Educators must be prepared to adapt curriculum and child care methodology within the total education program to the culture of the students. Some basic assumptions about the student's entry level skills, values, and attitudes must be questioned. Students from a different culture have a greater likelihood of having learned English as a second language, which would affect their general reading and writing skills. Culturally different students, because of their minority status, may have developed different perceptions of authority figures and, in particular, may see the educator's authority differently. The educator needs to be aware of the cultural norms of the students surrounding particular interpersonal communication or counseling skills. These needs of the culturally different child must be addressed within the mainstream programs. 6 references. (Author abstract modified)