Kalyanpur, an inclusive education advisor for the Ministry of Education, Youth and Sports in Cambodia, and Harry (special education, U. of Miami) outline four-step cultural reciprocity guidelines meant to facilitate a process of introspection that helps special education professionals and families examine their values, respect each other's differences, and collaborate to benefit children. They examine assumptions in the legal and epistemological underpinnings of definitions of disability, the way professional expertise and language are conceptualized, and how cultural assumptions are embedded in professionals' recommendations to parents, applying the analysis to professional interactions with parents around issues of goal setting for students. Annotation ©2012 Book News, Inc., Portland, OR (booknews.com)