The study examined whether a relationship exists between cultural background (Caucasian, Hispanic, or Black) and families' attitudes toward educational programming for a family member with severe disabilities. Useable surveys were returned by 91 respondents out of the 103 of 337 families (31%) to whom surveys had been distributed. The 40-item questionnaire covered previously identified program quality indicators in the areas of: integration; data-based instruction; criterion of ultimate functioning; professional practices; and staff development. The generally positive attitudes of parents towards functional programming for their sons/daughters provided social validation for the "best practice" literature base in the field of severe handicaps. Parental satisfaction with educational programs was highly correlated with objective measures of program effectiveness. Among differences between cultural groups were that Black parents felt more strongly that handicapped students should not be prepared for the same types of living situations as nonhandicapped adults. Parents of sons were more positive about the curriculum than parents of daughters. The low number of Hispanic respondents made drawing conclusions concerning this group difficult. Results support individual family centered intervention programs, the development of parent awareness of "best practices"; and the maintenance of control of services with the family. The survey is attached. Includes 45 references. (DB)