This paper summarizes and discusses the findings of two content analyses of introductory textbooks to special education and multicultural education conducted to determine the extent to which disability and Deaf culture are represented and discussed. Findings of both studies indicated minimal discussion of Disability and Deaf culture, a heavy reliance on perspectives of persons who are not disabled or Deaf about the Disability and Deaf experience, and inaccurate representations and information about Disability and Deaf culture. This paper is a follow-up discussion of the implications of the findings of these studies. A rationale and recommendations for supporting a cultural understanding of the Disability and Deaf experience are presented. In addition, recommendations are suggested for engaging disabled and deaf persons about their shared and collective experience and for promoting cultural competence and proficiency with respect to the Disability and Deaf experience.