Educators recognize that the disadvantaged child of urban centers presents unique problems to the schools and that, for the most part, few effective programs have been provided for him. However, there are several things that can be done to benefit the urban child. (1) The teacher must want to teach the urban child and be willing to discard preconceived notions held about him. (2) Effective programs must begin early in order to intervene with the language growth of these children. (3) Appropriate realistic materials must be provided if the child is to relate to what he reads. Also important is the selection of appropriate standardized tests, coupled with the appropriate use of test results. (4) The teacher must understand the strengths and weaknesses of students, recognizing that their language is often more different than deficient. (5) The teacher must be concerned that the demands he puts on his students are realistic. (6) Preparation of teachers who will teach the urban child must give more emphasis to psychology, sociology, and practical experience. Hopefully, if these suggestions are adopted, there will be a reduction in the number of urban children in the schools who are educationally disadvantaged. References are included. (VJ)