Since deaf students who are members of more than one cultural group (e.g., Deaf and Black, Deaf and Asian, Deaf and Native American, Deaf and Hispanic) seldom encounter teachers who are deaf, let alone deaf and representative of their ethnic/racial group, this paper offers a framework to help teachers attend to the variations in beliefs, traditions, and values which impact these students' lives. The framework includes forms for identifying personal culture variables and generating curricula adaptation; encourages the use of "cultural brokers" to provide a bridge between cultures; and offers six steps for identifying cultural variables and generating strategies for inclusion in curricular methods and the student's Individualized Education Program (IEP). The Student's Personal Culture Form is used to explore a student's personal culture. A second form, the Personal Culture Curricular Strategy Form, is used to summarize findings from the student's personal culture form. It offers school personnel a list of cultural features to incorporate into their curriculum and their approaches to the child and family. Sample forms are attached. (DB)