Educational intervention programs involving disadvantaged children have not sufficiently succeeded in the remediation of their academic deficiencies. Gains made appear to be very short term and generally unimpressive. Accepting the assumption that the deficiencies are not genetic, one is led to suspect the adequacy of the educational system. Educational technology suggests the following changes: (1) the abandonment of the lock-step procedure for group learning in favor of individual learning and self-pacing, (2) change of the student role from passive to active, (3) the stressing of language learning (that is, talking, reading, and writing), (4) rapid feedback to the students, and (5) change of the motivation for learning from an exercise in competition to a joy in self-enlightenment and discovery. These changes should be made through emphasis on multisensory learning and learner manipulation of the learning environment. (WD)