一、身心特質
肢體障礙學生是指四肢或驅幹，因缺陷而失去正常的運動機能，使學生在實際生活中產生困難，並且需要學校教育特別加以協助者，才能參與學校的各種學習活動。
由於四肢和軀幹是各種動作的主要部位，一旦肢體傷殘，便會立即造成學習和生活上的不便。此外，肢體傷殘的結果，往往也會造成生活適應的困難，而需要特別關照、教育和訓練。
肢體障礙學生的特質與發展，因個別內和個別間存在著很大的差異，主要的影響因素為身體損傷的部位與程度及心理方面。以下分別就動作和心理層面的發展進行簡單介紹:

1. 動作的發展:
有器官、肌肉、骨骼系統缺損或疾病者，會有肌肉無力、關節發炎、肌肉萎縮或脊椎彎曲等狀況，導致無法走路、獨自坐起或使用雙手操作等問題;心肺功能缺損或疾病者，可能會受呼吸問題或心臟缺陷的影響，以致無法進行劇烈運動，同時也較容易感染疾病;神經系統出現缺損或疾病者，會有動作協調不良、知覺功能異常等問題，可能會導致無法順利操控肢體活動。
2. 心理的發展:
肢體障礙學生由於生理及環境因素，常有自我概念低於常人的錯覺，歸咎其原因，乃在現實的生活經驗裡，他們常處於挫折情境中，自我肯定不易 ，因而很難以客觀的角度來 看待自己。
此外，因肢體障礙較容易影響外貌和姿態，進而增加肢體障礙學生人際互動上的不安，引發自憐自卑、導致社會適應上的困擾。

二、輔導原則
1. 學習活動空間的安排:
(1)學校應提供符合「建築物無障礙設施設計規範」的各種無障礙設施與設備。尤其是經常進出的學習空間。
(2)教室要有夠大的空間，足以讓學生可以方便地進出，且需考量輪椅的迴轉半徑。演講廳也應設有輪椅乘坐者的座位，以方便肢體障礙學生參加學校的大型活動。
(3)班級教室內可設置個人的專屬置物箱或櫥櫃，讓學生方便存放書籍與設備。置物空間與書桌間的行走動線要簡明寬敞，以利學生往返取物。
(4)注意學生的座位安排，尤其是乘坐輪椅的同學，其座位儘量安排在前排，以方便和老師做溝通。但也需要注意，安排座位時不要擋到其他正常同儕的視線，以免造成困擾。

2. 學習資料:
(1)課堂使用之投影片或相關的輔助教材，可依學生學習情況於課前或當場提供，以補強上肢障礙學生因抄寫不及而造成的學習上的困難。
(2)對有上肢障礙的學生，在翻書或筆記抄寫上所需之時間會較其他正常同儕要長;因此，應可給予較寬裕的時間，以方便其獨立完成任務。

3. 儘量參與原則:
(1)請勿因肢體障礙學生的活動能力受限，而減少其參與活動的機會。應鼓勵學生盡可能的參加休閒、體育及其他各種活動。但因學生可能容易疲勞，讓其有間歇性休息是相當必要的。
(2)主動邀請肢體障礙學生參與班級及社團活動，並提供適時的協助，讓同學有歸屬感及參與感，不應事先假設肢體障礙學生無法參加而不告知。
(3)除了一些無法經由接觸或基於安全考量，而不讓肢體障礙學生接觸的事物外，盡可能安排讓他們參與，以提升他們的實際經驗。

4. 對學生的期望:
對學校中各項學習活動或要求，較適當的方法是採用和一般學生一樣的期望標準，但允許肢體障礙學生有較充裕的工作時間或使用輔具來完成學習任務。

三、教學提醒
(1)由於許多肢體障礙學生會影響其行動能力，因此，當有戶外課程或上體育課時，需考量學生的能力，並給予安排「適應性體育」的協助，如安排體育特別班。
(2)對有書寫困難的肢體障礙學生，應善用書寫輔具來解決其書寫困難的問題。鼓勵學生可以利用語音辨識來取代書寫或電腦打字。
(3)若學生有呼吸問題或心臟缺陷，上課時需留意其發病的可能，並隨時給予適當的協助或送醫。
(4)授課教師應對肢體障礙學生有更多的接納與包容，儘量減低肢體障礙學生在校園適應上的心理障礙。
(5)鼓勵肢體障礙學生參加校內社團活動，發展人際互動的興趣與社會技巧。

