THE TERM "DISADVANTAGED" IS USED TO REPRESENT ENVIRONMENTS THAT ARE INADEQUATE FOR A FULL LIFE. INCLUDED WOULD BE GROUPS IDENTIFIED AS MIGRANTS, LINGUALLY DISADVANTAGED, CULTURALLY DEPRIVED, AND EDUCATIONALLY DISADVANTAGED. A CULTURALLY DISADVANTAGED CHILD IS UNABLE TO CONFORM TO PRESENT GROUP EXPECTANCIES. THIS WORKSHOP REPORT IS THE RESULT OF ONE GROUP'S EFFORTS TO CONSIDER THE PROBLEM OF HOW THE SCHOOL MAY AID THE CHILD TO ACHIEVE GREATER LEVELS OF COMPETENCE AND SOME OF THE VIEWS ABOUT HOW THE RESPONSIBILITY MIGHT BE MET. A CURRICULUM IS SOUGHT TO HELP THE YOUNG DETERMINE WHICH CULTURAL ASPECTS MIGHT BEST PERPETUATE OUR DEMOCRATIC ORDER AND SOCIETY. SOCIETY HAS A DEFINITE ROLE TO PLAY IN BRINGING ABOUT THESE COMPETENCIES BY MAKING IT POSSIBLE FOR INDIVIDUALS TO ATTAIN THEM. THE DISADVANTAGED CHILD NEEDS TO UNDERSTAND THE PRESSURES TO CONFORM, COMING FROM THE CONFLICT BETWEEN SCHOOL, PEERS, AND THE COMMUNITY. THE DISADVANTAGED CHILD MUST HAVE THE OPPORTUNITIES TO LEARN TO ENJOY LIFE, TO DO THE BEST FOR SOCIETY. THROUGH CURRICULUM ADAPTATIONS CULTURAL COMPETENCE CAN BE ACHIEVED FOR THE DISADVANTAGED CHILD. IN ORDER TO ADAPT A CURRICULUM WE NEED TO UNDERSTAND THE CHILD MORE FULLY AND BE AWARE OF THE AREAS IN OUR CULTURE WHICH CALL FOR COMPETENCE, SUCH AS CLASSROOM CLIMATE IN EARLY EDUCATION, AND LANGUAGE TEACHING. METHODS AND EXERCISES FOR THESE AREAS ARE SUGGESTED IN THE SCHOOL AND CLASSROOM. PROGRAMS THAT SHOULD BE INCLUDED IN ELEMENTARY AND SECONDARY SCHOOLS ARE LISTED. IN CONJUNCTION WITH THE DISADVANTAGED CHILD, CULTURAL VARIATIONS IN THE CULTURES OF THE SOUTHWEST ARE DISCUSSED AND THE USE OF A CHECKLIST OF READING SKILLS WITH MIGRATORY CHILDREN IS GIVEN. (RS)