THE MENTALLY RETARDED PERSON MUST LEARN TO COPE WITH THE FUNDAMENTAL PROBLEMS OF DAILY LIVING FROM THE STANDPOINT OF HIS UNIQUE HANDICAP. SOME OF HIS NEEDS INCLUDE LEARNING TO--MAINTAIN A STATE OF PHYSICAL WELL-BEING, LIVE SAFELY, UNDERSTAND HIMSELF, GET ALONG WITH OTHERS, COMMUNICATE IDEAS, USE LEISURE TIME, EARN A LIVING, BE A HOMEMAKER, ENJOY LIFE THROUGH APPRECIATION OF ART AND MUSIC, MANAGE HIS MONEY, AND ADJUST TO THE FORCES OF NATURE. THE PHILOSOPHY AND AIM OF EDUCATION FOR THE MENTALLY RETARDED IS TO DEVELOP A SCHOOL PROGRAM WHICH WILL FULFILL THE NEEDS OF EACH CHILD, HELP HIM TO LIVE BETTER, AND TEACH HIM TO USE ALL OF HIS CAPACITIES TO BECOME A USEFUL AND HAPPY MEMBER OF THE GROUP IN WHICH HE LIVES. ONE OF THE FIRST CONSIDERATIONS IN A SPECIAL TRAINING PROGRAM SHOULD BE THE PHYSICAL AND EMOTIONAL CLIMATE OF THE CLASSROOM. MUCH CAN BE ACCOMPLISHED BY INTRODUCING THE MENTALLY RETARDED CHILD TO AN ATTRACTIVE AND STIMULATING CLASSROOM. FREQUENT ANALYSIS AND EVALUATION OF FUNCTIONAL BULLETIN BOARDS, INTEREST CENTERS, SEATING ARRANGEMENTS, AND WORK AREAS SHOULD BE MADE. PERHAPS THE MAJOR FEATURE OF A SPECIAL MENTALLY RETARDED CLASS IS ITS FLEXIBILITY IN PROGRAMING ACTIVITIES. FOUR SAMPLE SCHEDULES OF DAILY ACTIVITIES ARE PRESENTED AS GUIDES. CURRICULUM IN SPECIAL TRAINING CLASSES IS USUALLY ORGANIZED BY USE OF THE EXPERIENCE UNIT, WHICH OFFERS OPPROTUNITY FOR LIFE-LIKE ACTIVITIES. SUGGESTED LEARNING EXPERIENCES IN THE FOLLOWING SUBJECTS ARE INCLUDED IN CHART FORM--LANGUAGE ARTS, READING, SPELLING, SOCIAL STUDIES, ARITHMETIC, SCIENCE, ARTS, AND CRAFTS, HEALTH AND SAFETY, PHYSICAL EDUCATION, AND MUSIC. LOCAL ADMINISTRATIVE POLICIES AND PROCEDURES FOR SPECIAL TRAINING CLASSES ARE ALSO DISCUSSED.