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.

This study examined the effectiveness of sequential stimulus pairing (SSP) training on Hiragana word reading fluency. Two Japanese children with reading difficulties participated. They received SSP training, which required reading whole words after hearing rapid letter–sound pairs. One participant was rewarded with an image of a favorite game character, while the other received performance feedback. Two indices of reading fluency were assessed: reading time for trained words and the number of untrained words read within 45 s. A multiple-probe design was applied across three stimulus sets. Results indicated that both participants reduced reading time and increased the number of untrained words read. In a social validity questionnaire, both parents responded positively. These findings suggest that SSP training improves Hiragana word reading fluency in children with developmental disabilities. The effects of presenting preferred images and performance feedback were also discussed.