First, the importance of communication between teachers and parents in schools with mental retardation

1. Understand the particularity and individual differences of students through communication with parents.

As a special group, students with mental retardation are very different from normal students in all aspects. Poor self-care ability, backward language expression ability, distracted attention and poor understanding and acceptance ability are common among these students. Moreover, the individual differences of mentally retarded students are more prominent. If there are ten students in a class, there are about ten characteristics. In order to do a good job in class management, education and teaching, teachers in schools with mental retardation must accurately grasp the characteristics of each student, including their basic situation, course history, family environment, family upbringing, education and training received, parents' educational concepts and so on. And make various countermeasures for each student. At this time, in-depth communication with parents becomes necessary.

2. The special teaching methods in schools with mental retardation require the cooperation between teachers and parents.

In the teaching of mentally retarded schools, the practicality of classroom content is paid more and more attention. Teachers in schools with mental retardation are no longer "nannies" to help people look after their children, but more importantly, they should teach students useful knowledge, enable students to master vocational skills that suit them, and promote students to prepare for employment. When choosing vocational training, parents' opinions should be fully considered and parents' expectations for their children should be understood. In addition, teachers in mentally retarded schools not only have their own teaching contents, but also need to carry out rehabilitation training and habit training for students, and also cooperate with families to carry out family training. These knowledge related to students' growth need to be well communicated with parents.

3. The bridge and link function of teachers in schools with mental retardation.

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Graduation Thesis of Nanjing Vocational and Technical College of Special Education (Design)

Teachers in schools with mental retardation play a role as a bridge and link between schools, families and students. First of all, teachers in schools with mental retardation connect schools and families. In the work for parents, teachers represent the image of the school, which is the mapping of the school's educational image, and convey the school's requirements and notices to parents. At the same time, listen to the voices from parents and convey their voices. Secondly, teachers in schools with mental retardation connect students with their families. Parents are most concerned about students' performance in school, which should be understood through their children's teachers, who should pay attention to every move of each student in school and then reflect it to parents. Parents' expectations of their children also need to be realized through teachers.

Second, the main problems and analysis in the communication between teachers and parents in mentally retarded schools

1, we don't know enough to reach a consensus.

The differences between students with mental retardation are far greater than those among ordinary students, and even the same type of students with mental retardation have little in common. Some teachers can't deeply understand the basic situation of students, lack first-hand information, and can't make full preparations for the upcoming education and teaching activities, which leads to the failure to make a perfect and smooth plan for education and teaching activities. The influence on students' studies is irreversible in the short term, which is a manifestation of teachers' irresponsibility. In the process of mutual communication and cooperation, schools, parents and teachers cannot reach a consensus on some issues. For example, parents, teachers and schools have their own opinions on the recognition of a certain educational method, the recognition of a certain behavior of students and the understanding of a major educational activity in the school, and refuse to adjust their own ideas and accept more wonderful views and opinions. The scattered educational forces and even the inability to cooperate have a negative impact on schools, teachers and students.

2, the pace is inconsistent, and it is difficult to promote development.

In the process of educating students with mental retardation, we emphasize the coordination and unity between schools and families to jointly promote the development of students. Because of the different roles of parents and teachers, the ways and means of educating students are also very different, so we should pay attention to forming a consensus with parents in the process of communicating with parents and keep pace with them in the process of education. Some teachers have made good education and teaching plans and started teaching by themselves, without communicating with their parents at all and gaining their support. Parents are completely ignorant of the school's education plan, and both sides are not clear about the improper points in every link of education implementation. Parents can't get guidance from teachers, and teachers can't get advice from parents, so there will be a phenomenon that parents go their own way in schools. Once this happens, the educational level of parents can't keep up with the educational requirements of the school, which will hinder the development of students.