OBJECTIVE: To find effective ways and methods for family education and rehabilitation of children with mental retardation, to meet the developmental needs of children with mental retardation, and to improve the survival quality of children with disabilities. METHODS: Eighty-six cases of children with mental retardation (also known as mental retardation) aged 3-9 years were subjected to psychological rehabilitation through family education, and rehabilitation files were established. After fully understanding and grasping the basic situation of children with mental retardation and their family education and rehabilitation needs, we conducted family education and rehabilitation training with reference to the “Porch Early Education Course”, “Early Childhood Education Project in China”, “Family Rehabilitation Training Massage VCD” and “Family Rehabilitation Manual for Pediatric Cerebral Palsy”. The parents of the affected children are taught the methods and techniques of educational psychological rehabilitation in order to improve their skills and level of education and rehabilitation of children with mental retardation. Regularly conduct psychological assessment, guidance and consultation for each child with mental retardation to understand the level of mental development and characteristics of the child with mental retardation, and develop an individualized family education and psychological rehabilitation plan. Under the regular guidance of the rehabilitation physician, parents implemented the plan for family education rehabilitation and regularly followed up the intellectual development of the children with mental retardation. RESULTS: The evaluation results showed that 21 cases were significantly effective, 55 cases were effective, 6 cases were improving, and 4 cases were ineffective and regressive. After systematic psychological rehabilitation through family education, intelligence and adaptive behavior were developed and improved to different degrees, P < 0.001. 20 cases of children with mental retardation were enrolled in general education institutions to receive education. Conclusion: Providing continuous, stable, practical and effective individualized family education rehabilitation services for children with mental retardation can promote the healthy development of cognitive, linguistic and social adaptive abilities of children with mental retardation. Keywords: mental retardation, family education, rehabilitation, psychology, low intelligence is the most prominent problem of children with disabilities,According to the results of the 2001 sample survey of disabled people by the China Disabled Persons' Federation, there are about 10 million children with mental retardation in China. In the face of this special group, there is a lack of effective medical treatment methods. Mental retardation (MR) is both a medical and a social problem, and has received widespread attention from doctors, parents, teachers, social workers and other interested parties. Given the large compensatory and plastic nature of mental development in infancy and early childhood, early educational intervention for mental retardation is crucial. Family education and rehabilitation for mental retardation is particularly important. From November 2004 to November 2005, Nanhai Maternity and Children's Hospital affiliated with Guangzhou University of Traditional Chinese Medicine and Fujian Maternity and Children's Hospital explored the implementation of family education rehabilitation for children with mental retardation through the model of individualized family education rehabilitation. Family rehabilitation training and family education rehabilitation have been carried out in China in recent years, but how effective is it? Is it able to improve intelligence? For this reason, we observed 86 cases of children with mental retardation who received educational rehabilitation and analyzed them as follows: I. Clinical Data 1. Subjects According to the developmental status of children and the purpose of the study, we identified children with intellectual disabilities aged 3 to 9 years old as the subjects of the study, including children with Down syndrome, intellectual disabilities with co-existing cerebral palsy, and autistic children, including 65 cases of both sexes and 21 cases of females, aged 3 to 6 years old 53 cases, 6 ～Among them, 65 were male and 65 were female, 21 were female, 53 were 3-6 years old, 33 were 6-9 years old, 62 were moderately mentally retarded, 26 were mildly mentally retarded, 56 were mentally retarded with cerebral palsy, 18 were mentally retarded with autism, and 12 were Down's syndrome. There were 31 cases of mental retardation with epilepsy. 2. Diagnosis and assessment Diagnostic criteria 1. developmental age ≤18 years; 2. IQ or DQ70 by intelligence test; 3. social adaptation deficit, social adaptation score 8 as adaptation deficit. Referring to the International Classification of Diseases, 10th edition (ICD-10) and the American Diagnostic and Statistical Manual of Mental Disorders, 4th edition, DSM-IV. The Beijing Geisel IQ test, the Wechsler method and the Chinese Binet IQ test were used. The social adjustment ability was assessed by Zuo Qihua's revised Social Adjustment Scale (SM) for infants and middle school students. The diagnostic criteria for cerebral palsy were based on the diagnostic criteria and typing criteria established at the 2004 National Symposium on Pediatric Cerebral Palsy. The diagnosis and evaluation of autism were based on the ABC scale Autism Behavior Checklist and the CARS scale Childhood Autism Rating Scale, with an ABC scale score of 53 for suspected diagnosis and 67 for confirmed diagnosis, and a CARS scale score of 30 or more for a preliminary diagnosis of autism. The diagnosis could be confirmed according to the 1994 American Diagnostic and Statistical Manual of Mental Disorders, fourth edition, DSM-IV. 3. Inclusion criteria: 1. Patients with diagnosed mental retardation: age 3-9 years, IQ 30-69, SM 6-8, 2. The patient's parents agree to receive guidance and training from child psychologists and special education teachers and have the time and financial resources to provide education and training for the child. 