How to do rehabilitation education for children with cerebral palsy? Children with cerebral palsy have lifelong functional impairment, and special education is also needed to enable them to survive independently in society. Compared with special education for blind, deaf and mute children, special education for children with cerebral palsy has certain special characteristics. The basic principles of education and rehabilitation for children with cerebral palsy are: early intervention to correct deficiencies; stimulating fun and experiencing joy; emphasizing goals and tailoring teaching to the individual; repeated practice and continuous consolidation; providing feedback and reinforcing responses; systematic and comprehensive teaching content and gradual progress; strengthening visual education and paying attention to changes in teaching activities; using cooperative learning to improve various skills; and encouraging parental participation and cooperation. The ideal environment for cerebral palsy treatment includes: 1. the ability to live with relatives; 2. the ability to fully integrate with community schools, with auxiliary facilities, special care support and learning assistance; 3. the ability to have parents or the community plan and organize active after-school activities. Whenever possible, therapeutic activities are designed to be interspersed with activities of daily living. The Guided Education method was created by Hungarian Professor Peto. It is based on the theory that dysfunctional individuals can acquire appropriate function through learning, i.e., through the guidance, elicitation and education of others, to promote improvement in function and create effective function to replace the original dysfunction. Guided education is not a rehabilitation technique or therapy, but an educational system for people with motor dysfunction, which aims to stimulate and develop the character and active participation in society of children with central nervous system damage through guided active learning, so that they can develop simultaneously in physical, verbal, intellectual and mastery of daily living skills. The development of their potential compensates for their dysfunction and allows them to adapt as independently as possible to society and the environment in which they live.