1. Enhance oral expression skills training in daily life:

In the process of language training, it is very important to choose appropriate language training materials. They should strive to be close to the students' real life, and conduct timely training based on what happens in daily life. It should be something they are interested in. For example: talk about the characteristics of nature, talk about the characteristics of animals and plants, retell fairy tales, etc. For language training, you must first start with daily spoken language in life. In the process of enriching their spoken language, they are allowed to increase their vocabulary so that they can gradually achieve the ability to communicate with others.

1. In daily life, no matter what you do, try to tell him and describe to him the actions you are doing. For example: "*** you are here, let's go into the classroom." "What are you doing? You are writing." "What is the teacher doing? The teacher is sweeping the floor. Why is the teacher sweeping the floor? The floor is too dirty, just sweep it and it will be clean. "Help the teacher move the chair here." "***Do you want to watch the game? Read a story or listen to a song? Which song should you listen to?" In constant repetition, let the children compare objects, actions and Connect words representing objects and actions. If a classmate is sick and does not come to class, we will conduct training based on this topic: "Who didn't come today? (I know the classmate and can say the classmate's name); Why didn't he come? (The teacher can ask questions or students can take the initiative to ask questions)".

2. Another example: start with natural conversation during class so that children can form natural language. When learning "open and close", "Who will help the teacher close the door?" "I will help the teacher close the door." The children not only understood the meaning of opening and closing, but also expressed their meaning correctly. Teachers say "thank you" and children say "you're welcome". In daily life, try to create a good language environment for the child, so that his vision and hearing are always in a state of excitement. After a long period of repetition, the vocabulary will be increased, and a certain oral expression ability will be formed, so that he can use it appropriately. language, expand understanding, and promote language development.

2. Observe students’ language characteristics during interactions with students and adopt corresponding teaching methods:

1. Children with intellectual disabilities have varying degrees of obstacles in understanding other people's words. They have semantic abnormalities, which often result in answers that are incorrect and words that do not convey the meaning. Sometimes they cannot understand common nouns, verbs and adjectives, cannot answer questions, and cannot understand interrogative sentences, etc. Do not understand abstract concepts such as space, time, color, shape, etc. They also have difficulty expressing their inner needs, wishes, feelings, thoughts, etc. in external forms, and lack common vocabulary. Before teaching, we need to analyze the causes of each child's illness and intelligence level, evaluate their degree of speech impairment, and make full use of the students' auditory organs, tactile organs, visual organs, and motor organs to train pronunciation and speaking skills. Gradually develop the ability to pronounce and speak correctly.

2. Children with intellectual disabilities inherently have fixed behaviors, so they need to be as varied as possible in teaching, use rich vocabulary to help students recognize and understand the things around them, provide them with language stimulation anytime and anywhere, and change students' adaptive behavior. , improve students' information reception ability, feel their emotional changes, observe their language learning characteristics, and adopt corresponding teaching methods. For example, Mingming is a child with intellectual disability and autism. His language understanding is extremely poor, his memory is good, and his cognitive ability is strong. We observed that he is extremely afraid of sounds. When there are sounds, he blocks his ears with his hands and hides in the corner. Therefore, he lacks an environment to communicate with others. However, he especially likes to recite poems and read books by himself. In teaching, I use it to do things he likes to do. , for example, during the teaching of playing CDs and listening to stories, he would not let go of the sound. Since there was no sound stimulation, he seemed very irritable. The teacher slowly enlightened him and gradually amplified the sound. When he was relatively inbound, He is no longer afraid of the sound, and gradually he no longer refuses the sound, which attracts him to integrate into the group. For example, when he recognizes animal nouns and he looks at the pictures and identifies them carefully, I ask him in time: "What is this? What is an animal? Who has the long nose? Who has the most beautiful tail?…" Provide language training to him in a stable mood, so that he can accept new knowledge faster. Through persistent practice, his language has made gratifying progress, and he can express his wishes in basic language. At the same time, he has become cheerful and is no longer the little boy in the corner.

3. In language rehabilitation training, collective teaching is combined with individual training:

Our language training is a combination of collective teaching and individual training. After systematic training is implemented for children, all aspects of children with intellectual disabilities have improved to varying degrees.

1. Because their receptive abilities are different, even very simple animal picture recognition, they can master it quickly or slowly. For example, when group learning a theme language training with "animal" as the target word, some can recognize ten Some animals can only recognize five animals. When the results are inconsistent, we use individual training time to make up for each child's knowledge and repeat the reading training.

2. We also use Taiyige speech rehabilitation training device to train nouns, verbs, adjectives, sentences, essays, communication, etc. Children can be more interested in active training in audio-visual and operation, and it is also effective Stimulates students' sensory organs and improves students' interest in learning language. Combining collective teaching with individual training teaching, the language ability of children with intellectual disabilities is developed through multiple recognition, reading, memorizing and speaking.

4. Promote the development of language skills in games and stimulate interest in learning languages:

1. Games are the most natural way for children to express themselves. When children with intellectual disabilities are unable to understand and express clearly in language, we use games to replace language communication. During the game, children with intellectual disabilities can learn interpersonal and social skills and develop social adaptability. The purpose of play therapy is to use the characteristics of games to bring into play children's own self-healing power, so as to express inner complexes and enable normal personality development. Therefore, while using toys, dolls, game competitions or other game media, he can arouse children's general interest and then participate in game activities.

2. Once the child begins to play, the tension between the therapist and the child decreases. Once the therapeutic response is established, children are encouraged to use imaginary games to express feelings and behaviors to reduce anxiety and thereby improve language problems. In teaching, when playing games such as "find friends", "where are my friends" and "", even the Binbin children who are usually the most inarticulate will happily hold the hands of their favorite friends and actively say: I My friend, here… Although the sentence is very short, it enhances his confidence and changes his behavior so that he can express his language naturally, thus stimulating his interest in learning language and enhancing his language expression ability.

5. Expand practical activities in social life and promote the development of language communication skills:

Mr. Tao Xingzhi said: "The activities of the entire society are within the scope of our education." Society is a big classroom, and children with intellectual disabilities also need to live in society and participate in society. Therefore, teachers must consciously carry out social practice activities and create opportunities for students. Opportunities to get in touch with society and enrich students’ communication language and experience. Communicate in a timely manner according to the scene during the activity, learn to use the language, and practice it repeatedly after returning to increase memory and stimulate interest in learning the language. For example, during the practical activity of picking, the children are very happy and spontaneously produce language. The teacher should seize the opportunity to communicate with them in time and play the process of the activity when they come back. The children will naturally understand the things they learned during the activity. Use language to express. At this time, the teacher provides language training to the children through standardized expressions, so that the children's language can be improved. It is very necessary to pay attention to language training that combines life and practice.

In short, language training for children with intellectual disabilities is a long and arduous stage, and the training results take a long time to show. Practice has proved that language training for children with intellectual disabilities is very meaningful, as long as we build confidence and use appropriate methods. , I firmly believe that they will eventually communicate with people.