The Saudi Ministry of Education has issued a new circular putting an end to the ongoing debate surrounding eligibility for the special education allowance. The Ministry has definitively confirmed that the allowance will be paid exclusively to teachers and specialists officially assigned to direct fieldwork with students with disabilities. This decision comes as part of the Ministry's efforts to streamline financial procedures and ensure that support reaches those who truly deserve it, thereby enhancing the quality of educational services provided to this important segment of society.
Background and historical context of the decision
The “Special Education Allowance” is a significant financial incentive established by the Saudi government years ago to encourage qualified educational staff to engage in special education, recognizing the additional efforts and specialized skills required to work with students with disabilities. However, in recent years, disbursement mechanisms have varied, sometimes resulting in administrative staff or supervisors not directly involved in fieldwork receiving the allowance. This prompted regulatory intervention from the Ministry to establish clear and specific criteria to ensure the incentive achieves its primary objective.
The importance of the decision and its expected impact
This new regulation has multiple dimensions, most notably promoting fairness and transparency among education professionals. Locally, the decision is expected to boost morale among teachers working directly in special education classrooms and schools, as they will feel their exceptional efforts are genuinely appreciated and valued. The decision also aims to rationalize and ensure the efficiency of government spending, aligning with the goals of the Kingdom's Vision 2030, which seeks to enhance performance across all government sectors.
On the educational level, limiting the allowance to field staff is expected to incentivize qualified specialists to remain in their direct teaching positions rather than transferring to administrative or supervisory roles. This will ensure the continued presence of necessary expertise within classrooms and the provision of high-quality educational support to students. This approach underscores the paramount importance the Ministry places on direct teacher-student interaction as a cornerstone of the educational process's success, particularly in special education, which relies heavily on practical skills and individual communication.
