VARIOUS SCIENTIFIC DISCIPLINES WERE REPRESENTED. ASPECTS OF PROGRAMS FOR THE CULTURALLY DEPRIVED WERE DISCUSSED IN THE AREAS OF (1) SUPPORT, (2) HOME AND NEIGHBORS, (3) THE STUDENT, AND (4) THE SCHOOL. PROBLEMS IN FINANCING PROGRAMS ARE CAUSED BY UNEQUAL TAX BASES IN THE CITIES, THE APPARENT UNCONCERN OF THE STATE FOR THE CITIES, AND THE UNFEASIBILITY OF THE FEDERAL GOVERNMENT BECOMING INVOLVED WITH EVERY MAJOR CITY IN THE NATION IN ORDER TO EQUALIZE OPPORTUNITIES. A CULTURALLY DISADVANTAGED CHILD HAS LITTLE CHANCE FOR CONSTRUCTIVE DECISION IN THE HOME. THE SCHOOL SHOULD THEREFORE ALLOW STUDENTS TO TAKE RESPONSIBILITY. PARENTS OF DISADVANTAGED CHILDREN MUST BE TREATED WITH RESPECT AS HUMAN BEINGS. THEY MUST BE GIVEN RESPONSIBILITY AND A CLEAR VIEW OF BENEFITS TO BE GAINED BY THEIR EFFORTS. SLUMS REQUIRE AN IDEOLOGY AROUND WHICH THEY CAN ORGANIZE AND FIGHT. THE CULTURALLY DEPRIVED CHILD IS A COMPLEX BEING AND SHOULD BE TREATED AS SUCH. PROGRAMS SHOULD BE CAREFULLY IMPLEMENTED. DEPRIVATION CANNOT BE ELIMINATED WITHOUT ELIMINATING DISCRIMINATION. ELIMINATING THE NEIGHBORHOOD SCHOOL IS THE FIRST STEP IN ELIMINATING DISCRIMINATION. TEACHERS HAVE USED EDUCATIONAL GAMES, ROLE PLAYING, AND THE USE OF "HIP" LANGUAGE IN TEACHING CULTURALLY DISADVANTAGED YOUTHS. TECHNIQUES WHICH EMPHASIZE THE SENSORY AND LANGUAGE ARTS ARE HELPFUL. EDUCATIONAL ORGANIZATION MUST BE A PROCESS OF CONSTANT CHANGE, FLEXIBLE IN ADAPTING TO THE EVER CHANGING NEEDS OF PEOPLE. ALTHOUGH THE ORGANIZATION CHANGES, THE SCHOOL MUST MAINTAIN CONSISTENCY, COMPETENCE, AND PURPOSE.