The issue of segregation of students with disabilities across cultural groups is a function of cultural values demonstrated by charter schools and the resulting dissonance between these values and those demonstrated by families. Lack of understanding about school culture and diverse family value systems can lead to varying family responses to the school culture, including assimilation, integration, separation, and marginalization. Assuming a posture of cultural reciprocity is suggested as a means for education professionals in charter schools to more efficiently understand families of children with disabilities. This four-step process includes (a) identifying the education professional's interpretation of family and child needs; (b) determining the degree to which the family values these assumptions and how the family's perception may be different; (c) acknowledging and respecting differences identified, and explaining the basis for professional assumptions; and (d) determining how to adapt professional interpretations or recommendations to the family's value system.