The reported prevalence of autism spectrum disorder (ASD) has increased dramatically since the 1980s. In response, researchers, educators, and policy makers have sought to develop effective technologies for assessment and intervention. A focus on evidenced-based practices is logical, given significant deficits in language, social interaction, cognition, and adaptive behavior that comprise these conditions. Although critical, a technology of best practices is insufficient without understanding the important role that diversity plays in helping persons with ASD, particularly those with the most severe impairments, to lead fulfilling lives. The aim of the current article is threefold. First, we explore the concept of diversity with particular attention to neurodiversity among persons with ASD. We describe how cultural and linguistic diversity influence identification of students with ASD in special education, with data to suggest that racially diverse students are underrepresented in the autism category. We then examine the educational process with particular focus on the impact of parent and family culture on perception of disability, the influence of diverse family systems on interventions, and the successful interventions for diverse contexts. We conclude with recommendations for culturally competent practice and research. (Contains 1 table and 1 figure.)