1. The purpose of education and rehabilitation is to provide education and training suitable for the physical and mental development of the child, so that the child can develop psychologically, intellectually and physically, compensate for his or her deficiencies to the maximum extent possible, master practical knowledge in life, form basic practical skills and good habits, and lay the foundation for entering school. We compensate for the child's deficits in motor, perception, speech, thinking, and personality. Promote their early enrollment in school and receive the most basic cultural education. 2. Principles of education and rehabilitation 1. Unity of commonality and individuality: accurately recognize and grasp the cognitive activities of children with moderate MR, and the laws of psychological development 2. Application principle: input knowledge, ability, and habits should be needed for his real life and future labor. 3. Principle of practical activity: learning by doing, learning by playing, and learning by habit. 4. Principle of compensation: compensate for functional deficits, tap and develop 5.Flexibility principle: the content, progress and requirements of education and training should be individualized. Each training content can not be more, first easy and then difficult, the more difficult content can be divided into small projects with continuous, sequential. 6. Adhere to the daily regular, quantitative training, in order to develop training habits. Each training time should not be too long, 10-20min can. 7. From a training project to another project, do not pursue speed, so as not to make it difficult for the child to adapt. Try to use pictures and objects for training to facilitate understanding. 8. The training environment should be quiet and too many irrelevant objects should be taken away to avoid distracting the child. Have confidence in the training and repeat the training many times, do not give up easily. 3, the way of education and rehabilitation: the combination of family training and rehabilitation center training, the center of the teacher as the main trainer, so that the child not only receive parents loving training education, but also receive formal training professionals, so that the training effect is more satisfactory. 1, individual teaching method 2, integrated teaching method three more, four sex, five movement, playful, active, fun, intuitive, more guidance correct Behavior, more praise and encouragement, more practical operation, hands, eyes, mouth, brain, moving a variety of organs 3, to work closely with parents, joint participation 4, regular assessment at least once every three months, intellectual, behavioral, psychological, language, social adaptability assessment,. 4, the content of educational rehabilitation: social life adaptability accounted for 30%: including personal, family, social life adaptation of knowledge and ability training. Activity training accounts for 40%, including small and large muscle training, motor training, sports, art, music, crafts, games, observation and cognitive skills. Practical language and arithmetic accounts for 20%,: basic language, verbal communication skills development, common Chinese character recognition and application, simple reading and writing, knowledge and application of arithmetic in daily life, currency, basic arithmetic, common units of measurement, time. 4, music teaching accounts for 10%. 5, sensory integration training. 5. Teaching materials for education and rehabilitation Also choose the "Intellectual and Social Adaptability Training Curriculum for Mentally Retarded Children" edited by the Ministry of Education of the People's Republic of China, and refer to the "Porch Early Education Method", "Pediatric Cerebral Palsy Family Rehabilitation Manual" and "Pediatric Family Rehabilitation Training Massage VCD" "Early Childhood Parenting Project in China" for parent education and rehabilitation training, including perceptual movement training, life training, basic cultural knowledge training and Social adaptation ability training guidance. The method of educational rehabilitation is determined by the child's own condition, generally 2 to 4 hours per day, 6 months as a cycle.4 Auxiliary acupuncture therapy: children with cerebral palsy, motor and language disorders are appropriately assisted with pediatric head acupuncture therapy, motor disorders are selected from the motor zone, foot movement sensory zone and balance zone, and language disorders are selected from the language zone one, two and three. Once every other day, each acupuncture 10 times rest 15 days, acupuncture 30 times a course of treatment. The cognitive training includes perceptual training, thinking skills training and social behavior training. 1, perceptual training: a, visual, auditory, tactile training; b, attention training is to start training from unintentional attention, and on the basis of further development of perception, gradually expand the scope of attention and time, but also in the child's language development, to develop the ability of intentional attention; c, memory training is Through the repeated practice of visual and auditory, the speed of forming temporary connections, improve the speed of memory and the ability to remember for a long time, using the training method of repeated reacquaintance and recall. 