The present study attempted to describe the importance of both medical and functional skills – based assessment in identifying children with disability requiring individualized educational program or accommodation in inclusive education. Conducted as pilot activity prior to a national study profiling children with disability in public school special education programs, assessment was done by the teachers using standardized form (Child Intake Form 1) and the Tool for Measuring Acquired Skills (ToMAS). Medical diagnostic history and functional skills were identified for all children whose parents consented. These forms were pilot tested with 22 children from Obando Central Elementary School SPED Center. Mean age at enrollment was 6.08 with standard deviation of + 7.68 revealing lack of homogeneity given the late enrollment of individuals past the age of 18 years. Medical diagnosis and achieved functional skills were presented to establish importance of both factors in identifying qualification for inclusive or special education and in developing individualized education program for the child. Based on cases presented, schools are encouraged to comply with recommendations to establish network and partnership with stakeholders to ensure comprehensive assessment of children with disability. As for screening tool, it is recommended that standardized functional skills be included for use among all schoolchildren to address deficits and allow enrollment to services in special education centers. Given the limited sample completed from this pilot study, it is highly recommended that a larger study be done to include factors causing delay in enrollment of children with disability, nonconsult with allied health and medical professionals prior to school age, and non availability of standardized functional skills screening tool in the Department of Education.