SINCE THE CULTURALLY DISADVANTAGED STUDENT OFTEN MANIFESTS AN AVERSION TOWARD THE ACADEMIC AND HIGHLY INSTITUTIONALIZED EDUCATIONAL PROCESS WHICH NOW EXISTS, EDUCATORS MUST EXPLORE THE POSSIBILITIES INHERENT IN EDUCATIONAL TECHNOLOGY TO MAKE THIS PROCESS LESS FORMAL. PROGRAMED MATERIALS AND OTHER SELF-TUTORING DEVICES ADAPTED TO THE LEARNING NEEDS OF THE DISADVANTAGED YOUTH WILL CREATE A RESPONSIBLE AND RELIABLE LEARNING ENVIRONMENT VOID OF THE HUMAN AUTHORITY WHICH THIS STUDENT RESENTS. IN TIME, HOWEVER, THE DISADVANTAGED AND ALIENATED STUDENT MUST BE HELPED TO FIND HIS WAY BACK INTO THE HUMAN COMMUNITY OF LEARNERS. TO THIS END SOME HOPEFUL POSSIBILITIES ARE PROVIDED IN THE FORM OF SIMULATION GAMES IN WHICH GROUPS OF STUDENTS ENGAGE IN COOPERATIVE PROBLEM-SOLVING ACTIVITIES. WITHIN DISADVANTAGED NEIGHBORHOODS VISUAL AND PRINTED MEDIA MATERIALS MUST BE MADE AVAILABLE, AND NEIGHBORHHOD COMMUNICATIONS ENTERPRISES SHOULD BE ESTABLISHED. ALSO, EDUCATIONAL TELEVISION FACILITIES COULD BE EXPANDED TO INCLUDE SKILL DEVELOPMENT PROGRAMS AND PROGRAMS WHICH PORTRAY SUITABLE ADULT MODELS AND "HIGHER HORIZONS" EXPERIENCES. IN THESE PROGRAMS A DIRECT-LINE TELEPHONE SHOULD BE AVAILABLE TO THE AUDIENCE FOR "TALKING BACK" TO THE TELEVISION STUDIO. HOWEVER, TO MAKE THE SCHOOL LESS INSTRUCTIONAL, TO CHANGE THE "COMMUNITY-SCHOOL" INTO THE "SCHOOL-COMMUNITY," EXTENSIVE ADMINISTRATIVE, FINANCIAL, AND CURRICULAR CHANGES MUST BE MADE. IN PARTICULAR, THE CONTINUITY BETWEEN IN-SCHOOL AND OUT-OF-SCHOOL LEARNING EXPERIENCES MUST BE CAREFULLY ESTABLISHED. THIS ARTICLE IS APPENDIX B TO THE EDUCATIONAL MEDIA COUNCIL STUDY OF THE CONCENTRATION OF EDUCATIONAL MEDIA RESOURCES...., PART I--EDUCATION OF THE CULTURALLY DISADVANTAGED, FINAL REPORT. (LB)