While the increased monthly allowance for special educational needs students will provide some relief for everyday expenses such as transport and learning materials, how much it will benefit a household depends on varying family circumstances.
Taylor’s University School of Education senior lecturer Hema Letchamanan (pic) said depending on the child’s needs, expenses may include specialised assessments, therapy, assistive devices and transportation.
Some parents may also need to adjust their employment arrangements to accommodate caregiving responsibilities.
Against these costs, RM200 remains a modest contribution, she said, adding that there is also the question of whether financial assistance is reaching all those who need it.
“Under the existing arrangements, students must be registered as persons with disabilities.
“This highlights the importance of ensuring that families can access assessment and registration processes in a timely manner, particularly in communities where specialist services are less accessible,” she said.
Beyond financial assistance, early identification and intervention should be prioritised to ensure these students receive the support they need to thrive in education, she added.
The additional Permata Kurnia centres, expansion of special preschool classes in rural areas and upgrading of community rehabilitation centres, she said, are encouraging but their effectiveness depends on the availability of trained professionals, appropriate resources and continuity of support as children progress through the education system.
“Access to specialist assessments, therapy and appropriate educational provision may vary between urban and rural communities, including parts of Sabah and Sarawak.
“Greater coordination between education, health and social welfare services is equally important, as families often have to navigate different systems, procedures and eligibility requirements to obtain the support their children need.”
Within schools, greater emphasis should be placed on the quality of students’ educational experiences, Hema said.
While enrolment and attendance are useful indicators, it also crucial to assess whether children are progressing in their learning, participating in activities, developing relationships with peers and experiencing a sense of belonging.
“Their own perspectives can provide valuable insights.
“Continuity of support is important as students transition between different stages of education and eventually into vocational training, higher education or employment,” she said, stressing that financial assistance should form part of a broader effort to ensure children with special educational needs have equitable access to education.
“The success of these investments should be measured not only through access and participation, but also through students’ learning, development and longer-term opportunities.”
Describing the rise in monthly teaching incentive for special education teachers as an acknowledgement of the expert knowledge and responsibilities required to guide those with diverse learning needs, Hema said beyond classroom instruction, special education teachers often undertake individualised planning, adapt teaching and assessment approaches, monitor students’ progress, and work closely with families and other professionals.
But while financial recognition is important, it does not necessarily translate into improved teaching conditions or greater capacity to respond to students’ needs.
“It important to consider what the incentive is meant to achieve, whether to recognise specialists, attract teachers into special education, improve morale or retain experienced educators,” she said.
Beyond incentives
Sustained professional development, particularly opportunities that connect specialist knowledge with classroom realities is important, said Hema.
Teachers, she said, benefit from ongoing training, individualised education plans, accessible assessment and strategies for students with diverse learning needs.
“Professional development should also extend beyond formal training to include mentoring, collaborative lesson planning and classroom-based coaching.
“These approaches allow teachers to refine their practices over time and learn from colleagues and specialist professionals,” she said, adding that preparing mainstream teachers is equally important because educators across different educational settings need the knowledge and confidence to respond to diverse learning needs as inclusive education expands.
Staffing and resource distribution, she stressed, also deserve attention as access to classroom assistants, appropriate learning materials and specialist services can influence how effectively teachers support their students.
Teachers’ perspectives, she said, should inform decisions on professional development and resource allocation, given their understanding of classroom challenges and opportunities.
