Self-Determination of Adolescents with Intellectual and Developmental Disabilities in China: Evidence from Students and Teachers

ABSTRACT: Self-determination is closely associated with individuals’ autonomy and independence and is crucial for people with intellectual and developmental disabilities. This study investigated the self-determination of adolescents with intellectual and developmental disabilities in China. Using the AIR Self-Determination Scale, data were collected from 116 students and 29 corresponding special education teachers. Findings indicated that the adolescent with intellectual and developmental disabilities had a moderate level of self-determination. However, teachers consistently rated students’ self-determination lower than students’ self-rating. Students’ self-evaluations of their self-determination were significantly influenced by geographic location, age, and disability severity, and teacher evaluations were affected by students’ age and disability severity, as well as teachers’ teaching experience and subject area. The study revealed that teachers face notable challenges in their conceptual understanding and pedagogical implementation of self-determination instruction. Based on these findings, recommendations are proposed across four domains: parents, teachers, schools, and broader society.