This position paper provides a rationale for infusing cultural perspectives and understandings of the Disability and Deaf experiences into special and multicultural education teacher preparation programs. Substantial evidence of well-established features of the Disability community and Deaf community that meet definitional criteria for culture as conveyed in the multicultural education literature is presented. The extent that Disability and Deaf cultures have been reflected in special and multicultural education textbooks is addressed to validate the need for the incorporation of cultural perspectives of Disability and Deaf experiences into teacher preparation programs. A conspicuous absence of discussion about the culture of Disability and Deafness from the perspectives of members of these communities is reported. Implications of these findings for teacher preparation programs and for educational policy, practice, and research are discussed. Recommendations for the acknowledgement and support of cultural perspectives and understandings related to the Disability and Deaf experiences are offered.
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