92
M. K. Puteri Zarina et al.
academic-based education. This review of related literature in the TVET setting for
the autistics will provide a deeper understanding of the needs of our autistic youths
to ensure that they are not sidelined in their pursuit of higher education.
Keywords Autistics · Inclusive education · Post-secondary · TVET
10.1 Introduction
The significantly growing number of children suffering from learning deficits is now
globally researched with more importance being given to addressing this issue in
countries around the world [1]. The figure of children in special needs programmes
has also increased greatly between 2006 and 2013 in Malaysia [2]. A deeper understanding of this issue is vital in order to address the far-reaching implications of this
phenomenon on Malaysia’s education system. Children or teenagers diagnosed with
special needs are defined as “children or youth whose needs arise from disabilities
or learning difficulties” [1]. A smaller-scale study by the Malaysian Health Ministry
showed that 1.6 in 1000 18–26-month-old children, or approximately one in 62,512
has ASD. Our schools and society have recorded an increasingly common occurrence
of autism spectrum disorders. The traditional model of alienating special needs children from mainstream education has shifted to what is currently known as “inclusive
education” in the past decades. This framework is steered by the idea that all children, regardless of their differences, should get the opportunity to learn together.
Technical and vocational education and training (henceforth, TVET) education is
important as it not only provides all children with solid education but also a platform to reform intolerant attitudes and build a more all-encompassing society [1].
TVET access is a delicate problem for disabled individuals. The initiative for inclusive education TVET system has been introduced in many countries with limited
choices for learners with special needs. However, the TVET settings are found to be
segregated [3].
Inclusive education is a strategy that addresses diverse learner typology which
in turn prevents marginalisation. Inclusion of the disabled persons in the society
refers to the promotion and assurance that they are welcomed to pursue educational
endeavours, training and employment with all the necessary support from all relevant
parties [2].
It entails the concept that stipulates accessibility to all learning institutions for all
learners, both abled and disabled. Research indicates that all advocates of inclusive
education must ensure the identification and barriers that may inhibit education for
all learners [4, 5]. Numerous studies have been extensively done in the Malaysian
TVET scenario but none of them focuses on the preparedness of the higher TVET
learning institutions in Malaysia to introduce the inclusive system to address the
needs of autistic post-secondary learners.
Despite the apparent benefits of inclusive education for the disabled learners, gaps
are still present in its implementation in Malaysian TVET/technical universities.
M. K. Puteri Zarina et al.
academic-based education. This review of related literature in the TVET setting for
the autistics will provide a deeper understanding of the needs of our autistic youths
to ensure that they are not sidelined in their pursuit of higher education.
Keywords Autistics · Inclusive education · Post-secondary · TVET
10.1 Introduction
The significantly growing number of children suffering from learning deficits is now
globally researched with more importance being given to addressing this issue in
countries around the world [1]. The figure of children in special needs programmes
has also increased greatly between 2006 and 2013 in Malaysia [2]. A deeper understanding of this issue is vital in order to address the far-reaching implications of this
phenomenon on Malaysia’s education system. Children or teenagers diagnosed with
special needs are defined as “children or youth whose needs arise from disabilities
or learning difficulties” [1]. A smaller-scale study by the Malaysian Health Ministry
showed that 1.6 in 1000 18–26-month-old children, or approximately one in 62,512
has ASD. Our schools and society have recorded an increasingly common occurrence
of autism spectrum disorders. The traditional model of alienating special needs children from mainstream education has shifted to what is currently known as “inclusive
education” in the past decades. This framework is steered by the idea that all children, regardless of their differences, should get the opportunity to learn together.
Technical and vocational education and training (henceforth, TVET) education is
important as it not only provides all children with solid education but also a platform to reform intolerant attitudes and build a more all-encompassing society [1].
TVET access is a delicate problem for disabled individuals. The initiative for inclusive education TVET system has been introduced in many countries with limited
choices for learners with special needs. However, the TVET settings are found to be
segregated [3].
Inclusive education is a strategy that addresses diverse learner typology which
in turn prevents marginalisation. Inclusion of the disabled persons in the society
refers to the promotion and assurance that they are welcomed to pursue educational
endeavours, training and employment with all the necessary support from all relevant
parties [2].
It entails the concept that stipulates accessibility to all learning institutions for all
learners, both abled and disabled. Research indicates that all advocates of inclusive
education must ensure the identification and barriers that may inhibit education for
all learners [4, 5]. Numerous studies have been extensively done in the Malaysian
TVET scenario but none of them focuses on the preparedness of the higher TVET
learning institutions in Malaysia to introduce the inclusive system to address the
needs of autistic post-secondary learners.
Despite the apparent benefits of inclusive education for the disabled learners, gaps
are still present in its implementation in Malaysian TVET/technical universities.