IN A PANEL, GEORGE BRAGLE AND NATHAN GOULD STRESS TEACHER PREPARATION TO COPE WITH THE THREATENING IMPACT OF CULTURE OR REALITY SHOCK. THEY RECOMMEND MODIFYING THE ATTITUDES OF TEACHERS BY ALTERING THEIR PERCEPTIONS, PROVIDING THEM WITH DIRECT EXPERIENCE WITH THE SOCIOCULTURAL MILIEU OF GHETTO SCHOOLS, AND REQUIRING THEM TO TAKE COURSES IN THE SOCIAL SCIENCES. DONALD LETTIS ACCOUNTS FOR WHITE RESISTANCE TO INTEGRATION AS A "FEAR OF AN ALIEN CULTURE," WHICH MIDDLE-CLASS TEACHERS OF LOWER-CLASS PUPILS COULD SURMOUNT BY CASUAL, INFORMAL CONTACTS TO ESTABLISH THE INTERCOMMUNICATION WHICH WOULD LEAD TO MORE EFFECTIVE TEACHING AND LEARNING. GUIDED PRESERVICE EXPERIENCES ARE SUGGESTED BY MIRIAM URDANG AS MEANS TO ENABLE TEACHER TRAINEES TO CONFRONT THEIR FEELINGS TOWARD DISADVANTAGED GROUPS. SHE DESCRIBES SEVERAL SUCH EFFORTS AND OFFERS SOME GUIDELINES. GERALD WEINSTEIN, IN SUMMARIZING THE PRESENTATIONS, NOTES THAT CULTURE SHOCK WAS DISCUSSED MAINLY FROM THE TEACHER'S POINT OF VIEW. HE SUGGESTS THAT THE TERM REALITY SHOCK IS MORE ACCURATE THAN CULTURE SHOCK AND THAT IT SHOULD BE RECOGNIZED THAT PUPILS TOO EXPERIENCE THIS PHENOMENON. (NH)