Article ID: 23-N007
In Western contexts, fostering self-determination has become a central component of special education, particularly for students with intellectual disabilities or autism spectrum disorder. However, educators from different cultural settings may hold varying perspectives on self-determination. This study examined the views of educators in Fujian and Taiwan regarding its importance and the opportunities provided to students. It also explored factors shaping these perspectives. Educators with self-determination training placed greater emphasis on it and were more likely to create opportunities for students. Secondary school educators valued self-determination more than their primary school counterparts. We also identified commonalities and differences across the two regions. Educators in Fujian and Taiwan recognized the value of self-determination skills for students with intellectual disabilities or autism spectrum disorder. However, primary school educators in Taiwan placed higher importance on self-determination than those in Fujian. Conversely, trained educators in Fujian reported providing more opportunities for students to develop these skills than their counterparts in Taiwan. Implications for future research and practice are discussed.
