THE MAIN SOCIETAL GOAL FOR ACADEMICALLY RETARDED INDIVIDUALS IS TO MAKE THEM HAPPY, SELF-ACCEPTING, PARTICIPATING PARENTS AND CITIZENS IN NONSKILLED OR SEMISKILLED VOCATIONAL FIELDS. TO FULFULL THIS OBJECTIVE, THE SCHOOL ASSUMES A MAJOR RESPONSIBILITY IN HELPING THE RETARDED CHILD TO DEVELOP PERSONAL ADJUSTMENT, SOCIAL ADEQUACY, A SENSE OF VALUES, AND BASIC SKILLS. AS IS TRUE WITH EVERY LEARNER, THE RETARDED CHILD HAS TO EXPERIENCE TO LEARN. IT IS, THEREFORE, THE SCHOOL'S OBLIGATION TO PROVIDE SITUATIONS IN WHICH EACH CHILD CAN ACTIVELY PARTICIPATE. IN PLANNING UNIT ORGANIZATIONS, THE TEACHER SHOULD--DETERMINE THE PURPOSE OF THE UNIT, FORMULATE A LIST OF DESIRABLE OUTCOMES BASED ON WHAT THE STUDENTS WANT THE UNIT TO DO FOR THEM, DEVELOP SUGGESTED APPROACHES, DEVELOP ACTIVITIES OF EXPERIENCE SUCH AS FIELD TRIPS, RESEARCH WORK, AND CLASS DISCUSSION, DEVELOP SUGGESTED MATERIALS, AND CONSIDER POSSIBLE CULMINATING ACTIVITIES. EVALUATION IS ALSO AN ESSENTIAL ASPECT OF THE PROGRAM, AND THE TEACHER SHOULD CHECK EACH PART OF THE PROGRAM PLAN TO SEE THAT IT IS CONSISTENT WITH THE PROGRAM AIMS.