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Remedial and Special Education
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Parent and Teacher Engagement in Fostering the Self-Determination of Students with Disabilities

A Comparison Between the United States and the Republic of China

Dalun Zhang

Eugene T. Moore School of Education, Clemson University, dzhang{at}clemson.edu

Michael L. Wehmeyer

Department of Special Education, director of the Kansas University Center on Developmental Disabilities, Beach Center on Disability at the University of Kansas

Li-Ju Chen

Chang Gung University, Republic of China

This study investigated the behaviors of parents and teachers in the United States and Taiwan in fostering the self-determination of elementary and secondary school students. Participants were parents and teachers of 203 students from the United States and 90 students from Taiwan. Findings indicated that U.S. teachers reported similar levels of engagement in selfdetermination—fostering behaviors as teachers in Taiwan; U.S. parents reported significantly higher levels of engagement in selfdetermination—fostering behaviors than parents in Taiwan; in both countries, teachers and parents of secondary school students reported higher levels of engagement than teachers and parents of elementary school students; and country differences and teacher—parent differences were related to some specific items. Interpretations of these findings and their implications for parent and teacher education and cultural differences are discussed.

Remedial and Special Education, Vol. 26, No. 1, 55-64 (2005)
DOI: 10.1177/07419325050260010701
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