Exploring the Feasibility of the Self-Determined Learning Model of Instruction for Students with Autism in Chinese Special Education Settings

Self-determination is critical in promoting classroom engagement among students with autism spectrum disorder. The Self-Determined Learning Model of Instruction (SDLMI), an evidence-based practice for enhancing self-determination in students with disabilities, has gained increasing scholarly attention. However, empirical studies in Chinese contexts remain limited. This exploratory, descriptive implementation study used an A–B–M single-case approach with two individual cases to examine descriptive patterns in self-determination skills, perceived opportunities for self-determination, and classroom engagement before, during, and after the implementation of an SDLMI-based action-plan in Mandarin-speaking special education classrooms in Fujian Province, China. Preliminary findings indicated positive trends in students’ self-determination skills and classroom engagement after the implementation of the SDLMI, as well as increased perceived school-based opportunities for self-determination and mixed changes in perceived home-based opportunities. These findings are consistent with the existing international literature and provide preliminary case-level support for the cultural feasibility of adapting SDLMI practices within Chinese special education settings. Further research with larger samples and more rigorous experimental designs must fully assess its effectiveness and generalizability.