This paper explores how principles of self-determination apply to individuals who are deaf-blind and how it affects families, educational programming, and service delivery. Five underlying principles are identified including: all persons desire self-determination and are capable of achieving it; self-determination is a continuum; and self-determination is a life-span issue. Different cultural interpretations of the concept of self-determination are noted. Practices that foster self-determination are discussed including: (1) opportunities for decision-making and risk-taking; (2) access to the environment through communication; and (3) vocational experiences and employment. Suggestions are offered to serve providers for infusing self-determination concepts into technical assistance services and program planning, including the Individualized Family Service Plan, the Individualized Education Program, and the Individualized Transition Plan. Discussion of curricula focuses on the current development of specific curricula for young adults, family members, and educators. A review of resources notes state deaf-blind projects, information and referral resources, Helen Keller National Center regional representatives, national organizations, and e-mail discussion groups. (Contains 32 references.) (DB)