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(A) to cultivate students' self-care ability in family life.
The intelligence level of mentally retarded students is far from that of normal students. In family life, they often become a kind of "burden", which includes that they can't take care of themselves and need the help of their families to live. This situation is a great trouble for an ordinary family. Through the cultivation of life education in intellectual education, great achievements can be made in improving the self-care ability of family life. Generally speaking, after family life education, students with mild to moderate mental retardation can independently carry out simple self-care skills such as eating, going to the toilet, washing their faces and brushing their teeth. So as to effectively improve the self-care life skills of students with mental retardation and live a quality life.
(B) to cultivate students' interpersonal skills in family life
Students with mental retardation still need emotional expression and interpersonal communication, although their intelligence level is defective. Students with mental retardation generally live in schools and families and rarely participate in social interpersonal communication. Therefore, the main contacts of mentally retarded students are family members and classmates. According to the survey, many students with mental retardation are willing to help others through their own actions, but this situation is often done under the condition of passive request, and active expression is a skill that students with mental retardation lack. The same is true in the family. Many mentally retarded students will show concern when they see their parents' tired state, but the effect is not ideal because they can't express it accurately. Through the application of family education in intellectual education, students' interpersonal skills in family life can be cultivated, and they can express their thoughts in various ways and become better.
(C) in daily life to cultivate students' labor skills
We can't judge mentally retarded students according to the requirements of normal people. In daily life, students with mental retardation should not only have food and clothing, but also be treated as normal people as much as possible, including undertaking daily labor skills such as housework. Without the intervention of family education, many mentally retarded students can't master the essentials of family labor skills well, and their will is not strong. Through family education, students' labor skills in daily life can be cultivated.
(d) Developing students' reading, writing, calculation and other skills in daily life.
Compared with self-care, interpersonal communication and housework, reading, writing and calculating ability are higher requirements for the cultivation of mentally retarded students. Students with mental retardation are backward in intelligence development, so their skills of language expression, writing and arithmetic are relatively lacking. Integrating reading, writing, arithmetic and other related disciplines and courses into life education, through writing and arithmetic practice, can greatly improve the quality of mentally retarded students. By practicing reading, writing and calculating contents closely related to the daily life of mentally retarded students, the rehabilitation of mentally retarded students can be promoted.