一、身心特質
智能障礙學生就其定義來說，在智能發展上較同年齡者有明顯遲緩狀況，並且在學習及生活適應能力表現上有顯著困難。
準此，智能障礙學生各方面發展，均有明顯低於同儕的現象。

以下分別自學習、語言、人格、生活適應等各層面進行簡單介紹(洪榮照，2013):
1. 學習能力:
(1)學習速度與反應遲緩，常會自我預期失敗，學習遷移與類化困難、學習動機薄弱。
(2)各科學習成就顯著低落，對抽象學習材料的學習效果尤差，想像力貧乏、缺乏創新能力。
(3)注意力不易集中且無法持久，上課時常做些無關事情。注意廣度狹窄、不善於選擇性注意、有短期記憶缺陷。
(4)概念化與組織能力差、辨認學習能力弱，對組織學習材料有困難。且無法有效統整外在刺激與訊息，推理能力差，無法將學會的內容類化至一般情境。

2. 語言發展:
智能障礙學生的語言發展，因與智能發展有密切關係，故呈現在語言方面，多數有語言發展遲緩的現象，如在語法、語意、語用等各方面都有落後現象。部分中度智能障礙學生有說話異常的現象，如構音困難、發聲異常、口吃等。不過，一般來說，輕度智能障礙者，在生活上或簡易對話上，能和成人或同儕做有效溝通。

3. 人格發展:
(1)智能障礙者有較高的焦慮、對失敗的預期、面臨的挫折情境比一般同學多，且使用防衛機制的表現強烈，如否定、退化、內化、抵消、壓抑等。
(2)人格較為僵化、缺乏彈性、分化度較低。
(3)從事各項活動的成敗常歸納為外界因素，不認為自己可以克服外界的困難。
(4)對自我與外在環境界線辨認困難，缺乏自我意識反應，對別人的反應模糊，面無表情。
(5)由於常常經驗到失敗，自己會感受到無能、自卑，常會有不穩定的抱負水準，可能較會有退縮反應，而出現與社會或同儕團體疏離的心態。

4. 生活適應:
(1)在日常生活自理能力、事務處理能力、時間觀念等，都比同齡同學差。
(2)缺乏隨機應變能力，無法因應問題情境調整自己的行為，因此，可能出現對週遭事物漠不關心的情形。
(3)較難融入同儕團體的各項活動，較常受到孤立或冷落，或者出現跟在別人後面、受別人指使等現象。
(4)從外顯行為來看，可能出現表情呆滯、眼神渙散或無目標東張西望，知覺動作能力差，動作遲緩或呈現笨拙等現象。
(5)遇到事情常缺乏彈性，較容易表現出拒絕、退縮、固執、壓抑等行為來處理所面臨的衝突，較容易緊張、焦慮，很難放鬆自己。
智能障礙者的個別差異甚大，每一位智能障礙者都可能因智能力水準、所處環境及生活經驗的不同，而出現不同的特質。

二、輔導原則
生活輔導:
(1)透過導師、學系助理與協助同學，妥善安排智能障礙學生通勤、住宿與校園生活等日常例行活動。
(2)為增進學生獨立生活與人際互動，不要過度保護或低估學生能力，鼓勵班級同學讓他們參與各項班級及學校活動，增加其生活經驗，以提高學習動機與意願。

三、教學提醒
(1)由於智能障礙學生注意力短暫及學習動機、抽象概念不足，因此在教學方法上儘量活潑生動及符合實際功能，教學策略上透過動靜穿插以維持學生學習興趣。
(2)在教導概念或技能時，提供智能障礙學生大量練習機會，並在學習後也能透過反覆練習，以維持學習效果。
(3)教學內容呈現時，多使用資訊媒體、具體圖片、講義摘要、關鍵指引等，並在解說上注意學生理解能力，用詞儘量簡明易懂。
(4)透過同儕小老師引導學生學習，並適時給予必要協助，除減少學生挫折感外，亦應給予學習成功經驗，增進其學習動力。
(5)考量個案特教需求，宜給予調整課程內容深度、學習評量標準、作業份量等。

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 intellectual disabilities are defined as having significantly delayed intellectual development compared to peers of the same age, with notable difficulties in learning and adapting to daily life.

As such, their development in various aspects is distinctly below that of their peers. Below is a brief introduction to their abilities in learning, language, personality, and life adaptation (Hong Rong-Zhao, 2013):

1.1 Learning Abilities:

Learning speed and response:

Slower learning speed, frequent self-anticipation of failure, difficulty in transferring and generalizing learning, and weak motivation.

Academic performance:

Significantly lower academic achievements, especially in abstract subjects, along with limited imagination and lack of creativity.

Attention and memory:

Difficulty concentrating, short attention spans, and frequent engagement in unrelated activities during lessons. Narrow focus, poor selective attention, and short-term memory deficits.

Conceptualization and organization:

​​​​​​​Weak conceptual and organizational skills, difficulty recognizing learning patterns, and challenges in integrating external stimuli and information effectively. Poor reasoning abilities hinder generalizing learned content to real-life situations.

1.2 Language Development:

Language development in students with intellectual disabilities is closely tied to their cognitive development, often leading to delayed progress in grammar, semantics, and pragmatics.

• Moderate disabilities may cause speech abnormalities, such as articulation issues, abnormal voice, or stuttering.
• Mildly disabled students can often communicate effectively in daily life or simple conversations with peers or adults.

1.3 Personality Development:

1. Higher anxiety, anticipation of failure, and frequent exposure to frustrating situations. Strong use of defense mechanisms such as denial, regression, repression, and compensation.
2. Rigid personality, lack of flexibility, and lower differentiation.
3. External attribution for success or failure, believing they cannot overcome external challenges.
4. Difficulty distinguishing self-boundaries from the environment, weak self-awareness, unclear reactions to others, and expressionless demeanor.
5. Frequent experiences of failure can lead to feelings of incompetence, low self-esteem, unstable ambition levels, withdrawal tendencies, and social detachment from peers.

1.4 Life Adaptation:

1. Poor self-care, task management, and time awareness compared to peers.
2. Lack of flexibility in responding to problems, potentially displaying indifference to surroundings.
3. Struggles to integrate into peer activities, leading to isolation or being directed by others.
4. Physical behaviors may include a vacant expression, unfocused eyes, aimless gazing, clumsy movements, and sluggish responses.
5. Limited adaptability when faced with conflict, often showing rejection, withdrawal, stubbornness, or anxiety.

Individual differences are significant among students with intellectual disabilities, as their characteristics depend on intellectual levels, environments, and life experiences.

2. Counseling Principles

2.1 Daily Life Guidance:

1. Collaborate with homeroom teachers, department assistants, and supportive peers to manage daily routines, such as commuting, housing, and campus life for students with intellectual disabilities.
2. Avoid overprotection or underestimation of their abilities. Encourage classmates to involve them in class and school activities, enhancing their life experiences and boosting their learning motivation and willingness.

3. Teaching Tips

1. Given their short attention spans and weak motivation or understanding of abstract concepts, teaching methods should be lively, practical, and functionally relevant. Alternate between dynamic and static activities to maintain interest.
2. Provide ample practice opportunities during concept or skill instruction, followed by repeated practice to reinforce learning outcomes.
3. Use multimedia tools, concrete visuals, summarized handouts, and key pointers to present content. Ensure explanations are simple and suited to the students' comprehension levels.
4. Utilize peer tutoring systems to guide learning and offer necessary support. Reducing frustration and providing success experiences will foster motivation.
5. Adapt curriculum depth, evaluation standards, and assignment quantities to accommodate individual needs and special education requirements.