This project compared the degree to which additive and transformational approaches to multicultural education increased children's understanding and appreciation of physically challenged children. The additive approach integrates ethnic content to the regular curriculum by adding content, concepts, themes, and perspectives without changing the basic structure, purposes, and characteristics. The transformation approach challenges the basic assumptions of the curriculum and infuses various perspectives and content from various groups. Participating in this study were 5 second-grade students selected from a class of 27 based on their low level of sensitivity to the physically challenged. Six lesson plans designed to increase awareness of children with special needs were implemented over a 2-week period. Three lessons used an additive approach, integrating books, poetry, and pictures into the curriculum; three used the transformation approach involving activities interacting with physically challenged special education students. Changes in children's sensitivity were based on pre- and post-intervention questionnaires. Findings suggested that the lessons using the additive approach produced minimal change toward a more positive view of physically challenged students. The transformation approach produced more positive responses in the post-intervention measure than did the additive approach. (KB)