Nowadays, the development level of special education for mentally retarded students has become an important symbol to measure the comprehensive strength and civilization level of a country and region.

Below are the papers I compiled for you on special education students with intellectual disabilities for your reference.

Paper 1 for mentally retarded students in special education: "Implementation of life-oriented teaching for mentally retarded students in special education schools" Abstract: Due to their own shortcomings, traditional curriculum teaching for mentally retarded students cannot achieve obvious results, and the teaching efficiency is also low.

Therefore, we should seek a teaching curriculum that is more relevant to life and focuses on cultivating the self-care ability of mentally retarded students.

The composition of self-care ability is conducive to establishing the sense of responsibility, self-confidence and even the ability to solve problems independently among students with intellectual disabilities. This also has far-reaching significance for the future lives of students with intellectual disabilities.

When we face the situation where students with intellectual disabilities have poor ability to take care of themselves, we need to use life-oriented teaching to enable students with intellectual disabilities to truly grasp the way of survival in life and enter society.

Keywords: special education schools, students with intellectual disabilities, life-oriented teaching. For a long time, students with intellectual disabilities have had a low ability to receive knowledge and a weak ability to use knowledge. Some students with severe intellectual disabilities cannot take care of themselves.

However, some schools have always used test scores as the standard to measure students with intellectual disabilities, and only focus on instilling textual knowledge, which has reduced teaching efficiency.

In the "Experimental Plan for Compulsory Education Curriculum in Peizhi Schools" it is stated that life adaptation and potential development should be combined, and attention should be paid to life-centered teaching.

How to enable students with intellectual disabilities to learn useful knowledge in school, apply the knowledge in life, and better integrate into society has become an imperative curriculum exploration.

1 The role of life-oriented teaching 1.1 Accelerating the overall development of students with intellectual disabilities In the process of teaching life-oriented, the practicality and comprehensiveness of teaching provide conditions for achieving the training goals of students with intellectual disabilities, so that they can communicate, cooperate, and learn while acquiring knowledge and skills.

Analysis and self-management abilities can also be improved.

For example: In class, the teacher assigns two students to cook noodles together at the same time.

The two students divided the work through negotiation. One student was responsible for boiling water and adjusting the heat, and the other student was responsible for cooking noodles and ingredients.

Through such long-term training, students not only improved their skills, but also made progress in communication and coordination.

1.2 Improving the socialization level of students with intellectual disabilities After students enter school, their social practice and interactions have broken away from the scope of the family and entered a new stage.

Life-oriented teaching encourages students to learn in practice and master the ability to cooperate with others to adapt to the development of social life.

Through daily learning, students with intellectual disabilities can perform simple housework, basically live alone, and have certain social communication skills and social adaptability [1].

1.3 Reflect the life value of students with intellectual disabilities Students with intellectual disabilities learn through practice, practice during learning, establish a positive attitude and correct values, and have a certain sense of responsibility and noble moral character of respecting others.

As their ability to control life gradually improves, their sense of accomplishment and self-confidence increase accordingly. They love the collective, care for others, are honest and simple, and show their own life value in life.

2 Ways to implement life-oriented teaching 2.1 Schools establish special life-oriented courses. In order to enable students with intellectual disabilities to better master self-care and social survival skills, schools for educating children should establish special life-oriented courses so that students with intellectual disabilities can improve their skills after long-term training.

, you can learn corresponding life skills, improve your personal life, family life and even social life capabilities, and eventually become a self-reliant working individual.

Establish special life-oriented courses, take into account specific conditions, and set corresponding course content, teaching objectives and even reasonable expected effects based on students' age and disability courses.

For children who are younger and have higher levels of mental retardation, 5 to 7 simple self-care or common sense courses are set up a week.

For example: (1) Identify fruits.

The teacher brought the fruits into the classroom, told the names of the fruits one by one, and asked the students to pick out the right fruits and hold them in their hands for observation.

The teacher cuts the fruit and lets the students taste it and tell the name, taste, etc. of the fruit independently. This can exercise the students' language ability and observation ability.

(2) Matching.

The teacher shuffled many pairs of shoes and placed them irregularly. He took out one of the shoes at random and asked the students to find the one that could be matched. This exercised the students' ability to observe and match corresponding objects.

(3) Wear clothes.

The teacher takes out the clothes and competes in the form of a game to see who can put them on quickly and well, thereby exercising the students' self-care ability and movement coordination ability, and helping young children and severely disabled children master certain life skills, and then achieve

Take care of yourself[2].