This interactive workshop will: 1) Present a framework for discussion against which educational practise for the educational disadvantaged can be studied. 2) Allow forums for communication among researchers on methodological issues inherent in studying educational disadvantage. 3) Discuss issues of inter-institutional partnerships and working with diverse stakeholders in applied research addressing these issues. 4) Promote the development of new international collaborative research projects designed to promote further research in these arenas. Three levels of complex methodological issues exist when measuring and reporting on educational disadvantage or evaluating the efficacy of practises designed to alleviate it. Many measurable causes contribute, such as poverty, unstable living conditions and mobility. Other situations worsen educational disadvantage: emotional and mental disorder, disruptive behavior, and previous economic failure. Economic and social disadvantage, while aggravating may or may not be causal. Broad based economic data may be used as comparison, but do not help the educator in the school and or the policy analyst in uncovering local specifics. Second, adding to the complexity of research in this area, subjects may be less visible and shy of participating in studies. Referral may be dependent on school personnel "picking up the clues" and having a deep enough relationship with the young person and their family to be able to successfully suggest participation in a study. Finally, evaluation of educational strategies aimed at reducing disadvantage also frequently lack formal evidence or theoretically based frameworks on which program strategies are designed. This interactive workshop will present two frameworks for discussion against which educational practise for the educational disadvantaged can be studied. First, based on literature on economic disadvantage, social disruption, and special education, three domains of educational practice appear: access to educational services, welcoming school culture and flexible instructional strategies. Second, inter-institutional partnerships have proven successful in building community level support for children and families using the schools as mechanisms of support. The "full service community school concept" from the US will be presented and international variations discussed. In the interest of encouraging applied research in this area, time will be allotted for forums for communication among researchers on methodological issues inherent in studying educational disadvantage. Practical activities will allow workshop participants to work in small groups to share and strategize about specific challenges they have faced in this arena. It is the intention of this workshop design to promote the development of new international collaborative research projects designed to promote further research in these arenas.