1. Contents of rehabilitation training for mentally retarded children. The educational rehabilitation of intellectual disability mainly includes six aspects: motor ability, perception ability, cognitive ability, language communication ability, self-care ability and social adaptability, including all aspects of children's all-round development. We should provide comprehensive rehabilitation training for children with mental retardation according to these aspects, and promote their development and function improvement.

2. Make a personalized training plan. In order to carry out rehabilitation training systematically and effectively, a personalized training plan suitable for each child should be formulated according to the actual situation of the child. The steps of making this plan are as follows: firstly, according to the training objectives in six fields, observe the specific situation of children, understand their current level, determine the training objectives that are most suitable for their needs, and incorporate them into the personalized training plan, so as to carry out targeted rehabilitation training for children.

3. Rehabilitation training for mentally retarded children. This can be done in school institutions or at home. This paper mainly introduces the rehabilitation training in community and family:

Situational training: training in the natural situation of family life is the most important way of family rehabilitation, with good effect and simple method. The key of situational training is to assign the goals in the personalized training plan to the natural situation of life. If the training goal of self-care is assigned to various life situations such as getting up, eating and going to the toilet, parents can naturally train their children to learn to live in these situations.

Parent-child activities for mentally retarded children: Parents and children carry out many training activities every day (about 30 minutes each time). The key of activities is to design activities suitable for children according to the goals in the personalized plan, combined with the interests of children and parents and the living environment (life scene).

Communities and families generally adopt simple and easy ways to train: first, guide children to do it through oral prompts or explanations; Second, if the child can't, he can show it to the child by demonstration, then show it to the child and let him do it; Third, if you still can't do it, help him with his hands (touch his body) until the child gets the least help and needs it most. The "least help principle" should be adopted in community and family training, and it is not appropriate to help or replace children too much.

4. evaluation. Rehabilitation training for mentally retarded children is always accompanied by evaluation. At present, the most widely used and simplest method is to evaluate the training effect according to the degree of independence of activities. The evaluation criteria are divided into four levels: the first level, independent completion, the highest score, 3 points. The second level, verbal assistance, gives 2 points. The third level, physical auxiliary completion, gives 1 minute. Level 4, completely replaced by others, 0 points. Each teaching goal is evaluated once before training and once after training. By comparing the results before and after training, we can see the effect of training. You can also make the scores into a record book and sort them out every three or six months, so that you can clearly see the effect of rehabilitation training.