The purpose of this project report is to present a conceptual curriculum design for the development of programs that will increase effectiveness in providing meaningful, relevant educational programs for the disadvantaged. In order for learning to take place, educational programs for the disadvantaged should focus initially on personality enhancement. Cooperative education programs enhance personality development by allowing students to achieve an adequate self concept and identification and aiding in the developmental tasks of growth. Two approaches are suggested for initiating disadvantaged youth into cooperative programs at Grade 9. One conceptual scheme is offered for school systems which incorporate a program of career exploration in the elementary years (K-8), thus allowing disadvantaged students to smoothly flow into a distributive program at Grade 9. The other conceptual scheme is designed for the traditional school setting but recommends as a possible dropout prevention measure that entrance into distributive programs be initiated at Grade 9 instead of Grade 11. This report includes a discussion of the two approaches along with a definition of special needs students, characteristics and specific educational needs of the disadvantaged, and qualities of exemplary programs. (SB)