10 Technical Vocational Education Training Pathway …
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must also be trained with socialising, communication, problem solving and selfempowerment skills that enable them to engage in various settings both at schools and
upon entering the society particularly after leaving secondary education. However,
this study mainly concerns academic profiling for persons with sensory deficiencies,
i.e. hearing impairment and visual disability for employability and not on any specific
autism spectrum.
A study which focuses on the relevance of vocational and special education for
children with special needs was carried out by Hussain and Maarof (2017) [14].
In this research, the importance of employability as a means of self-help for children with special needs is emphasised through the changes made to the educational
landscape from academic-based education to vocational and self-reliance settings.
This initiative is achieved by enhancing and developing the knowledge and living
skills of children. This is a crucial orientation of special education to assist children in becoming independent adults. In order to accomplish this mission, barriers
and issues must be addressed and tackled and opportunities be increased to ease the
autistics’ transition into adulthood.
10.5 Conclusion
There are currently insufficient vocational schools and training centres for students
with disabilities in Malaysia, particularly autistic learners. Currently, a huge majority
of autistic students in Malaysia may not be sufficiently prepared for transition into
open employment and self-sufficiency, though they are equipped with academic and
vocational training [2]. However, a successful school-to-work transition programme
can provide the much-needed support for these students in terms of education and
training for their employability and an acceptable quality adult life [32]. This review
is relevant for educational practitioners, policymakers and other pertinent key stakeholders in the sector, to address the importance of a stable educational pathway for
students with autism. Only by consolidating the educational programmes and services
in Malaysia, can students with disabilities partake productively in the nation’s development. Very few studies have been conducted on the readiness of the manpower
and infrastructures of TVET institutions for the autistic group in Malaysia. With the
rising figure of autism among our youths in the world, it is therefore imperative for the
Malaysian government to take proactive measures in ensuring that the educational
needs of the autistic students are met.
For students with disabilities that comprise difficulties in communication and
social interactions, post-secondary enrolment consequences may differ greatly from
those with less acute disabilities. Thus, consolidating the entry criteria, pedagogical
approaches, teaching and learning materials and assessment methods is of utmost
importance. In addition, strengthening the TVET manpower, both academic and
supporting units to tend to the trainees with autism together with the non-autistic
learners is another task worth focusing on. A special taskforce needs to be established
in order to construct a solid framework which addresses the issues pertaining to
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must also be trained with socialising, communication, problem solving and selfempowerment skills that enable them to engage in various settings both at schools and
upon entering the society particularly after leaving secondary education. However,
this study mainly concerns academic profiling for persons with sensory deficiencies,
i.e. hearing impairment and visual disability for employability and not on any specific
autism spectrum.
A study which focuses on the relevance of vocational and special education for
children with special needs was carried out by Hussain and Maarof (2017) [14].
In this research, the importance of employability as a means of self-help for children with special needs is emphasised through the changes made to the educational
landscape from academic-based education to vocational and self-reliance settings.
This initiative is achieved by enhancing and developing the knowledge and living
skills of children. This is a crucial orientation of special education to assist children in becoming independent adults. In order to accomplish this mission, barriers
and issues must be addressed and tackled and opportunities be increased to ease the
autistics’ transition into adulthood.
10.5 Conclusion
There are currently insufficient vocational schools and training centres for students
with disabilities in Malaysia, particularly autistic learners. Currently, a huge majority
of autistic students in Malaysia may not be sufficiently prepared for transition into
open employment and self-sufficiency, though they are equipped with academic and
vocational training [2]. However, a successful school-to-work transition programme
can provide the much-needed support for these students in terms of education and
training for their employability and an acceptable quality adult life [32]. This review
is relevant for educational practitioners, policymakers and other pertinent key stakeholders in the sector, to address the importance of a stable educational pathway for
students with autism. Only by consolidating the educational programmes and services
in Malaysia, can students with disabilities partake productively in the nation’s development. Very few studies have been conducted on the readiness of the manpower
and infrastructures of TVET institutions for the autistic group in Malaysia. With the
rising figure of autism among our youths in the world, it is therefore imperative for the
Malaysian government to take proactive measures in ensuring that the educational
needs of the autistic students are met.
For students with disabilities that comprise difficulties in communication and
social interactions, post-secondary enrolment consequences may differ greatly from
those with less acute disabilities. Thus, consolidating the entry criteria, pedagogical
approaches, teaching and learning materials and assessment methods is of utmost
importance. In addition, strengthening the TVET manpower, both academic and
supporting units to tend to the trainees with autism together with the non-autistic
learners is another task worth focusing on. A special taskforce needs to be established
in order to construct a solid framework which addresses the issues pertaining to