Students with mild mental retardation (MMR) are increasingly served in general classrooms on a regularly basis. This trend provides them both challenges and opportunities to exercise self-determination. The current study investigated whether students with MMR demonstrated more self-determination behaviors in regular classrooms than in resource classrooms. Results indicate that these students demonstrated more self-determination behaviors in resource classrooms. Possible explanations of the findings, discussions of self-determination instruction, and suggestions for future studies are provided.
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