Abstract
In this position paper, we argue that concerns about race and culture largely have been ignored with respect to students with severe disabilities. We caution, however, that variables such as acculturation, social class, and education must be included in any consideration of cultural identity to avoid stereotyping. Second, we use the term “cultural inclusion” to indicate the need to address cultural features directly when planning for inclusion of students with severe disabilities. In this paper, we propose essentials of a culturally inclusive approach to building relationships with families and to assessment, placement, instruction, and programming for such students. Third, we call for a multicultural emphasis in personnel preparation programs, with a focus on process rather than cultural content. The paper concludes with suggestions for a research agenda.
