Culturally diverse exceptional learners have consistently encountered multidimensional problems that range from misidentification to misinstruction. Rather than focus on innovative intervention techniques that could help them maximize their fullest potential, the focus has been on unidimensional techniques that highlight teachers blaming parents and parents blaming teachers. The critical question is, How can the self (i.e., learner), families, schools, communities, and governments work together for the common good? This article responds to this question by discussing the Comprehensive Support Model (CSM) as an intervention technique for culturally diverse learners with exceptionalities. Embedded in this discussion are cases that buttress the dynamic functions of the CSM.
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