CONCEPTUALISED ACCOUNTING AND ENTREPRENEURIAL MODULES AMONG STUDENTS WITH DISABILITIES

Abstract

There are several issues regarding curriculum accessibility, lack of institutional support, and limitations in appropriate technology among students with disabilities in Malaysia. This paper aims to provide an overview of the development, testing, and assessment of an accounting and entrepreneurship module for students with disabilities as a component of their educational curriculum. A four-step research method has been adopted to collect and analyze the literature: defining variables, selecting the classification context, collecting publications, and evaluation of materials. The study used Theory Plan Behavior as a fundamental theory. The study also examines the subjective norms shaping the students' perceptions and their perceived control over accounting and entrepreneurial modules among students with disabilities.  The findings of this study add important knowledge to a foundation for further development of an understanding of teaching students with disabilities.