The Application of Learning Theories in Teaching Vocational Skills to Students with Special Needs in Secondary Schools: A Literature Review
List of Authors
Nurrul Nadwa Mohd Yusof, Syar Meeze Mohd Rashid
Keyword
Learning Theories, Special Education, Vocational Skills, Teaching Strategies, Students with Special Needs
Abstract
This article is a review that discusses the application of learning theories in the teaching strategies used by special education teachers who teach vocational skills subjects to students with special needs (MBK) in secondary schools. The review is conducted by analysing various past studies related to the use of learning theories, particularly behaviorism and constructivism in the context of special education. The review analysed 17 selected studies published between 2016 and 2025 retrieved from Scopus, ERIC, and Google Scholar. The main focus of this review is how learning theories such as behaviorism and constructivism are applied in teaching by special education teachers and their effectiveness in supporting the development of MBK. The analysis found that the combination of these theories contributes to better conceptual understanding, improved practical skills, and more active student participation in the learning process. Some of the effective strategies identified include the use of positive reinforcement (such as praise and token economies), real-world activities, and collaborative learning environments. The review also highlights several challenges in applying these theories, including the lack of professional training, limited resources, and insufficient practical understanding among teachers. However, these obstacles can be addressed through enhanced training and ongoing professional support. This article has implications for curriculum design, teacher professional development and the creation of more inclusive and effective learning environments in vocational special education.