Abstract
The article presents an overview of concerns related to intervention for children with disabilities from culturally and linguistically diverse populations and discusses the implications for early childhood special education (ECSE). Intervention guidelines for variables such as acculturation, preferred interactive and learning behaviors, sociocultural experiences and resources, and language usage and proficiency are suggested based on literature and the author's experience directing a demonstration project that served diverse populations. The discussion of the variables is followed by a description of four intervention approaches developed within the project to meet the needs of early childhood service providers in a variety of settings.
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