This paper reports findings from a survey of Korean special and general education teachers (n = 328) regarding the extent to which they value and deliver instruction to promote the self-determination of students with disabilities in their classrooms. The findings include (a) descriptive statistics summarizing the outcomes of questionnaire items, (b) the main effect of grade level on perceived importance of skills that lead to enhanced self-determination, and (c) the main effect of program type on teaching skills leading to enhanced selfdetermination. Detailed study results and implications for research and practice are discussed.
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