Structured Teaching Approaches to Improve Vocational Skill Proficiency for Students with Autism Spectrum Disorder (ASD) in Technical and Vocational Education: A Literature Review.

Learners with Autism Spectrum Disorder (ASD) often struggle to acquire and apply vocational skills. This underscores the need for structured and inclusive teaching methods in Technical and Vocational Education and Training (TVET). This literature review looks at how effective the Structured Teaching Model, based on the TEACCH framework, is for improving vocational skill development in learners with ASD. It draws from 14 peer-reviewed studies to show structured teaching approaches integrating visual supports, behavioral sequencing, workplace adaptations, and technology-enhanced tools to support vocational learning and employment readiness. The findings reveal that structured teaching consistently improves accuracy in vocational tasks, skill mastery, independence, and work readiness when used as a complete instructional system rather than just a collection of separate strategies. Visual supports and behavior sequencing are the most effective for teaching procedural vocational skills. Job coaching and structured workplace settings are essential for helping learners generalize these skills. Technology-based methods, like augmented and virtual reality, offer promising benefits for engagement and practice, but their use depends on the context. This review adds to the literature by presenting structured teaching as a flexible teaching framework for inclusive TVET. The findings highlight the need for teacher training, strengthening institutional capacity, and supporting policies to ensure effective and widespread implementation. This will ultimately enhance vocational outcomes and increase workforce participation for learners with ASD.

Autism Spectrum Disorder (ASD), Structured Teaching, TEACCH Model, Inclusive TVET, Vocational Skills

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