Abstract: With the popularization of the concept of prenatal and postnatal care and the improvement of medical and health conditions, the number of deaf students is decreasing, but the number of mentally retarded children is increasing. In a people-oriented harmonious society, people with mental retardation will have a guaranteed life, room for development and motivation for struggle. The whole society should pay attention to their employment. Keywords: children with mental retardation; Cultivation; Survival skills. The employment and survival of the disabled have attracted more and more attention from the party, the government and all walks of life. A series of policies and measures have been introduced to help the disabled. The employment rate of disabled people is increasing year by year, but the employment of mentally retarded children is not optimistic. I think the reasons for this phenomenon are as follows: First, the traditional concept holds that children with mental retardation are useless and can do nothing. As soon as the children come home from school, they are kept at home, fed and dressed. Children with mental retardation go to society and become an alternative. People look down on them, and their parents don't want to go out with them. They are afraid of being looked down upon and humiliated. The attitude of the vast majority of parents is hopeless. Even if they have energy, they will only focus on medical care, not on education and training. Most vocational education courses without mental retardation in schools are not skills training at all. Teachers lack the cultivation of professional awareness and ability. Teachers believe that it is beneficial to ensure the safety of mentally retarded children and let them learn to take care of themselves. Everyone thinks that vocational education for mentally retarded children is a waste of time and energy, so that students can't integrate into the normal society after graduation and are often raised at home. Second, the school currently runs special education schools in counties to recruit deaf-mute and mentally retarded children. Small in scale. The school relies on government funds to maintain its normal operation, and there is no spare capacity to increase the experimental training equipment necessary for vocational and technical education, and vocational education resources are scarce. According to the teacher-student ratio, each school can only be equipped with full-time teachers in education and teaching, such as Chinese, mathematics, chefs, duty personnel, etc., but there is nothing they can do for external technicians to carry out multiple vocational training. The age span of students in every school and class is very large. More seriously, the management of each school is fragmented and lacks a coordinated institution, which makes the professional settings between schools unreasonable or even overlapping, becoming a mere formality and vicious competition. Third, social factors The biggest difficulty for mentally retarded children to find jobs abroad is the external link. China has implemented many preferential policies for enterprises that support the employment of disabled people, and there are also clear preferential measures in taxation. However, most enterprises and units would rather donate money, materials and love for charity than accept and implement disabled people, especially mentally retarded children. The government has issued preferential policies to help the weak and the disabled, but it has not mentioned specific operations. Children with mental retardation will have unpleasant things at work. In a caring society, enterprises and business leaders will be pushed to the forefront. Enterprises and business leaders are afraid and cannot afford such public opinion and economic risks. According to statistics, there are more than 0/30,000 disabled people in China, of whom more than 6 million are receiving education, and more than 70% are moderately or slightly mentally retarded. Yangzhou, Shanghai, Hangzhou and other big cities have conducted vocational training for children with moderate and mild mental retardation, and the employment rate is over 70%. Practice has proved that children with mental retardation can be molded. After training and study, you can stand on your own feet. Become a normal worker in the real society. (1) Family values family, and family is the first class for children. As relatives of disabled children, never give up and accept them with confidence. Parents should not despise and be indifferent, but should amplify and encourage their children's small progress. As parents, we should take our children out of the house, go out to the society, have more contact with people, listen to people and observe things more, so that children's ears, mouth, eyes, nose, hands and brain are all active, which can make their brains more excited and their limbs more coordinated. For example, I often take my children to supermarkets and amusement parks to broaden my horizons, relax my mood and develop my intelligence. Seize every trainable opportunity at home to guide children's behaviors and habits. For example: how to put dishes and chopsticks, how to go to the toilet, know household appliances and address relatives. Parents should also put down the burden of inferiority, take the initiative to contact the school more, tell teachers about their children's characteristics and progress, understand the situation at school, learn rehabilitation training knowledge, and put forward opinions and suggestions on school education and teaching. Parents should also have a good attitude, don't rush for success, don't have the psychology of comparing, record every activity and progress of their children, and give them more encouragement, praise, support and help. (II) School Training The promulgation of the Experimental Program of Compulsory Education