DEVELOPING CULTURALLY INCLUSIVE SERVICES FOR INDIVIDUALS WITH SEVERE DISABILITIES

In this position paper, we argue that concerns about race and culture largely have been ignored with respect to students with severe disabil ities. We caution, however, that variables such as acculturation, soci al class, and education must be included in any consideration of cultu ral identity to avoid stereotyping. Second, we use the term ''cultural inclusion'' to indicate the need to address cultural features directl y 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 m ulticultural emphasis in personnel preparation programs, with a focus on process rather than cultural content. The paper concludes with sugg estions for a research agenda.