Participants Because early brain injury or congenital birth, causing mental retardation, so the physical and psychological barriers exist. We carry out work skills classes, participants accept to adapt to life as the center of education. This is for the formation of their moral and intellectual development plays an important role, it can make the body energetic participants, labor education for them, develop their work skills, make them a lifetime.
First, the significance for developing work skills courses
Because participants retarded intellectual development, so that mental activity, slow cognitive level, some of them apathetic, passive, and some had severe movement disorders and language barriers, there are different degrees of behavioral disorders. Work skills education program is necessary from the physical and mental and psychological characteristics of participants starting on their corresponding guidance and training, to effectively compensate for their intellectual and adaptive behavior defects culture healthy personality traits to help them build self-confidence , self-reliance, self-concept, so that they can become self-reliant workers.
Two, program to carry out work skills classes
Work skills program teaching content: self-service work, housework, volunteer labor, simple production labor (including handmade labor). Labor and technical education and training carried out systematically from these areas, the development of students' intelligence, training participants in labor skills, work habits and love of labor quality.
Third, we proposed the establishment of a fixed labor practices in the workplace and community work base program
Carry out work skills education, not only have a fixed textbooks, teaching content and teachers, but also a certain labor practice places, participants regularly participate in labor, services, and develop their sense of social responsibility and labor of love of good habits.
Fourth, implement the ideological and moral education in the labor education
Physiological participants are not the same type of mental disorder, training participants to recognize the significance of labor in the course of labor training, the impact of the role of physical labor, intellectual development of labor to human life; make them in labor, to care for each other, help each other and encourage each other; on the fruits of their labor assessment should adhere to the principle of encouraging to see the development of the foundation according to the participants, to improve the look of the progress of each participant is encouraged.
Fifth, encourage parents and guardians to participate for social cooperation
We hesitate to housework; we will never abandon the participants clumsiness, slow: program of work skills courses only by a few classes a week is not enough, must invite the active participation of parents and guardians to guide parents with cognitive problems damage appliances. We recognize that the active participation of self-care work, housework and simple production work, not only enables participants to learn to live self-reliance, but also conducive to the development of participants' intellectual, physical, help participants to correct physiological, psychological problems.
In short, program Fostering work skills, participants build self-confidence, an important way to independence.
参与者由于先天或出生后早期大脑损伤，造成智力缺陷，因此在生理上和心理上存在着各种障碍。我们开展劳动技能课，让参与者接受以适应生活为中心的教育。这对于他们思想品德的形成和智力发展起着重要的作用，它能够使参与者的机体充满活力，对他们进行劳动教育，培养他们的劳动技能，能使他们终生受益。
一、开展劳动技能课的意义
由于参与者智力发展智障，以致心理活动、认知水平缓慢，他们有的精神萎靡、消极被动，有的有严重的运动障碍和语言障碍，还有的有不同程度的行为障碍。program的劳动技能教育就要从参与者的身体和智力、心理等特征出发，对他们进行相应的指导和训练，有效地补偿其智力和适应行为的缺陷，培养健康的个性品质，帮助他们树立自信、自立、自强的观念，使他们能成为自食其力的劳动者。
二、program劳动技能课的开展
计划劳动技能教学内容主要有：自我服务劳动、家务劳动、公益劳动、简单的生产劳动（包括手工制作劳动）。从这些方面进行比较系统的劳动技术教育与训练，开发学生智力，培养参与者的劳动技能、劳动习惯和热爱劳动的优良品质。
三、建议在program建立固定的劳动实践场所和社区劳动基地
开展劳动技能教育，不仅要有固定的教材、教学内容和教师，还要有一定的劳动实习场所、让参与者定期参加劳动、服务，培养他们的社会责任感和热爱劳动的良好习惯。
四、在劳动教育中贯彻思想品德教育
参与者的生理、心理障碍的类型都不一样，在劳动培训的过程中训练参与者认识劳动的意义，劳动对身体、智力发展的作用，劳动对人的一生的影响；使他们在在劳动中要互相关心、互相帮助、互相鼓励；对他们的劳动成果的评价要坚持鼓励的原则，根据参与者的基础看发展、看提高，对每个参与者的进步都给予鼓励。
五、鼓励让家长和监护人参与，争取社会配合
program的劳动技能课仅仅靠每周几节课是远远不够的，必须邀请家长和监护人积极参与，引导家长解决认知问题：我们永远不嫌弃参与者动作笨拙，太慢；我们不惜家务劳动时损害用具。我们认识到积极参与生活自理劳动、家务劳动和简单的生产劳动，不仅能使参与者学会生活自理自立，而且有利于参与者的智力、体力的发展，有利于矫正参与者生理、心理问题。
总之，program开展劳动教育以及劳动技能的培养，是参与者树立自信、走向独立的重要途径。