance.