THE WORK EXPERIENCE EDUCATION PROGRAM FOR THE EDUCABLE MENTALLY RETARDED IS DESIGNED TO PREPARE THE STUDENT FOR ECONOMIC SELF-SUFFICIENCY IN THE ADULT WORLD. THE PROGRAM AIMS TO DEVELOP COMPETENCY IN PERSONAL HABITS, ACADEMIC SKILLS, AND SOCIAL RELATIONS. EACH STUDENT IN THE SPECIAL WORK EXPERIENCE PROGRAM PROFITS BY OCCUPATIONAL INFORMATION, VOCATIONAL GUIDANCE, VOCATIONAL TRAINING, JOB PLACEMENT, AND ACADEMIC TRAINING. THE SPECIAL EDUCATION TEACHER IS THE KEY INDIVIDUAL AROUND WHOM THE SUCCESSFUL WORK EXPERIENCE PROGRAM REVOLVES. THE TEACHER MUST HAVE SUFFICIENT TIME TO PLAN, TO SUPERVISE, AND TO FOLLOW-UP IF AN ADEQUATE PROGRAM IS TO BE INITIATED AND MAINTAINED. ANOTHER STAFF MEMBER IS THE WORK EXPERIENCE COORDINATOR. THE GENERAL DUTIES OF THIS INDIVIDUAL INCLUDE "SELLING" THE PROGRAM TO SCHOOL ADMINISTRATORS AND THE COMMUNITY, FINDING PLACES OF EMPLOYMENT AND SCREENING PUPILS FOR JOBS, AND SUPERVISING THE STUDENTS ON THE JOB. WORK EXPERIENCE EDUCATION SHOULD BE A REQUIRED COURSE OF ELIGIBLE EDUCABLE MENTALLY RETARDED STUDENTS 16 YEARS OF AGE OR OLDER. FIVE UNITS OF CREDIT PER SEMESTER ARE RECEIVED FOR THE COURSE. BEFORE STARTING SUCH A PROGRAM ONE SHOULD BECOME FAMILIAR WITH PERTINENT STATE AND FEDERAL LAWS THAT OUTLINE STUDENT QUALIFICATIONS, LIMITS OF WORK LOADS, SUPERVISION, SCHOOL CREDIT, AND OTHER ASPECTS. THREE TYPES OF INSURANCE SHOULD BE CONSIDERED BY SCHOOLS AND EMPLOYERS FOR WORK EXPERIENCE STUDENTS. THE TYPES ARE--ACCIDENT INSURANCE, GENERAL LIABILITY INSURANCE, AND WORKMEN'S COMPENSATION.