Comparison of Special Education Teachers’ Perceptions on Self-determination Skills of Students with Autism and Their Own Instructional practices between Korea and China Written by Wu, Yan Department of Special Education Graduate School of Woosuk University Directed by Prof. Bang, Myong-Ye Ph.D. The purpose of the study was to investigate the differences of general education teachers’ perceptions on self-determination skills of students with autism between Korea and China. One hundred ninety one general education teachers from nine Korean special schools and two-hundred five special education teachers in sixteen Chinese special schools responded to the questionnaires sent by mail. Two independent sample t-test and multiple regression were implemented to analyze the data. The results of the study were as follows. First, both Korean and Chinese special education teachers perceived that the earlier introduction of self-determination skills to the instruction for students with autism, the better outcomes. Second, there was a difference of special education teachers’ perceptions on the importance of the self-determination skills of students with autism between Korea and China. Korea special education teachers perceived more positively the importance of the self-determination skills of students with autism. Third, both Korean and Chinese special education teachers perceived that the most serious barriers to teach students with autism self-determination skills were the characteristics of autism and the lack of collaboration with the families of students with autism. Fourth, both Korean and Chinese special education teachers perceived that the most important supports for teaching students with autism self-determination skills were collaboration with families, in-service teacher training on self-determination, and instructional materials. The limitations of the study were as follows. First, the study results cannot be generalized to the population because the subjects of the study were not selected randomly from the population. Second, the sample size was not large enough to represent each country. Third, there was a possibility that the subjects would exaggerate positively their perceptions on self-determination skills of students with autism and their own instructional practices. There are suggestions for future studies. First, professional terminology such as self-determination should be defined operationally in a questionnaire. Second, various data collection methods such as interviews and direct observations should be implemented.