There is limited recognition of self-determination concept in the Middle Eastern culture. Subsequently, there are no adapted measures of self-determination for Arabic adolescents with intellectual disability, learning disability, and multiple disabilities (intellectual disability and physical impairment). The purpose of this study was to examine the internal consistency reliability and construct validity of translated and adapted Arc's Self-Determination Scale. Furthermore, this study aimed to assess the level of self-determination among Saudi female adolescents with intellectual disabilities, learning disability, and multiple disabilities and to investigate the role of age, disability category, and educational setting on self-determination level. The participants in this study were 364 Saudi female adolescents aged between the ages of 14 and 22 years with intellectual disabilities, learning disability, and multiple disabilities, who were enrolled in the educational organizations in Saudi Arabia. An Arabic version of the Arc's Self-Determination Scale was translated and back-translated by the researcher, refined and validated by a panel of experts. The translated and adapted Arc's self-determination scale was administered to the participants at their school and by their teachers. Thirty-four items were deleted from the scale, and seven items were culturally inappropriate and modified by the researcher. The factorial analysis showed proof of construct validity. The results revealed the universal aspect of the self-determination construct as well as specific differences in the self-determination levels found among participants who vary in age, disability category, and educational setting. Students with intellectual disabilities demonstrated the lowest level of self-determination among the sample. In addition, students with intellectual disabilities who enrolled in educational centers obtained lower scores in self-determination compared with students with intellectual disabilities who enrolled in self-contained classrooms. Moreover, high school students' age range between 16 to 18 years demonstrated the highest self-determination scores among the other age groups. The findings of this study proved that the translated and adapted version of the Arc's Self-Determination Scale is a validated assessment within Saudi culture, however, further validation studies are needed that involve larger samples. Moreover, the obtained self-determination scores by the participants in this study emphasize the need to involve strategies to promote self-determination behavior in female adolescents and to develop post-secondary education programs in Saudi Arabia. This study replicated findings from previous studies with an international sample and confirmed the universality of self-determination concept as well as differences in the operationalization of self-determination construct across cultures. Also, future research needs to examine culturally appropriate interventions to promote self-determination for adolescents with intellectual disability, learning disability, and multiple disabilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]