The underpinnings of the conceptions Southeast Asians have about children with disabilities and special education intervention were studied as a basis for effective intervention for linguistically and culturally diverse Southeast Asian (SEA) children with disabilities. Cultural, historical, and other variables that influenced the perceptions of parents and teachers about disabilities and special education were studied, with emphasis on students of Cambodian origin. Data were collected from 100 SEA parents and 31 bilingual SEA teachers. These data were complemented by a case study involving 12 parents and 2 teachers. All parents and most teachers were Cambodian; some teachers were Laotian or Vietnamese. Parents and teachers acknowledged the contributions of historical and cultural background factors. About half of the parents were not sure whether SEA children with disabilities should go to school, and a quarter were not sure such children could learn. The greater the parental education level, the more likely they were to see the educational needs of children with disabilities. Many participants were unaware of the kinds of special education available for SEA children with disabilities. Teachers and parents expressed willingness to work together and learn more about special education. An appendix presents eight tables of study data. (Contains 40 references.) (SLD)