EDUCATORS FROM STATE DEPARTMENTS OF EDUCATION FACED WITH PROBLEMS OF EDUCATION FOR MIGRANT CHILDREN MET AT THE NATIONAL WORKSHOP OF MIGRANT CHILDREN TO SHARE EXPERIENCES AND SUGGESTIONS. A MAJOR CONCERN WAS TO EVALUATE EXISTING PROGRAMS AND TO SEEK WAYS OF RELATING THESE SEPARATE PROGRAMS TO THE TOTAL EDUCATIONAL EXPERIENCE OF THE CHILD AS HE MOVES FROM STATE TO STATE. WORKSHOP MEMBERS OUTLINED, AS A SUGGESTED GUIDE TO THOSE STATES PLANNING EDUCATION PROGRAMS FOR MIGRANT CHILDREN, THE TYPE OF PROGRAM WHICH THEY CONSIDERED ESSENTIAL IF THE EDUCATIONAL NEEDS OF MIGRANT CHILDREN ARE TO BE ADEQUATELY MET. COMMITTEE REPORTS COVERED THE FOLLOWING BASIC AREAS OF CONCERN--FUNDAMENTAL PRINCIPLES ACCEPTABLE IN CREATING EDUCATIONAL OPPORTUNITIES FOR MIGRATORY CHILDREN, CURRICULUM GOALS, CONTENT, AND METHODS, THE TEACHER OF MIGRANT CHILDREN, PARENT EDUCATION, THE ORGANIZATION AND ADMINISTRATION OF MIGRANT SCHOOL PROGRAMS, RESPONSIBILITY FOR LEADERSHIP, AND COMMUNITY RELATIONS. CONCERN WAS EXPRESSED THAT THE EDUCATION OF MIGRANT CHILDREN WAS A JOB THAT COULD NOT BE ACCOMPLISHED BY THE EDUCATOR ALONE. IT INVOLVED TO A GREAT DEGREE THE ACCEPTANCE, BY THE COMMUNITY, OF THE IDEA THAT MIGRANT CHILDREN ARE AS IMPORTANT AS ANY OTHER CHILDREN AND THAT BECAUSE OF THEIR DEPRIVATION THERE IS AN ADDED RESPONSIBILITY TO SEE THAT THEY HAVE AN OPPORTUNITY TO BECOME USEFUL AND PRODUCTIVE CITIZENS. ONE OF THE BARRIERS TO PROVIDING EDUCATION FOR MIGRANT CHILDREN WAS THAT OF RELATING EDUCATION TO THE TRADITIONAL TIME PATTERN. EDUCATORS SHOULD BE FLEXIBLE IN THEIR THINKING AND CREATIVE IN THEIR PLANNING IN ORDER TO DEVELOP AN EFFECTIVE EDUCATIONAL PROGRAM INDEPENDENT OF THESE TRADITIONAL TIME PATTERNS. CARE SHOULD BE TAKEN THAT ANY NEW PATTERNS WHICH ARE DEVELOPED DO NOT RESULT IN THE FURTHER SEGREGATION OF MIGRANT CHILDREN.