When making a general reading of Colegio Rural Quiba Alta IED regarding the problems related to attention to students with disabilities and the existing theoretical and legal construction that underlies it, there is a notable lack of knowledge about the attention, accompaniment and guidance required by the students characterized or diagnosed with intellectual disabilities. Therefore, the educational establishment has advanced in the implementation of pedagogical intervention processes aimed at this population to ensure quality inclusive education, which respond to the diversity of learning within the classroom. However, from the intervention of the support teacher and the classroom teachers of the establishment, it is observed that citizen competencies and self-determination are not promoted, as fundamental axes to achieve this goal. These processes have focused their interest in solving the challenges related to cognitive development, concept learning and the recognition of diversity; There is talk about curricular flexibility, teacher training, awareness of the educational community and mainstreaming evident in institutional documents such as PEI, the coexistence manual, curricular meshes, classroom plans and the inclusion project; However, the skills related to the self-determination and citizenship of this population is not relevant to the educational community in general. To respond to the research problem, specialized literature was studied, both nationally and internationally, referring to the various conceptualizations and existing relationships regarding intellectual disability, self-determination and citizen competencies; which made it possible to understand and take a stand around their relationships and importance within the integral development of students with this disability. Through a qualitative paradigm and an interpretive perspective of a hermeneutical type, then, it was possible to observe the subjects of study with greater significance, such as human beings and their social context, also gave priority and sense to propose through a proposal on the factors that they affect the development of self-determination processes in students with intellectual disabilities. The population that participated in the present study was nine (9) students with mild intellectual disabilities and respective parents, four (4) teachers and thirteen (13) classroom teachers. For the first objective, the characterization of self-determination in students with intellectual disabilities, was done through field diaries and interview, the second objective, through documentary analysis, and for the last objective, through triangulation of information; finally, to leave as a proposal a scale of assessment of self-determination in secondary that allows to assess and guide the processes of self-determination of students with mild intellectual disability in secondary, and some basic orientations based on autonomy, motivation and citizen competencies, fundamental elements in educational contexts.