Asian Americans are the fastest growing population in the United States, with Chinese Americans accounting for the largest percentage. In response to this growth, mental health examiners should be culturally competent of the Asian culture, including Chinese culture, as to ensure ethically appropriate and accurate assessment of these individuals. In the current paper, we discussed several critical components of Chinese American clients' social experience, including their language and education attainment, and their stress related to discrimination, racism, and acculturation. We also provided descriptions of specific cultural concerns that should be taken into consideration when assessing Chinese American clients, such as the stigma associated with seeking mental health services, parenting styles and parental involvement in education. In addition, we attempted to bring several practical issues to practitioners' attention; for example, the importance of assessing language proficiency and level of acculturation, the limited availability to appropriately normed psychoeducational assessments, and the different communication style of Chinese American clients. To address these issues, various recommendations were provided, though additional research is needed to create better opportunities and ethical practice for the assessment of Chinese American clients.

Self-determination refers to a set of skills that helps individuals with disabilities control their life and achieve better inclusive outcomes. In special education, self-determination is often conceptualized as an educational outcome, which recognizes the important role that education plays in the development of student self-determination skills. Consequently, a number of educational practices have been developed to teach students with disabilities these essential skills. Some of the practices focus on helping students to acquire and maintain these skills; others focus on developing a conducive environment that allows and encourages individuals with disabilities to apply and exercise self-determination skills. Research has provided empirical evidence to support the need for teaching self-determination skills to students with disabilities. A number of evidence-based practices have been recommended for schools and parents to use in teaching these skills to students with disabilities. Some of the strategies focus on creating conducive environments that provide opportunities for individuals with disabilities to apply and exercise self-determination skills; others provide suggestions to families regarding what they can do to promote self-determination. A particular focus is on instructional practices because of the strong link between education and self-determination. Some popular instructional practices include teaching choice-making, self-management instruction, involving students in the transition planning process, and teaching self-determination skills through a self-determination curriculum such as the ChoiceMaker Curriculum, Steps to Self-Determination, Whose Future Is It Anyway?, Next S.T.E.P. Curriculum, Self-Advocacy Strategy, and Self-Determined Learning Model for Instruction (SDMLI).