There is increased attention to the importance of self-determination as an educational outcome for students receiving special education services. However, until recently there have been few definitional frameworks in which to conceptualize self-determination as an educational outcome and assess this outcome. This article presents findings from the field-test of a student self-report measure of self-determination designed for adolescents with mild mental retardation and learning disabilities. The scale operationalizes a definitional framework of self-determination as an educational outcome and provides a vehicle for students and educators to examine self-determination and discuss potential goals and objectives related to this outcome. The utility of the scale for instructional and research activities is discussed.
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