PROCEDURES TO HELP THE TEACHER OF DISADVANTAGED CHILDREN RECONSTITUTE THE MODELS OF LEARNERS AND CLASSROOMS TO WHICH SHE IS ACCUSTOMED ARE PRESENTED. THESE PROCEDURES ALSO HELP TO ELIMINATE THE EDUCATIONAL RETARDATION OF DISADVANTAGED CHILDREN. SEVEN PROCEDURES WERE DISCUSSED--(1) "CONTACT WITH THE CULTURAL MAINSTREAM"--ON THE ASSUMPTION THAT SCHOOL EXPERIENCES WOULD LACK MEANING IF NOT TIED IN WITH THE CULTURAL MAINSTREAM, SCHOOLS FOCUSED ON COMPENSATORY CULTURAL EXPERIENCES THROUGH VISITS AND FIELD TRIPS--THE EVIDENCE DOES NOT SUPPORT CARRYOVER FROM CULTURAL EXPOSURE TO IMPROVED ACADEMIC ACHIEVEMENT, (2) "MOTIVATIONAL APPROACHES"--EXAMPLES ARE GIVEN OF MASSIVE COMMUNITY ACTION, ATTEMPTS TO REACH STUDENTS THROUGH THEIR EXISTING STRENGTHS RATHER THAN EMPHASIZING A SINGLE RIGHT ANSWER, AND THE USE OF MATERIALS WHICH DERIVE FROM AND DEAL WITH THE REAL LIFE OF THE LEARNERS, (3) "COMPENSATING FOR COGNITIVE DEFICIENCIES"--LEARNING ENVIRONMENTS ARE CREATED THAT COMPENSATE FOR THE CHILD'S RESTRICTED ENVIRONMENT, (4) "LANGUAGE DEVELOPMENT," (5) "ENHANCING THE SELF-CONCEPT"--SCHOOLS SHOULD EXPLORE CHANNELS THROUGH WHICH DISADVANTAGED CHILDREN CAN LEARN TO APPRECIATE THEMSELVES, (6) "READING"--SEVERAL NEW APPROACHES DESCRIBED ARE THE FROSTIG PROGRAM, THE ACCELERATED PROGRESSIVE CHOICE READING METHOD, THE STRUCTURAL READING SERIES, AND THE INITIAL TEACHING ALPHABET, AND (7) "INDIVIDUAL INSTRUCTION THAT WILL ACCOMODATE MANY ABILITY LEVELS IN ONE CLASSROOM"--A PREPARED ENVIRONMENT WOULD BE CREATED FOR EACH GRADE LEVEL AND FOR EACH SUBJECT AREA--PUPILS COULD USE THEIR OWN PACE-GRADED, SELF-TEACHING MATERIALS THAT COVER A WIDE RANGE IN BOTH SKILL AND CONTENT LEVELS.