Advancing contemporary self-determination research and practice in Arabic contexts: Validation of the self-determination inventory: Parent/teacher report.

Self-determination is a critical construct for people with disabilities across languages and cultures. However, limited research has examined how self-determination is expressed, measured, and supported in Arabic contexts. This study represents the first phase of the Self-Determination Inventory Translation Initiative, a multi-phase project to extend and build culturally responsive measurement and an implementation knowledge base for self-determination in Arabic contexts grounded in Causal Agency Theory. Using a Bayesian Three-Part Beta Item Response Theory model, we examined the validity of the Self-Determination Inventory: Parent/Teacher Report (SDI: PTR) Arabic Translation. Results provided initial evidence supporting the validity of the SDI: PTR Arabic Translation and indicated notable variability in parent and teacher reports of self-determination in Arabic context. Future oriented goal-directed self-determination skills and abilities were reported by parents and teachers less frequently than everyday routine aspects of self-determination, suggesting differences in opportunities across school contexts. The results highlight the value of proxy reports for understanding contextual supports and opportunities while recognizing the importance of continued work that centers student self-report data to more fully represent student voice in Arabic self-determination research. Implications for future research and practice focusing on advancing self-determination in Arabic educational contexts are discussed.