The desirability of work experience for adolescent retardates while still in school is becoming increasingly recognized in special education programs. The Work Experience Center (WEC) project demonstrated that effective cooperative habilitation programing can be incorporated in the curriculum for the retarded. The WEC program emphasizes a reality oriented experiential approach which is trainee centered and utilizes various training resources in a five phase developmental sequence. Implications for habilitation curricula planning are presented.
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