The research demonstrated that children viewed as hard to reach can be educated effectively if the appropriate elements are present in the school environment. These elements are (1) strong administrative leadership; (2) a climate of expectation, in which no children are allowed to fall below minimum effective levels of achievement; (3) an atmosphere that is orderly without being rigid; (4) priority on achievement of basic skills, with energy and resources diverted from other areas to this crucial purpose; and (5) continual monitoring of student progress, so that everyone involved can remain constantly aware of progress in relation to instructional objectives. Guidelines and scenarios are presented based on these five elements. 18 references