Abstract: The research aimed to identify the most common self-determination skills and family communication patterns among sensory-disabled university students, to explore the correlational relationship between self-determination skills and family communication patterns as perceived by these students, and to reveal the differences among sensory-disabled students according to the variables of gender, type of disability, and severity of disability in terms of self-determination skills and family communication patterns. The study involved 116 sensory-disabled students (64 with hearing impairments and 52 with visual impairments) at the undergraduate level from the universities of Zagazig, Cairo, Ain Shams, and Helwan. Two research tools were applied: the Self-Determination Skills Scale and the Family Communication Patterns Scale (developed by the researchers). The study adopted a descriptive methodology, and one of its key findings was that self-awareness is the most prevalent self-determination skill among sensory-disabled students. The harmonious pattern was the most widespread among these students' family communication patterns, and there was a statistically significant correlational relationship between self-determination skills overall and in its sub-dimensions with certain family communication patterns. Statistically significant differences were found between the average scores of sensory-disabled students in the overall self-determination skills scale and in the sub-dimensions of self-regulation and decision-making skills according to gender, in favor of females. Significant differences were also found in the overall scale and in the dimensions of autonomy and self-regulation skills according to the type of disability, in favor of students with hearing impairments, and in the decision-making skill according to the severity of disability, in favor of students with severe disabilities (deaf or blind). Furthermore, significant differences were observed between the average scores of sensory-disabled students in the rational pattern of the perceived family communication patterns scale according to the type of disability, in favor of students with visual impairments, and no significant differences were found in all family communication patterns according to gender and severity of disability.