The paper reviews the concept of multicultural education as it relates to special education and reports on a model developed by a University of Kansas project to analyze, evaluate, and develop guidelines for university special education departments to incorporate a multicultural perspective in their curriculum. The first stage in the model process is analysis of the department curriculum and includes a review/analysis of the courses offered, faculty interviews, and classroom observations. The second stage consists of the report of multicultural input and includes evaluation of course level input by both area of specialization and department level. The final stage involves communication of the analysis results to all faculty members. A sample workshop model is offered. (DB)