The Malaysian Ministry of Education aims for 75% of children with special needs to be enrolled in inclusive programmes by 2025 which are specially designed for autistic children aged 5–17. However, this rehabilitation programme is disadvantageous to a certain extent as it only caters for children below 18 years old with no clear post-secondary educational pathway for autistic learners between the ages of 18–25. The significantly growing number of children suffering from learning deficits such as those with autism spectrum disorder (ASD) is now globally researched with more importance being given to addressing this issue in countries around the world [1]. The number of children in special needs programmes has also increased greatly between 2006 and 2013 in Malaysia. Mentally challenged individuals are unique as they have skill sets that are valuable for their well-being and society at large. This awareness justifies their inclusive development movement and global efforts. Malaysia needs a clearer path for post-secondary technical vocational educational training (TVET) for autistic learners in Malaysia as an alternative to the purely 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. © 2021, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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