Curriculum in Schools with Mental Retardation has clarified the principle of using national curriculum to develop school-based curriculum, and emphasized functionality and social participation in curriculum positioning. People-oriented and respect for life are the outstanding characteristics of contemporary society. Paying attention to the cultivation of the employability of mentally retarded students and integrating them into the society as soon as possible is not only the gist of the new curriculum reform and the essence of quality education, but also the proper meaning of social development. The school should reform the single classroom teaching mode of Chinese, mathematics and physical beauty, and build a curriculum system and content with local characteristics in combination with the actual situation, regional characteristics and student conditions of the school. Courses should be based on the teaching principles of life and meaning, and gradually extend from student life to family, school and community life. The curriculum should be carried out step by step according to the physical and psychological characteristics of children with mental retardation. Lower grades should attach importance to cultural education and self-care classes, and strengthen rehabilitation training. Middle school students mainly focus on cultural education, rehabilitation training courses, labor training courses and basic life labor skills; In senior grades, it is necessary to increase education in culture, labor and technology, and master skills, so that students can work stably. Good behavior development and professionalism should be possessed, so students should be given long-term intensive training in behavior development, labor concept and professionalism when they enter school. The successful vocational education in Shanghai, Yangzhou and other cities has inspired us, but we can't copy it. Instead, we should set up courses according to the local actual situation. In fact, a considerable number of special education schools are established in county towns. With the putting forward of a series of slogans such as eco-city and green city, urban greening and nursery have been coming into people's lives. Gardening can be a channel for students with mental retardation to find jobs and master simple processes such as watering, pruning and cleaning. Most students in county-level special education schools come from vast rural areas, and students with mental retardation also have certain imitation ability. From the countryside, I have an intuitive impression on the process of crops from sowing to harvesting and the way of raising livestock and poultry. Why not use the rich rural resources to cultivate students' simple planting skills such as pest control, vegetable planting, fertilization, weeding and feeding, so that they can become qualified farmers in the new period. Schools should run schools jointly with industries, enterprises, institutions and all aspects of society; Schools should also provide parents with training in educating their children and cooperate with parents in vocational training; Schools should also make use of the cooperation of the education department, the Disabled Persons' Federation and the civil affairs department to get their support and the natural support of the community to fully mobilize all possible human resources. Actively guide students outside the school, let them fully contact the society, establish a long-term internship system with enterprises, and carry out mutual learning, exchange and networking activities with relevant schools. Invite self-improvement disabled model to school, infect students with typical deeds and inspire students. Schools should vigorously cultivate students with mental retardation. Volunteer activities for disabled students, volunteer activities, voluntary cleaning of communities and streets, cleaning, haircutting and clothing arrangement for the elderly in nursing homes, so that students with mental retardation can learn to communicate and take care of themselves. (3) The ultimate goal of social acceptance of vocational education for students with mental retardation is to make them serve the society and become self-reliant, self-reliant and real people. Then they can't stay in school forever, but walk into a colorful society. How to really step into society depends on schools and teachers. More people must understand, care and support students with mental retardation. Governments at all levels should integrate resources, concentrate human and material resources, and run vocational training bases in cities as units. Mobilize the society, make enterprises proud of recruiting students with mental retardation, and encourage enterprises to recruit students with mental retardation boldly with policies. Promote special schools to all walks of life, let the society really understand vocational education, and give spiritual and material support and active participation. Disabled Persons' Federation should cooperate with civil affairs departments to find jobs and platforms suitable for training students with mental retardation in their subordinate enterprises or related enterprises. Vigorously run regional welfare enterprises. Disabled Persons' Federation should also go to special education schools frequently. Always pay attention to help solve the difficulties in teaching. Actively link enterprises with schools, so that enterprises and employers can establish long-term production and transportation relations with schools. All communities should also take active actions, educate their children with school parents, give students with mental retardation a broad training space, and actively build a bridge between students and social needs. [1] Chen Yinmei's thoughts on implementing entrepreneurship education in secondary vocational schools [g]200 1(5)[2] Modern special education [g]2009( 1- 12)