2, thinking skills training: a, action thinking training; b, image thinking training that is the shape of the board into and rotation, the classification of wooden beads, sets of barrels, geometric barrel games, picture classification, recognition of missing objects missing items; c, abstract thinking Training includes comparison of similarities and differences, such as taking some objects or pictures, training children to recognize the similarities, and trainers should prompt from them, through comparison can improve the observation and analysis of children with mental retardation, answer some simple questions, help children with mental retardation to reason and judge, inspire children with mental retardation to think of questions, find answers, and guess riddles. 3. Social behavior training: a. Early social basic a. Early basic social behavior training, such as smiling and vocalizing at the image in the mirror, looking at the mother's face, imitating adults to do simple household chores, and saying "please" and "thank you" according to instructions. Self-care training includes four parts: eating behavior training, bowel and stool behavior training, dressing and undressing behavior training, and washing and washing behavior training. 1. eating behavior training, including self-feeding solid food, drinking from a cup held by an adult, drinking from a cup by oneself, eating with a spoon, and using chopsticks. 2. bowel and stool behavior training, including using verbal gestures or going to the toilet by oneself. 3. dressing and undressing behavior training, namely The children will cooperate with adults to put on clothes, take off shoes, take off socks, unbutton or fasten buttons, and put on clothes. Washing and washing behavior training, i.e. washing and drying hands, brushing teeth, washing face, combing hair (short hair). After identifying the observation targets, mastering the basic situation of children with mental retardation and the needs of family rehabilitation education, doctors and special education teachers use weekends to focus on parents' schools, inviting professional and technical personnel to give lectures, training parents and teachers of children with mental retardation, updating their concepts of rehabilitation education for children, teaching parents of children with disabilities the psychological characteristics of special children, individualized teaching, speech education and training, massage therapy, and other practical techniques for rehabilitating and educating children. To train parents of children with disabilities on practical techniques and methods of rehabilitating and educating children, and to train parents of children to master the skills and techniques of teaching at home, so as to improve the skills and level of rehabilitating and educating children at home. On the basis of a comprehensive assessment of children with mental retardation and according to their developmental level and characteristics, we organize a team of special educators, clinical psychologists and professional therapists to develop individualized family education and rehabilitation service plans for children, including individualized education plans for children, family education methods and precautions, and individualized treatment The plan includes the child's individualized education plan, family education methods and precautions, and individualized treatment or correction methods. After the plan is prepared and discussed with the child's parents, the educational rehabilitation service plan is adjusted and modified after the child's parents are consulted, and the content of the plan is determined after the child's parents agree, and then implemented together with the parents. 8.Family education and rehabilitation guidance and follow-up visits After making the individualized family education and rehabilitation plan, the professional and technical personnel explain in detail to the child's parents and family members the methods and essentials of specific implementation of education. In order to enhance the communication between family members and children and demonstrate how to carry out teaching and games for children at home, so as to improve the efficiency and effectiveness of family education. Professional and technical staff regularly follow up with children by phone, email, SMS, and home visits, and provide guidance and training once every 1 month. Assessment once every 3 months. III. Results Evaluation of rehabilitation effect After 6 months of education and rehabilitation, we evaluated the children and made a comprehensive evaluation by combining the clinical performance of the children before and after education and rehabilitation. It was found that the children's intelligence and adaptive behavior were developed and improved to different degrees after systematic family education. 