Culturally diverse minority groups make up 40 percent of America's deaf and hearing-impaired school population but only 14 percent of special education teachers. In addition, 90 percent of deaf students have parents who can hear, and one-third reside in rural areas. Although they are primarily Euro-American, hearing, and untrained in deaf education, teachers have the primary responsibility for exposing culturally diverse deaf children to their ethnic roots and their deaf culture. The Personal Culture Form allows teachers to explore cultural variables related to values and behaviors, sense of group membership, experiences of minority status, and transforming life events in the contexts of family, neighborhood, community, school, and individual student. Cultural brokers such as parents, other family members, community members, and minority-group school personnel should be called upon to help the teacher fill in the form and discuss the cultural variables. The Curricular Strategy Form can be used for generating educational strategies to address those variables that are not shared across contexts. Six steps explain how to use the forms, and a case study of an American Indian deaf child of hearing parents demonstrates how knowledge of a student's cultural background is used to make learning relevant and enhance parent and family involvement in the school. The two forms are included. (SV)