RATHER THAN GENERALIZING ABOUT PERSONS WHO ARE "CULTURALLY DEPRIVED," EDUCATORS MUST ARRIVE AT A MORE COMPLEX UNDERSTANDING OF THE SPECIFIC WAYS THESE INDIVIDUALS VARY FROM THE PREVAILING PATTERNS OF CULTURE, AND HOW EDUCATIONAL METHODS MIGHT BE ADOPTED TO THE PARTICULAR NEEDS OF THE CULTURALLY DIFFERENT. THREE MAJOR FACTORS MAY BE RELATED TO HIS CULTURAL VARIANCE--(1) "ETHCLASS," OR THE INTERACTION OF SOCIAL CLASS AND ETHNIC GROUP, (2) ECONOMIC FACTORS, WHICH CAUSE 53 PERCENT OF AMERICAN FAMILIES TO BE CLASSIFIED AS POOR OR DEPRIVED, AND (3) ECOLOGICAL FACTORS, WHICH INCLUDE SUCH PHENOMENA AS RESIDENTIAL MOBILITY OF THE INNER-CITY POOR, FARM TO CITY MIGRATION, MIGRATORY LABOR, LOW-INCOME FARMERS, AND FARM PROBLEMS. AMONG THE MAJOR CHARACTERISTICS OF THE CULTURALLY DIFFERENT, TRANSMITTED FROM GENERATION TO GENERATION, ARE A SENSE OF PASSIVE FATALISM, AN ABSENCE OF FUTURE-ORIENTED GOALS, AND A GENERALLY WEAK PERCPETION OF SELF WITHIN SEQUENCES OF TIME. THESE PATTERNS AND A GENERALLY LIMITED ENVIRONMENT TEND TO RESTRICT COMPETENCE, MOTIVATION, AND LANGUAGE-CONCEPT FORMATION. FOR EXAMPLE, IN SCHOOL "ETHCLASS" PRESENTS A FORMIDABLE BARRIER TO VERBAL COMMUNICATION AND TO TEACHER-PUPIL-PEER INTERACTIONS IN GENERAL. TO HELP OVERCOME THIS BARRIER, TEACHERS MUST BE PARTICULARLY PERCEPTIVE AND MATURE INDIVIDUALS. SPECIFICALLY, THEY MIGHT EMPLOY SUCH WORTHWHILE TECHNIQUES AS THE US OF ILLUSTRATIONS TO ACCOMPANY ORAL PRESENTATIONS AND A MULTISENSORY PRESENTATION OF LESSONS. HOWEVER, STUDIES OF THE SUCCESSFUL USE OF VARIOUS MEDIA BY CULTURALLY DIFFERENT INDIVIDUALS ARE INCONCLUSIVE, AND TEST DESIGNS FOR MEASURING THE EFFECT OF VARIOUS MEDIA MAY NOT SUFFICIENTLY DESCRIBE THE ACTUAL PROCESS AND RESULTS OF LEARNING. THIS ARTICLE IS APPENDIX C TO THE EDUCATIONAL MEDIA COUNCIL. A STUDY OF THE CONCENTRATION OF EDUCATIONAL MEDIA RESOURCES...PART I--EDUCATION OF THE CULTURALLY DISADVANTAGED. FINAL REPORT. (LB)