20 of the children with mental retardation were enrolled in general education institutions and basically adapted to the learning and life in general education institutions after one year of follow-up. The criteria for judging the efficacy of the treatment were: those with IQ improvement of 11 or more were considered effective; those with IQ improvement of 6-10 were considered effective; and those with IQ improvement of 5 were considered progress. Degeneration was judged as mild regression if IQ was reduced by 1 to 5, moderate regression if it was reduced by 6 to 10, and significant regression if it was reduced by 11 or more. The results of the evaluation of the educational rehabilitation effect of children with mental retardation: 21 cases with significant effect, 55 cases with effective effect, 6 cases with improvement, 3 cases with ineffective effect, and 1 case with regression. DQ social adaptation x±s, 43.23±12.23 before educational rehabilitation, 52.68±14.57 after educational rehabilitation, t=2.987, p<0.01. DQ personal socialization x±s, 47.36± 11.66, after educational rehabilitation 56.78±13.48, t=3.378, P<0.001. IV. Discussion Mental retardation is caused by genetic, congenital or acquired harmful factors that damage brain structure or function during the fetal, perinatal or postnatal period, resulting in impaired or incomplete mental development. It is characterized by a decline in mental ability accompanied by learning difficulties and lack of social adaptation, and is generally a non-progressive development [7]. Currently, there is no specific pharmacological treatment for the rehabilitation of children with mental retardation, and most of the interventions are based on educational rehabilitation training. In this study, after six months of educational training for 86 children with mild to moderate mental retardation, the mean increase in social adjustment ability and IQ level was generally higher than before the training. The independent living ability was significantly improved. The results were consistent with those reported by domestic experts. It indicates that educational training has an important role in improving the social adaptation ability and IQ level of children with mental retardation. 1. Advantages of implementing family education and rehabilitation Providing individualized education and rehabilitation service programs for children with mental retardation, by guiding parents and family members to educate and train children, can greatly reduce the economic pressure and mental burden of families of children with intellectual disabilities, and save labor resources for families of children with disabilities and for the country, which is a project that benefits the country and the people. Providing continuous and stable individualized family education and rehabilitation services for children with mental retardation can promote the comprehensive and healthy development of children with mental retardation. The attitude of family environment members toward children with mental retardation has an important impact on their psychological development. This makes most parents neglect to cultivate the independence of children with mental retardation in a timely manner, and parents replace them for a long time to do many things they should learn to do themselves (such as eating with a spoon, dressing themselves, etc.), which results in children with mental retardation losing the opportunity to learn and exercise. Because experience is an important factor in psychological development for both normal and low IQ children, excessive restrictions and protection for low IQ children can prevent them from exercising physically, understanding things, and gaining experience. Another important factor in the psychological development of children is the interaction of children of the same age in their living environment. However, children with mental retardation are often discriminated against and excluded from their families (siblings) and neighborhood children of the same age, especially for those children with mental retardation in regular schools, where they are often traumatized. If they are transferred to a special school, he takes his rightful place among children of the same age. This is when his psychological development turns to the positive side. Of course, their status among children of the same age in the family and neighborhood may remain unimproved, and it is the parents' task to make it possible to strive for some improvement of their status in the environment outside the school as well. 2. Problems: Family education and rehabilitation are rather loose, and parents of children with low intelligence do not meet each other, which is not conducive to mutual communication; children with low intelligence have long years of contact with only family members and do not experience a collective atmosphere, which is not conducive to the development of interpersonal skills and social interaction skills; because there is no reference comparison, the progress and development rate of children with low intelligence are not easily detected by parents In addition, if the attitudes of family members are not uniform, the effect of rehabilitation education will also be affected. 3. Strategies and Suggestions for Solving Problems Professional institutions concentrate experienced teachers and experts with various skills, and teach in a carefully arranged environment with a collective learning atmosphere and peers to imitate, which is conducive to the learning and social behavior development of school-age children with mental retardation. First, it is recommended that parents of children strengthen communication and exchange with professional and technical staff, have the opportunity to observe more often the treatment and teaching process of children in rehabilitation education, understand in detail and intuitively the educational methods and plans for their own children, and learn to be their children's teachers, which can greatly improve the level of education of their children. Second, the organic combination of classroom teaching and family education, and the close contact between parents and professional and technical personnel is conducive to the speed of learning. Third, as far as possible, the child to receive general education institutions to accommodate education, give full play to the role of "peer resources", small partners of mutual communication and game interaction, subtle influence on the behavior and development of children with mental disabilities, conducive to the social development of children.