資料出處:

全國特殊教育資訊網-學生輔導原則

https://special.moe.gov.tw/article.php?paid=181

1. Physical and Mental Characteristics

Students with physical disabilities are those whose limbs or torso, due to defects, lose normal motor functions, making daily life challenging. They require special assistance from schools to participate in various learning activities.

Since limbs and the torso are critical for movement, physical disabilities immediately lead to inconveniences in learning and life. Furthermore, such disabilities often cause difficulties in life adaptation, requiring special care, education, and training.

The characteristics and development of students with physical disabilities vary significantly between individuals, influenced mainly by the location and severity of the impairment as well as psychological factors. Below is an overview of their motor and psychological development:

1.1 Motor Development

Organ, Muscle, and Skeletal Defects or Diseases: Students may experience muscle weakness, joint inflammation, muscle atrophy, or spinal curvature, resulting in difficulties with walking, sitting independently, or using their hands.

Cardiopulmonary Defects or Diseases: Breathing issues or heart defects may limit strenuous activities and increase susceptibility to illness.

Neurological Defects or Diseases: Problems in motor coordination or perceptual functions may hinder smooth control of body movements.

1.2 Psychological Development

Due to physiological and environmental factors, students with physical disabilities often perceive their self-concept as inferior. This stems from frequent frustrations in real-life situations, making self-affirmation challenging and objective self-assessment difficult.

Additionally, physical disabilities may affect appearance and posture, increasing social anxiety and leading to self-pity, low self-esteem, and difficulties in social adaptation.

2. Counseling Principles

2.1 Learning Environment Arrangement

Schools should provide barrier-free facilities and equipment in accordance with "Design Standards for Accessible Facilities in Buildings," especially in frequently accessed learning areas.

Classrooms should be spacious enough to allow easy access, considering the turning radius for wheelchairs. Lecture halls should also have designated seating for wheelchair users, enabling participation in large school events.

Personal storage spaces like lockers or cabinets should be provided within classrooms to store books and equipment conveniently. The walking paths between storage and desks should be clear and spacious.

Seating arrangements should prioritize students in wheelchairs, preferably at the front, to facilitate communication with teachers. However, care must be taken not to obstruct other students' views.

2.2 Learning Materials

Presentation slides or supplementary materials used in class should be provided in advance or during class to address the difficulties upper-limb-disabled students face in taking notes.

Students with upper-limb disabilities may take longer to turn pages or copy notes. Hence, providing additional time for tasks is crucial.

2.3 Encouraging Participation

Physical disabilities should not limit opportunities for participation in activities. Students should be encouraged to engage in recreational, athletic, and other events. Providing intermittent rest is essential as students may fatigue easily.

Teachers should actively invite students with physical disabilities to participate in class and extracurricular activities, providing timely assistance to foster a sense of belonging.

Unless safety concerns prohibit it, students should be involved in various experiences to enhance their practical knowledge.

2.4 Expectations for Students

It is appropriate to apply the same standards for learning activities as for other students, while allowing students with physical disabilities additional time or tools to complete their tasks.

3. Teaching Tips

Outdoor classes or physical education lessons should consider the abilities of students with disabilities, offering "adaptive physical education", like specialized PE class, when necessary.

Writing aids should be provided for students with difficulty in handwriting. Encourage the use of voice recognition or typing as alternatives to writing.

For students with breathing or heart conditions, teachers should remain vigilant for signs of health issues during class and provide immediate assistance or medical care when needed.

Teachers should be accepting and accommodating, minimizing the psychological barriers that students with physical disabilities may face in adapting to campus life.

Encourage students with disabilities to join school clubs to foster interpersonal skills and social interests.