The instructional needs of culturally disadvantaged students must be differentiated from the needs of slow learners and from the needs of mentally retarded children. The characteristics of a disadvantaged student's family structure, home environment, and neighborhood all affect his learning potential. The special needs of disadvantaged students suggest that, particularly in the field of mathematics instruction, modern electronic technology will be helpful. Computers may be especially useful in that they allow the program of instruction to be individualized to suit the student's needs. Experience with computer-assisted instruction (CAI) drill-and-practice programs such as those developed by the Institute for Mathematical Studies in Social Science, by the IBM Watson Research Center, and by RCA indicates that improvements in performance and student and teacher attitudes may be expected when CAI is used with disadvantaged students. CAI can be useful in overcoming negative teacher attitudes toward disadvantaged students, in teaching students to follow instructions, and in stimulating student interest. CAI would seem to be an important tool to be used to overcome learning problems created by a deprived environment. A table listing CAI programs for the disadvantaged is provided. (JY)