THE DEUTSCH INTERVENTION MODEL IS BASED ON THE THEORY THAT ENVIRONMENT PLAYS A MAJOR ROLE IN THE DEVELOPMENT OF COGNITIVE SKILLS AND OF FUNCTIONAL USE OF INTELLECTUAL CAPABILITIES. DISADVANTAGED CHILDREN HAVE INTELLECTUAL DEFICITS WHICH MAY BE OVERCOME BY USE OF MATCHED REMEDIAL MEASURES. LANGUAGE SKILLS AND MOTIVATION CAN BE IMPROVED BY TEACHING STANDARD ENGLISH AS IF IT WERE A SECOND LANGUAGE. NAMING AND LABELING OBJECTS AND DIALOGUE PRACTICE ARE STEPS TAKEN TO INCREASE LANGUAGE ABILITY WHICH HOPEFULLY LEAD TO MORE COMPLEX LANGUAGE USAGE AND MINIMAL DIFFICULTY IN LEARNING TO READ. IMMEDIATE INDIVIDUALIZED FEEDBACK, EITHER CORRECTIVE OR CONFIRMING, IMPROVES LEARNING. A SECOND INTERVENTION AIM, PERCEPTUAL AND CONCEPTUAL DEVELOPMENT, INVOLVES STIMULUS RECOGNITION, DISCRIMINATION AND DIFFERENTIATION. CHILDREN ARE THEREFORE TRAINED TO FOCUS ON RELEVANT STIMULI AND TO RECOGNIZE, DISCRIMINATE AND CATEGORIZE THROUGH CONCRETE OBJECT MANIPULATION. TIME ORIENTATION IN ACTIVITIES GIVES A DISADVANTAGED CHILD, WHO MAY HAVE HAD LITTLE ORDER OR ROUTINE AT HOME, A SENSE OF SEQUENCE OF EVENTS, EACH OF WHICH HAS A BEGINNING, A MIDDLE, AND A CONCLUSION. TO ACHIEVE THE GOAL OF FOSTERING A CHILD'S DEVELOPMENT OF SELF-RELIANCE, ACHIEVEMENT MOTIVATION, AND A POSITIVE SELF-CONCEPT, TEACHERS VISIT CHILDREN'S HOMES BEFORE THE OPENING OF SCHOOL AND ENCOURAGE PERSONAL NAME USE FOR IDENTIFICATION. IN THE CLASSROOM, A FULL-LENGTH MIRROR AND POLAROID CAMERA PHOTOS, CREATIVE DRAMATICS, AND OPPORTUNITIES FOR VERBAL EXPRESSION HELP CHILDREN CREATE POSITIVE SELF-CONCEPTS. (MS)