96
M. K. Puteri Zarina et al.
transition from school to work [19]. The design of this bridging foundation for TVET
tertiary education should include both the able- and disable-bodied learners. Basically, the purpose of vocational education is to prepare learners to face the business
world/working world. It also applies to persons with disabilities to prepare for their
independence in the workplace. In some developed countries, people with disabilities are given training in the form of skills as the provision of his life later [20].
Thus, higher technical and vocational education and training (H-TVET) has been
defined as an innovative education model which embodies the spirit of democratisation of knowledge and champions the continuous advancement of science, technology and trades [21]. It also encourages empowerment and self-reliance of youths.
Exposing the autistic learners to HTVET may help them to be independent and selfresourceful. The combination of both elements of knowledge and hands-on skills in
the learning processes as advocated by HTVET may benefit these autistic learners
who have varied talents and advantages despite their disabilities. Various countries
and UNESCO itself are aware of the importance of re-orienting the current basis of
academic approach to a technical vocational one. However, much work still needs to
be done and implemented to support TVET programmes for students with disabilities.
Umar and Rashid (2019) investigated the predictors of the success of disabled
students in the implementation of inclusive education on their skills acquisition in
agricultural science subject in a secondary school in Adamawa, Nigeria [3]. It was
found that the highest contributing factor to the successful implementation of the
inclusive system is parental involvement and adequacy of infrastructure in the school.
The results were obtained by investigating the perception of 243 agricultural science
teachers regarding the most effective predictive variable for the success of the inclusive system. The variables studied the predictive skills acquisition of students with
learning deficits. Such variables found in this study may be helpful for the development of post-secondary TVET system for the disabled in our local institutions in
Malaysia. TVET education providers for the disabled in Malaysia should take heed
of the findings here to solicit a more active participation from parents and provide
solid infrastructure in the campus to facilitate the learners’ teaching and learning
processes.
For a faculty to be equipped with satisfactory infrastructure for the disabled, in this
case, the autistics, Zulhabri (2016) proposes that architects and consultants adopt suitable educational designing methods in constructing educational buildings for them.
This is because research proves that the effectiveness of the learning outcomes of the
autistic learners is partly attributed to the quality of the educational buildings and
accompanying facilities. However, despite the sharp rise in the number of autistic
learners in Malaysia, there are no clear policies or regulations for autism in the local
TVET institutions. Zulhabri created a framework for the design of educational institutions for autistics learners. He identified two significant criteria to be considered in
the designing process, namely enclosed construction and environmental benefits. The
dimensions that are worth considering for ameliorative measure in the components
of the building structure are colour, details and materials while the environmental
elements should incorporate acoustics, ventilation and lighting [22].
M. K. Puteri Zarina et al.
transition from school to work [19]. The design of this bridging foundation for TVET
tertiary education should include both the able- and disable-bodied learners. Basically, the purpose of vocational education is to prepare learners to face the business
world/working world. It also applies to persons with disabilities to prepare for their
independence in the workplace. In some developed countries, people with disabilities are given training in the form of skills as the provision of his life later [20].
Thus, higher technical and vocational education and training (H-TVET) has been
defined as an innovative education model which embodies the spirit of democratisation of knowledge and champions the continuous advancement of science, technology and trades [21]. It also encourages empowerment and self-reliance of youths.
Exposing the autistic learners to HTVET may help them to be independent and selfresourceful. The combination of both elements of knowledge and hands-on skills in
the learning processes as advocated by HTVET may benefit these autistic learners
who have varied talents and advantages despite their disabilities. Various countries
and UNESCO itself are aware of the importance of re-orienting the current basis of
academic approach to a technical vocational one. However, much work still needs to
be done and implemented to support TVET programmes for students with disabilities.
Umar and Rashid (2019) investigated the predictors of the success of disabled
students in the implementation of inclusive education on their skills acquisition in
agricultural science subject in a secondary school in Adamawa, Nigeria [3]. It was
found that the highest contributing factor to the successful implementation of the
inclusive system is parental involvement and adequacy of infrastructure in the school.
The results were obtained by investigating the perception of 243 agricultural science
teachers regarding the most effective predictive variable for the success of the inclusive system. The variables studied the predictive skills acquisition of students with
learning deficits. Such variables found in this study may be helpful for the development of post-secondary TVET system for the disabled in our local institutions in
Malaysia. TVET education providers for the disabled in Malaysia should take heed
of the findings here to solicit a more active participation from parents and provide
solid infrastructure in the campus to facilitate the learners’ teaching and learning
processes.
For a faculty to be equipped with satisfactory infrastructure for the disabled, in this
case, the autistics, Zulhabri (2016) proposes that architects and consultants adopt suitable educational designing methods in constructing educational buildings for them.
This is because research proves that the effectiveness of the learning outcomes of the
autistic learners is partly attributed to the quality of the educational buildings and
accompanying facilities. However, despite the sharp rise in the number of autistic
learners in Malaysia, there are no clear policies or regulations for autism in the local
TVET institutions. Zulhabri created a framework for the design of educational institutions for autistics learners. He identified two significant criteria to be considered in
the designing process, namely enclosed construction and environmental benefits. The
dimensions that are worth considering for ameliorative measure in the components
of the building structure are colour, details and materials while the environmental
elements should incorporate acoustics, ventilation and lighting [22].